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  1. 1. Teaching History <ul><li>Teaching history is difficult: </li></ul><ul><li>Multiculturalism </li></ul><ul><li>Urbanization </li></ul><ul><li>Globalization </li></ul><ul><li>Immigration </li></ul><ul><li>http://www.youtube.com/watch?v=Pk7yqlTMvp8 </li></ul>
  2. 2. Teaching History <ul><li>Chapter one answers two questions </li></ul><ul><ul><li>Why teach history? </li></ul></ul><ul><ul><li>How to teach history? </li></ul></ul>
  3. 3. Teaching History <ul><li>Telling History </li></ul><ul><li>Teaching History </li></ul>
  4. 4. Teaching History <ul><li>History is an action verb. </li></ul><ul><li>Students are not passive recepients of knowledge they are historians at work. </li></ul>
  5. 5. Teaching History <ul><li>History is both a science and an art. </li></ul>
  6. 6. Teaching History <ul><li>History is a science because it teaches a method of inquiry. </li></ul><ul><li>History is an art because it requires interpretation of how the past exists in our current place. </li></ul>
  7. 7. Teaching History <ul><li>How to teach history? </li></ul><ul><ul><li>Broad Questions or Themes </li></ul></ul><ul><ul><li>History Laboratories </li></ul></ul>
  8. 8. Teaching History <ul><li>Broad Questions or Themes </li></ul><ul><ul><li>History ’ s Habits of Mind </li></ul></ul><ul><ul><li>Vital Themes and Narratives (NCHE) </li></ul></ul><ul><ul><li>History Themes (NAEP) </li></ul></ul><ul><ul><li>Ten Social Studies Themes (NCSS) </li></ul></ul>
  9. 9. Teaching History <ul><li>History Laboratories </li></ul><ul><ul><li>Hermeneutics – a method of interpretation </li></ul></ul><ul><ul><li>Heuristics – Students learn for themselves. </li></ul></ul><ul><ul><li>Historiography – Study of historical writing </li></ul></ul><ul><ul><li>Primary Sources - </li></ul></ul>
  10. 10. Teaching History <ul><li>The Atomic Bomb </li></ul><ul><ul><li>The atomic bomb was used “ out of a desireto have the edge over the Soviet Union in the postwar world. ” </li></ul></ul><ul><ul><ul><ul><ul><li>Japanese textbook </li></ul></ul></ul></ul></ul>
  11. 11. Teaching History <ul><li>The Atomic Bomb </li></ul><ul><ul><li>The use of the atomic bomb from a military perspective was “ not essentinal . . . and the reasons for why that terrible decision was made have not been entirely made clear. ” </li></ul></ul><ul><ul><ul><ul><ul><li>Italian Textbook </li></ul></ul></ul></ul></ul>
  12. 12. Teaching History <ul><li>Why Historians Change Their Mind. </li></ul><ul><ul><li>Students have been conditioned to think of history as events on a timeline and not something open to interpretation. </li></ul></ul>
  13. 13. Teaching History <ul><li>History is not what happened, it ’ s what we say happened. </li></ul>
  14. 15. Textbooks <ul><li>David Kobrin believes that textbooks have good qualities but analyzing them can expose the agenda of authors and help students better understand the history of the period </li></ul>
  15. 16. Teaching History <ul><li>For example, according to Kobrin: </li></ul><ul><ul><li>Reconstruction in textbooks has changed from one of a disaster hurtful to ‘ Southerners ’ to a ‘ Second American Revolution ’ that valued civil over property rights. </li></ul></ul><ul><ul><li>Neither interpretation accounts for African Americans who would not appear until 1960. </li></ul></ul>

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