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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



Patriotic Education in a Global Age

Patriotic Education in a Global Age Author Randall Curren
ISBN-10 9780226552422
Release 2018-04-30
Pages 192
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Should schools attempt to cultivate patriotism? If so, why? And what conception of patriotism should drive those efforts? Is patriotism essential to preserving national unity, sustaining vigorous commitment to just institutions, or motivating national service? Are the hazards of patriotism so great as to overshadow its potential benefits? Is there a genuinely virtuous form of patriotism that societies and schools should strive to cultivate? In Patriotic Education in a Global Age, philosopher Randall Curren and historian Charles Dorn address these questions as they seek to understand what role patriotism might legitimately play in schools as an aspect of civic education. They trace the aims and rationales that have guided the inculcation of patriotism in American schools over the years, the methods by which schools have sought to cultivate patriotism, and the conceptions of patriotism at work in those aims, rationales, and methods. They then examine what those conceptions mean for justice, education, and human flourishing. Though the history of attempts to cultivate patriotism in schools offers both positive and cautionary lessons, Curren and Dorn ultimately argue that a civic education organized around three components of civic virtue—intelligence, friendship, and competence—and an inclusive and enabling school community can contribute to the development of a virtuous form of patriotism that is compatible with equal citizenship, reasoned dissent, global justice, and devotion to the health of democratic institutions and the natural environment. Patriotic Education in a Global Age mounts a spirited defense of democratic institutions as it situates an understanding of patriotism in the context of nationalist, populist, and authoritarian movements in the United States and Europe, and will be of interest to anyone concerned about polarization in public life and the future of democracy.



Educating About Social Issues in the 20th and 21st Centuries Vol 1

Educating About Social Issues in the 20th and 21st Centuries Vol 1 Author Samuel Totten
ISBN-10 9781617355745
Release 2012-04-01
Pages 575
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Educating About Social Issues in the 20th and 21st Centuries: A Critical Annotated Bibliography, is comprised of critical essays accompanied by annotated bibliographies on a host of programs, models, strategies and concerns visàvis teaching and learning about social issues facing society. The primary goal of the book is to provide undergraduate and graduate students in the field of education, professors of education, and teachers with a valuable resource as they engage in research and practice in relation to teaching about social issues. In the introductory essays, authors present an overview of their respective topics (e.g., The Hunt/Metcalf Model, Science/Technology/Science, Genocide Education). In doing so, they address, among other concerns, the following: key theories, goals, objectives, and the research base. Many also provide a set of recommendations for adapting and/or strengthening a particular model, program or the study of a specific social issue. In the annotated bibliographies accompanying the essays, authors include those works that are considered classics and foundational. They also include research and practiceoriented articles. Due to space constraints, the annotated bibliographies generally offer a mere sampling of what is available on each approach, program, model, or concern. The book is composed of twenty two chapters and addresses an eclectic array of topics, including but not limited to the following: the history of teaching and learning about social issues; George S. Counts and social issues; propaganda analysis; Harold Rugg's textbook program; Hunt and Metcalf's Reflective Thinking and Social Understanding Model; Donald Oliver, James Shaver and Fred Newmann's Public Issues Model; Massialas and Cox' Inquiry Model; the Engle/Ochoa Decisionmaking Model; human rights education; Holocaust education; education for sustainability; economic education; global education; multicultural education; James Beane's middle level education integrated curriculum model; Science Technology Society (STS); addressing social issues in the English classroom; genocide education; interdisciplinary approaches to incorporating social issues into the curriculum; critical pedagogy; academic freedom; and teacher education.



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.



The Challenge of Rethinking History Education

The Challenge of Rethinking History Education Author Bruce A. VanSledright
ISBN-10 9781136923029
Release 2010-09-13
Pages 232
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Every few years in the United States, history teachers go through what some believe is an embarrassing national ritual. A representative group of students sit down to take a standardized U.S. history test, and the results show varied success. Sizable percentages of students score at or below a "basic" understanding of the country’s history. Pundits seize on these results to argue that not only are students woefully ignorant about history, but history teachers are simply not doing an adequate job teaching historical facts. The overly common practice of teaching history as a series of dates, memorizing the textbook, and taking notes on teachers’ lectures ensues. In stark contrast, social studies educators like Bruce A. VanSledright argue instead for a more inquiry-oriented approach to history teaching and learning that fosters a sense of citizenship through the critical skills of historical investigation. Detailed case studies of exemplar teachers are included in this timely book to make visible, in an easily comprehensible way, the thought processes of skilled teachers. Each case is then unpacked further to clearly address the question of what history teachers need to know to teach in an investigative way. The Challenge of Rethinking History Education is a must read for anyone looking for a guide to both the theory and practice of what it means to teach historical thinking, to engage in investigative practice with students, and to increase students’ capacity to critically read and assess the nature of the complex culture in which they live.



Knowing Teaching and Learning History

Knowing  Teaching  and Learning History Author Peter N. Stearns
ISBN-10 9780814781418
Release 2000-09
Pages 482
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This four-part volume identifies the problems and issues in late 20th and early 21st-century history education, working towards an understanding of this evolving field. It aims to give both students and teachers insights into the best way of developing historical understanding in pupils.



Rethinking Social Studies and History Education

Rethinking Social Studies and History Education Author Cameron White
ISBN-10 9781681234991
Release 2016-07-01
Pages 217
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The book is unique in that it mixes theory and practical applications in rethinking traditional social studies education. It focuses on essays integrating media, popular culture, and alternative texts for teaching and learning in social studies and history education through a social education lens. Social education integrates social studies, media / popular culture, and cultural studies all within a social justice framework. The text provides 20+ curriculum themes with strategies to connect in teaching and learning, along with resources to extend depth of understanding. In addition, the pedagogical philosophy inherent in the essays is studentcentered learning focusing on issues, problem, and projectbased instruction. Although the themes are generally social studies and history focused, the links to media and popular culture can be integrated in other disciplines.



American Studies at Home and Abroad

American Studies at Home and Abroad Author
ISBN-10 9781428967649
Release
Pages
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American Studies at Home and Abroad has been writing in one form or another for most of life. You can find so many inspiration from American Studies at Home and Abroad also informative, and entertaining. Click DOWNLOAD or Read Online button to get full American Studies at Home and Abroad book for free.



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.



Christian Reconstruction

Christian Reconstruction Author Michael J. McVicar
ISBN-10 9781469622750
Release 2015-04-27
Pages 326
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This is the first critical history of Christian Reconstruction and its founder and champion, theologian and activist Rousas John Rushdoony (1916–2001). Drawing on exclusive access to Rushdoony's personal papers and extensive correspondence, Michael J. McVicar demonstrates the considerable role Reconstructionism played in the development of the radical Christian Right and an American theocratic agenda. As a religious movement, Reconstructionism aims at nothing less than "reconstructing" individuals through a form of Christian governance that, if implemented in the lives of U.S. citizens, would fundamentally alter the shape of American society. McVicar examines Rushdoony's career and traces Reconstructionism as it grew from a grassroots, populist movement in the 1960s to its height of popularity in the 1970s and 1980s. He reveals the movement's galvanizing role in the development of political conspiracy theories and survivalism, libertarianism and antistatism, and educational reform and homeschooling. The book demonstrates how these issues have retained and in many cases gained potency for conservative Christians to the present day, despite the decline of the movement itself beginning in the 1990s. McVicar contends that Christian Reconstruction has contributed significantly to how certain forms of religiosity have become central, and now familiar, aspects of an often controversial conservative revolution in America.



Handbook for Teaching Secondary School Social Studies

Handbook for Teaching Secondary School Social Studies Author James W. Stockard, Jr.
ISBN-10 9781478610397
Release 2006-07-12
Pages 188
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Globalization, technological advances, and demographic shifts have changed our economy. It is imperative that we understand the fundamental shifts in an economic situation so new that we can barely comprehend it, and yet we must devise new ways of educating our high school students to succeed in this new economy. In the twenty-rst century, our high schools are increasingly challenged to provide young people with new skills that are different from those around which we have organized our educational system in the past. The Handbook for Teaching Secondary School Social Studies is a guide, a tool, and a reference for pre-service and in-service teachers, clarifying the most effective ways to teach social studies in secondary school classrooms. Its intention is to help teachers become creative practitioners who can motivate students, create stimulating learning environments, and bring the core disciplines of social studies to life. Its goal, in effect, is to help teachers make social scientists of their students. The information contained in this book will enable teachers to become the catalyst for students transformation into cognizant, condent citizens capable of making a difference in our world. The handbook is brief and manageable, yet it provides pre-service and in-service teachers with comprehensive and in-depth coverage of research-based pedagogy, planning skills, standards-based instructional delivery approaches, and grade-level expectations for the core disciplines of the social studies.



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.



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



The First U S History Textbooks

The First U S  History Textbooks Author Barry Joyce
ISBN-10 9781498502160
Release 2015-08-27
Pages 374
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This book analyzes the common narrative residing in American History textbooks published in the first half of the 19th century. That story, what the author identifies as the American “creation” or “origins” narrative, is simultaneously examined as both historic and “mythic” in composition. It offers a fresh, multidisciplinary perspective on an enduring aspect of these works. The book begins with a provocative thesis that proposes the importance of the relationship between myth and history in the creation of America’s textbook narrative. It ends with a passionate call for a truly inclusive story of who Americans are and what Americans aspire to become. The book is organized into three related sections. The first section provides the context for the emergence of American History textbooks. It analyzes the structure and utility of these school histories within the context of antebellum American society and educational practices. The second section is the heart of the book. It recounts and scrutinizes the textbook narrative as it tells the story of America’s emergence from “prehistory” through the American Revolution—the origins story of America. This section identifies the recurring themes and images that together constitute what early educators conceived as a unified cultural narrative. Section three examines the sectional bifurcation and eventual re-unification of the American History textbook narrative from the 1850s into the early 20th century. The book concludes by revisiting the relationship between textbooks, the American story, and mythic narratives in light of current debates and controversies over textbooks, American history curriculum and a common American narrative.



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.