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This Happened in America

This Happened in America Author Ronald W. Evans
ISBN-10 9781607526247
Release 2007-07-01
Pages 329
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This long awaited biography of Harold Rugg is a dramatic and compelling story with profound implications for today’s educators. Harold Rugg, one of the leading progressive educators of the 20th century, developed an innovative social studies program and textbook series that was censured by conservative critics during the 1940s. Read the full story behind Rugg, the man and the educator, and the critics who attacked him. Harold O. Rugg was professor at Teachers College, Columbia University, and a key leader among the social frontier group that emerged in the 1930s to argue that schools should play a stronger role in helping to reconstruct society. He was author of a best selling social studies textbook series that came under attack from patriotic and business groups in the early years of World War II. The story of his rise and fall encapsulates a pivotal episode in the history of American education and reveals a great deal about the direction of schooling in American life, the many roads not taken, and possibilities for the future. This indepth examination of Rugg's life and career provides historical perspective on the recurring struggles over education. It will be of interest to every citizen concerned about the future of our democracy. Includes more than 60 photos and graphics.



Palgrave Handbook of Research in Historical Culture and Education

Palgrave Handbook of Research in Historical Culture and Education Author Mario Carretero
ISBN-10 9781137529084
Release 2017-03-07
Pages 856
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This volume comprises a broad interdisciplinary examination of the many different approaches by which contemporary scholars record our history. The editors provide a comprehensive overview through thirty-eight chapters divided into four parts: a) Historical Culture and Public Uses of History; b) The Appeal of the Nation in History Education of Postcolonial Societies; c) Reflections on History Learning and Teaching; d) Educational Resources: Curricula, Textbooks and New Media. This unique text integrates contributions of researchers from history, education, collective memory, museum studies, heritage, social and cognitive psychology, and other social sciences, stimulating an interdisciplinary dialogue. Contributors come from various countries of Northern and Southern America, Europe and Asia, providing an international perspective that does justice to the complexity of this field of study. The Palgrave Handbook of Research in Historical Culture and Education provides state-of-the-art research, focussing on how citizens and societies make sense of the past through different ways of representing it.



Teaching What Really Happened

Teaching What Really Happened Author James W. Loewen
ISBN-10 9780807771242
Release 2013-05-01
Pages 265
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In this follow-up to his landmark bestseller, Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong, Loewen goes beyond the usual textbook-dominated curriculum to illuminate a wealth of intriguing, often hidden facts about America’s past. Calling for a new way to teach history, this book offers teachers specific ideas for how to get students excited about history, how to get them to DO history, and how to help them read critically. It will specifically help teachers tackle difficult but important topics like the American Indian experience, slavery, and race relations. Throughout, Loewen shows how “teaching what really happened” not only connects better with all kinds of students, it better prepares those students to be tomorrow’s citizens. Book features: A refreshingly candid assessment of the pitfalls and potential of American history education.Ideas from teachers across the country who are empowering students with the real story of America’s history.Strategies for teaching historiography and incorporating project-oriented, self-learning.Specific chapters dedicated to the five content topics usually taught particularly badly in today’s schools. James W. Loewen is the bestselling author of Lies My Teacher Told Me and Lies Across America. He taught race relations for twenty years at the University of Vermont and gives workshops for teacher groups around the United States. He has been an expert witness in more than 50 civil rights, voting rights, and employment cases. “James Loewen's new book should be in the hands of every history teacher in the country. It is not only a devastating critique of how our nation's history has been taught in our schools, but also a wonderful guide to how the teaching of history can open up minds, excite the imagination, and educate a new generation dedicated to making this a better world.” —Howard Zinn, author of A People’s History of the United States “Loewen’s candid and revealing descriptions of institutional racism in U.S. society and in textbooks are not presented to make students cynical or disempowered, but to help them acquire the knowledge, skills, and commitments needed to attain agency and to act to create a better world.” —From the Series Foreword by James A. Banks, Director of the Center for Multicultural Education at the University of Washington, Seattle; Past President of the the National Council for the Social Studies (NCSS) • James Loewen, recipient of the 2012 “Spirit of America Award” from the National Council for the Social Studies • James Loewen, recipient of the 2012 “Cox-Johnson-Frazier Major Award” from the American Sociological Association • ForeWord Magazine Book of the Year Award Finalist in Education, 2010



A People s History of the United States

A People s History of the United States Author Howard Zinn
ISBN-10 9781317325307
Release 2015-08-12
Pages 744
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This is a new edition of the radical social history of America from Columbus to the present. This powerful and controversial study turns orthodox American history upside down to portray the social turmoil behind the "march of progress". Known for its lively, clear prose as well as its scholarly research, A People's History is the only volume to tell America's story from the point of view of - and in the words of - America's women, factory workers, African-Americans, Native Americans, the working poor, and immigrant laborers. As historian Howard Zinn shows, many of America's greatest battles - the fights for fair wage, an eight-hour workday, child-labor laws, health and safety standards, universal suffrage, women's rights, racial equality - were carried out at the grassroots level, against bloody resistance. Covering Christopher Columbus's arrival through the Clinton years A People's History of the United States, which was nominated for the American Book Award in 1981, is an insightful analysis of the most important events in US history.



Lies My Teacher Told Me

Lies My Teacher Told Me Author James W. Loewen
ISBN-10 9781620974551
Release 2018-07-17
Pages
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“Every teacher, every student of history, every citizen should read this book. It is both a refreshing antidote to what has passed for history in our educational system and a one-volume education in itself.” —Howard Zinn A new edition of the national bestseller and American Book Award winner, with a new preface by the author Since its first publication in 1995, Lies My Teacher Told Me has become one of the most important—and successful—history books of our time. Having sold nearly two million copies, the book also won an American Book Award and the Oliver Cromwell Cox Award for Distinguished Anti-Racist Scholarship and was heralded on the front page of the New York Times in the summer of 2006. For this new edition, Loewen has added a new preface that shows how inadequate history courses in high school help produce adult Americans who think Donald Trump can solve their problems, and calls out academic historians for abandoning the concept of truth in a misguided effort to be “objective.” What started out as a survey of the twelve leading American history textbooks has ended up being what the San Francisco Chronicle calls “an extremely convincing plea for truth in education.” In Lies My Teacher Told Me, James W. Loewen brings history alive in all its complexity and ambiguity. Beginning with pre-Columbian history and ranging over characters and events as diverse as Reconstruction, Helen Keller, the first Thanksgiving, the My Lai massacre, 9/11, and the Iraq War, Loewen offers an eye-opening critique of existing textbooks, and a wonderful retelling of American history as it should—and could—be taught to American students.



How Students Learn

How Students Learn Author Committee on How People Learn: A Targeted Report for Teachers
ISBN-10 9780309089500
Release 2004-12-28
Pages 264
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How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in science at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. This book discusses how to build straightforward science experiments into true understanding of scientific principles. It also features illustrated suggestions for classroom activities.



Historical Thinking and Other Unnatural Acts

Historical Thinking and Other Unnatural Acts Author Sam Wineburg
ISBN-10 1439903018
Release 2001-03-01
Pages 270
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Since ancient times, the pundits have lamented young people's lack of historical knowledge and warned that ignorance of the past surely condemns humanity to repeating its mistakes. In the contemporary United States, this dire outlook drives a contentious debate about what key events, nations, and people are essential for history students. Sam Wineburg says that we are asking the wrong questions. This book demolishes the conventional notion that there is one true history and one best way to teach it. Although most of us think of history -- and learn it -- as a conglomeration of facts, dates, and key figures, for professional historians it is a way of knowing, a method for developing and understanding about the relationships of peoples and events in the past. A cognitive psychologist, Wineburg has been engaged in studying what is intrinsic to historical thinking, how it might be taught, and why most students still adhere to the one damned thing after another concept of history. Whether he is comparing how students and historians interpret documentary evidence or analyzing children's drawings, Wineburg's essays offer rough maps of how ordinary people think about the past and use it to understand the present. Arguing that we all absorb lessons about history in many settings -- in kitchen table conversations, at the movies, or on the world-wide web, for instance -- these essays acknowledge the role of collective memory in filtering what we learn in school and shaping our historical thinking.



Scientific Research in Education

Scientific Research in Education Author National Research Council
ISBN-10 0309133092
Release 2002-03-28
Pages 204
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Researchers, historians, and philosophers of science have debated the nature of scientific research in education for more than 100 years. Recent enthusiasm for "evidence-based" policy and practice in educationâ€"now codified in the federal law that authorizes the bulk of elementary and secondary education programsâ€"have brought a new sense of urgency to understanding the ways in which the basic tenets of science manifest in the study of teaching, learning, and schooling. Scientific Research in Education describes the similarities and differences between scientific inquiry in education and scientific inquiry in other fields and disciplines and provides a number of examples to illustrate these ideas. Its main argument is that all scientific endeavors share a common set of principles, and that each fieldâ€"including education researchâ€"develops a specialization that accounts for the particulars of what is being studied. The book also provides suggestions for how the federal government can best support high-quality scientific research in education.



History Education and the Construction of National Identities

History Education and the Construction of National Identities Author Mario Carretero
ISBN-10 9781617359378
Release 2013-01-01
Pages 377
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How is history represented? As just a record of the past, as a part of a present identity or as future goals? This book explores how historical contents and narratives are presented in school textbooks and other cultural productions (museums, monuments, etc) and also how they are understood by students, in the context of increasing globalization. In these contemporary conditions, the relation between history learning processes, in and out of school, and the construction of national identities presents an ever more important topic. It is being studied by looking at the appropriation of historical narratives, which are frequently based on the official history of a nation state. Most of the chapters in this volume are educational studies about how the learning of history takes place in school settings of different countries such as Canada, France, Germany, Latin America, Spain, the Netherlands, the United Kingdom and the United States. Covering such a broad sample of cultural and national contexts, they provide a rich reflection on history as a subject related to patriotism, cosmopolitanism, both or neither.



Why Won t You Just Tell Us the Answer

 Why Won t You Just Tell Us the Answer  Author Bruce A. Lesh
ISBN-10 1571108122
Release 2011
Pages 230
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Reinventing my classroom: making historical thinking reality -- Introducing historical thinking: Nat Turner's Rebellion of 1831 -- Text, subtext, and context: evaluating evidence and exploring President Theodore Roosevelt and the Panama Canal -- Using the Rail Strike of 1877 to teach chronological thinking and causality -- "Revolution in the air": Using the Bonus March of 1932 to teach multiple perspectives -- Continuity and change over time: Custer's last stand or the Battle of the greasy grass? -- Long or short?: using the civil rights movement to teach historical significance -- Trying on the shoes of historical actors: using the Truman-MacArthur Debate to teach historical empathy -- How am I supposed to do this every day?: historical investigations versus sleep -- Overcoming the barrier to change.



Ebony and Ivy

Ebony and Ivy Author Craig Steven Wilder
ISBN-10 9781596916814
Release 2013-09-17
Pages 432
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A leading African-American historian of race in America exposes the uncomfortable truths about race, slavery and the American academy, revealing that our leading universities, dependent on human bondage, became breeding grounds for the racist ideas that sustained it.



Finding John Galt

Finding John Galt Author Elizabeth Romey
ISBN-10 9781623963729
Release 2013-08-01
Pages 285
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This volume covers significant highlights in the history of gifted education, addressing significant contributors to the field, important political and policy concerns, and programs and practices of note. The book’s scope is holistic, using Ayn Rand’s concept of “men [and women] of the mind” to frame giftedness as a quality of individuals that extends beyond the academic or “schoolhouse” setting and into a range of aspects of the lived human experience of gifted individuals.



Brown in Baltimore

 Brown  in Baltimore Author Howell S. Baum
ISBN-10 9780801457104
Release 2011-02-23
Pages
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In the first book to present the history of Baltimore school desegregation, Howell S. Baum shows how good intentions got stuck on what Gunnar Myrdal called the "American Dilemma." Immediately after the 1954 Brown v. Board of Education decision, the city's liberal school board voted to desegregate and adopted a free choice policy that made integration voluntary. Baltimore's school desegregation proceeded peacefully, without the resistance or violence that occurred elsewhere. However, few whites chose to attend school with blacks, and after a few years of modest desegregation, schools resegregated and became increasingly segregated. The school board never changed its policy. Black leaders had urged the board to adopt free choice and, despite the limited desegregation, continued to support the policy and never sued the board to do anything else. Baum finds that American liberalism is the key to explaining how this happened. Myrdal observed that many whites believed in equality in the abstract but considered blacks inferior and treated them unequally. School officials were classical liberals who saw the world in terms of individuals, not races. They adopted a desegregation policy that explicitly ignored students' race and asserted that all students were equal in freedom to choose schools, while their policy let whites who disliked blacks avoid integration. School officials' liberal thinking hindered them from understanding or talking about the city's history of racial segregation, continuing barriers to desegregation, and realistic change strategies. From the classroom to city hall, Baum examines how Baltimore's distinct identity as a border city between North and South shaped local conversations about the national conflict over race and equality. The city's history of wrestling with the legacy of Brown reveals Americans' preferred way of dealing with racial issues: not talking about race. This avoidance, Baum concludes, allows segregation to continue.



Hanukkah in America

Hanukkah in America Author Dianne Ashton
ISBN-10 9781479858958
Release 2013-10-14
Pages 350
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In New Orleans, Hanukkah means decorating your door with a menorah made of hominy grits. Latkes in Texas are seasoned with cilantro and cayenne pepper. Children in Cincinnati sing Hanukkah songs and eat oranges and ice cream. While each tradition springs from its own unique set of cultural references, what ties them together is that they all celebrate a holiday that is different in America than it is any place else. For the past two hundred years, American Jews have been transforming the ancient holiday of Hanukkah from a simple occasion into something grand. Each year, as they retell its story and enact its customs, they bring their ever-changing perspectives and desires to its celebration. Providing an attractive alternative to the Christian dominated December, rabbis and lay people alike have addressed contemporary hopes by fashioning an authentically Jewish festival that blossomed in their American world. The ways in which Hanukkah was reshaped by American Jews reveals the changing goals and values that emerged among different contingents each December as they confronted the reality of living as a religious minority in the United States. Bringing together clergy and laity, artists and businessmen, teachers, parents, and children, Hanukkah has been a dynamic force for both stability and change in American Jewish life. The holiday’s distinctive transformation from a minor festival to a major occasion that looms large in the American Jewish psyche is a marker of American Jewish life. Drawing on a varied archive of songs, plays, liturgy, sermons, and a range of illustrative material, as well as developing portraits of various communities, congregations, and rabbis, Hanukkah in America reveals how an almost forgotten festival became the most visible of American Jewish holidays. Instructor's Guide New Books Network interviews Dianne Ashton



Montana

Montana Author Michael P. Malone
ISBN-10 0295971290
Release 1991
Pages 466
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Montana: A History of Two Centuries first appeared in 1976 and immediately became the standard work in its field. In this thoroughgoing revision, William L. Lang has joined Michael P. Malone and Richard B. Roeder in carrying forward the narrative to the 1990s. Fully twenty percent of the text is new or revised, incorporating the results of new research and new interpretations dealing with pre-history, Native American studies, ethnic history, women's studies, oral history, and recent political history. In addition, the bibliography has been updated and greatly expanded, new maps have been drawn, and new photographs have been selected.



The Hidden Brain

The Hidden Brain Author Shankar Vedantam
ISBN-10 1588369390
Release 2010-01-19
Pages 288
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The hidden brain is the voice in our ear when we make the most important decisions in our lives—but we’re never aware of it. The hidden brain decides whom we fall in love with and whom we hate. It tells us to vote for the white candidate and convict the dark-skinned defendant, to hire the thin woman but pay her less than the man doing the same job. It can direct us to safety when disaster strikes and move us to extraordinary acts of altruism. But it can also be manipulated to turn an ordinary person into a suicide terrorist or a group of bystanders into a mob. In a series of compulsively readable narratives, Shankar Vedantam journeys through the latest discoveries in neuroscience, psychology, and behavioral science to uncover the darkest corner of our minds and its decisive impact on the choices we make as individuals and as a society. Filled with fascinating characters, dramatic storytelling, and cutting-edge science, this is an engrossing exploration of the secrets our brains keep from us—and how they are revealed.



Reading Thinking and Writing About History

Reading  Thinking  and Writing About History Author Chauncey Monte-Sano
ISBN-10 9780807772874
Release 2014
Pages 228
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Although the Common Core and C3 Framework highlight literacy and inquiry as central goals for social studies, they do not offer guidelines, assessments, or curriculum resources. This practical guide presents six research-tested historical investigations along with all corresponding teaching materials and tools that have improved the historical thinking and argumentative writing of academically diverse students. Each investigation integrates reading, analysis, planning, composing, and reflection into a writing process that results in an argumentative history essay. Primary sources have been modified to allow struggling readers access to the material. Web links to original unmodified primary sources are also provided, along with other sources to extend investigations. The authors include sample student essays from each investigation to illustrate the progress of two different learners and explain how to support students’ development. Each chapter includes these helpful sections: Historical Background, Literacy Practices Students Will Learn, How to Teach This Investigation, How Might Students Respond?, Student Writing and Teacher Feedback, Lesson Plans and Materials. Book Features: Integrates literacy and inquiry with core U.S. history topics. Emphasizes argumentative writing, a key requirement of the Common Core. Offers explicit guidance for instruction with classroom-ready materials. Provides primary sources for differentiated instruction. Explains a curriculum appropriate for students who struggle with reading, as well as more advanced readers. Models how to transition over time from more explicit instruction to teacher coaching and greater student independence. “The tools this book provides—from graphic organizers, to lesson plans, to the accompanying documents—demystify the writing process and offer a sequenced path toward attaining proficiency.” —From the Foreword by Sam Wineburg, co-author of Reading Like a Historian “Assuming literate practice to be at the core of history learning and historical practice, the authors provide actual units of history instruction that can be immediately applied to classroom teaching. These units make visible how a cognitive apprenticeship approach enhances history and historical literacy learning and ensure a supported transition to teaching history in accordance with Common Core State Standards.” —Elizabeth Moje, Arthur F. Thurnau Professor, School of Education, University of Michigan “The C3 Framework for Social Studies State Standards and the Common Core State Standards challenge students to investigate complex ideas, think critically, and apply knowledge in real world settings. This extraordinary book provides tried-and-true practical tools and step-by-step directions for social studies to meet these goals and prepare students for college, career, and civic life in the 21st century.” —Michelle M. Herczog, president, National Council for the Social Studies