Teaching history for the common good /

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Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking.

Bibliographic Details
Call Number:Libro Electrónico
Main Author: Barton, Keith C.
Other Authors: Levstik, Linda S.
Format: Electronic eBook
Language:Inglés
Published: Mahwah, N.J. : Lawrence Erlbaum Associates, 2004.
Subjects:
History > Study and teaching (Elementary) > United States.
History > Study and teaching (Middle school) > United States.
Civics > Study and teaching (Elementary) > United States.
Civics > Study and teaching (Middle school) > United States.
Histoire > Étude et enseignement (Primaire) > États-Unis.
Histoire > Étude et enseignement (École moyenne) > États-Unis.
Éducation à la citoyenneté (Enseignement primaire) > États-Unis.
Éducation à la citoyenneté (École moyenne) > États-Unis.
EDUCATION > Elementary.
Civics > Study and teaching (Elementary)
History > Study and teaching (Elementary)
History > Study and teaching (Middle school)
Geschichtsunterricht
Grundschule
Geschiedenisonderwijs.
Historieundervisning.
United States
USA
UmU kursbok
Online Access:Texto completo
Table of Contents:
  • A Sociocultural Perspective on History Education
  • Participatory Democracy and Democratic Humanism
  • The Identification Stance
  • The Analytic Stance
  • The Moral Response Stance
  • The Exhibition Stance
  • Narrative Structure and History Education
  • Narratives of Individual Achievement and Motivation
  • The Story of National Freedom and Progress
  • Inquiry
  • Historical Empathy as Perspective Recognition
  • Empathy as Caring
  • Teacher Education and the Purposes of History.

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