New Directions in Assessing Historical Thinking

Author: Kadriye Ercikan

Publisher: Routledge

ISBN:

Category: Education

Page: 262

View: 967

New technologies have radically transformed our relationship to information in general and to little bits of information in particular. The assessment of history learning, which for a century has valued those little bits as the centerpiece of its practice, now faces not only an unprecedented glut but a disconnect with what is valued in history education. More complex processes—historical thinking, historical consciousness or historical sense making—demand more complex assessments. At the same time, advances in scholarship on assessment open up new possibilities. For this volume, Kadriye Ercikan and Peter Seixas have assembled an international array of experts who have, collectively, moved the fields of history education and assessment forward. Their various approaches negotiate the sometimes-conflicting demands of theoretical sophistication, empirically demonstrated validity and practical efficiency. Key issues include articulating the cognitive goals of history education, the relationship between content and procedural knowledge, the impact of students’ language literacy on history assessments, and methods of validation in both large scale and classroom assessments. New Directions in Assessing Historical Thinking is a critical, research-oriented resource that will advance the conceptualization, design and validation of the next generation of history assessments.

The Student Guide to Historical Thinking

Going Beyond Dates, Places, and Names to the Core of History

Author: Linda Elder

Publisher: Rowman & Littlefield

ISBN:

Category: Education

Page: 94

View: 355

Thinking about history as only a collection of dates and names prevents us from seeing the true value of the past. This volume of the Thinker’s Guide Library reveals history as a mode of thinking with real current-day implications. Students learn to engage with the past in a way that promotes critical thinking about the present and future.

Chinese Historical Thinking

An Intercultural Discussion

Author: Chun-chieh Huang

Publisher: Vandenhoeck & Ruprecht

ISBN:

Category: History

Page: 254

View: 469

The book presents Chinese historical thinking by four articles. It is covered the ancient origin and the development to modernity and is commented by seven international experts. Presentation and comments find ›second thought‹ by three other international scholars, and at the end the whole discussion find an answer by the authors of the first presentations. The complex structure of argumentation documents not only various ideas and interpretations of Chinese historical thinking, but represent the possibilities and problems of intercultural comparison at the same time.

Creative Historical Thinking

Author: Michael Douma

Publisher: Routledge

ISBN:

Category: History

Page: 160

View: 280

Creative Historical Thinking offers innovative approaches to thinking and writing about history. Author Michael J. Douma makes the case that history should be recognized as a subject intimately related to individual experience and positions its practice as an inherently creative endeavor. Douma describes the nature of creativity in historical thought, illustrates his points with case studies and examples. He asserts history’s position as a collective and community-building exercise and argues for the importance of metaphor and other creative tools in communicating about history with people who may view the past in fundamentally different ways. A practical guide and an inspiring affirmation of the personal and communal value of history, Creative Historical Thinking has much to offer to both current and aspiring historians.

Recent Themes in Historical Thinking

Historians in Conversation

Author: Donald A. Yerxa

Publisher: Univ of South Carolina Press

ISBN:

Category: History

Page: 141

View: 835

This book offers a detailed look at new trends in methods of historical inquiry. Through articles and interviews, the prominent historians featured in this collection comment on such wide-ranging topics of historical inquiry as the impact of postmodernism on the field, the relationship between professional and popular history, the importance of historical consciousness, and the limitations of the field in its current state. A special feature of this volume is a lively forum on counterfactuals - the might-have-beens of history. The volume in general and the forum in particular illustrates the value of ongoing conversation between historians in advancing historical investigation and enriching debate and discussion within and beyond the academic setting. The contributors are Jeremy Black, David Cannadine, Robert Cowley, Richard J. Evans, Edward Ingram, Richard Ned Lebow, Joseph S. Lucas, John Lukacs, C. Behan McCullagh, William H. McNeill, Allan Megill, Gavriel Rosenfeld, Peter Seixas, Beverley Southgate, Willie Thompson, and Sam Wineburg.

Historical Thinking for History Teachers

A new approach to engaging students and developing historical consciousness

Author: Tim Allender

Publisher: Routledge

ISBN:

Category: Education

Page: 384

View: 124

Effective Australian history education has never been more important for the development of critically aware and thoughtful young people. History fosters important skills in reasoning, historical consciousness and empathy; and an appreciation of history is crucial to the development of students' understanding of the very nature of our society. This edited collection comprises contributions from leading historians, educators and practising teachers, and surveys Australian history teaching today, from the development of the national curriculum to fostering historical thinking and promoting effective engagement in the history classroom. The book begins with an analysis of the principles underlying the drafting of the national curriculum and features insights from the writers of the curriculum themselves. It focuses on the curriculum from primary- and secondary-school teaching perspectives. Part 2 examines the teaching of historical expertise including historical thinking and value formation, as well as productive assessment and the important role social history can play in the classroom. Part 3 concentrates on specific approaches to history teaching including teacher talk; the use of historical fiction and film; digital technology and the internet; as well as museums as a teaching medium. Part 4 analyses key aspects of Australian history teaching including Indigenous perspectives, teaching citizenship and assisting the pre-service teacher in their transition to becoming a professional. Rich with insights into historical skills, historical concepts and critical thinking, as well as practical guidance on translating principles into engaging classroom approaches, this is an essential reference for both pre-service and in-service history teachers and educators.

Western Historical Thinking

An Intercultural Debate

Author: Jörn Rüsen

Publisher: Berghahn Books

ISBN:

Category: Philosophy

Page: 206

View: 359

What is history is a question historians have been asking themselves time and again. Here a Western historian offers ten hypotheses that attempt to constitute specifically Western historical thinking, and Asian and African historians comment

New Directions in Assessing Historical Thinking

Author: Kadriye Ercikan

Publisher: Routledge

ISBN:

Category: Education

Page: 284

View: 682

"Even as more school districts adopt history curricula that specify historical thinking as a goal, valid assessments of historical thinking remain elusive, and exams continue to focus on measures of factual knowledge or generic reading and writing skills. This edited collection addresses the new landscape of history learning and explores assessments of complex thinking in history. Topics covered include the design of formative and summative assessments for classroom purposes, methods of validating assessments of complex thinking, and assessing content versus procedural knowledge. With contributions from international experts from the fields of history education, digital humanities, and assessment and measurement, Assessment of Historical Thinking is a critical, research-oriented resource aimed at remedying the disjunction between the history classroom and the history test"--Provided by publisher.

Historical Thinking Skills

A Workbook for U. S. History

Author: John P. Irish

Publisher: W. W. Norton

ISBN:

Category: History

Page:

View: 483

John Irish, an experienced U.S. History teacher, has developed this workbook to focus on the historical thinking skills that high school students in the AP* U.S. History course must master in order to perform well on the exam.

History, Policy and Public Purpose

Historians and Historical Thinking in Government

Author: Alix R. Green

Publisher: Springer

ISBN:

Category: History

Page: 146

View: 574

This book takes a fresh look at the connection between history and policy, proposing that historians rediscover a sense of ‘public purpose’ that can embrace political decision-making – and also enhance historical practice. Making policy is a complex and messy affair, calling on many different forms of expertise and historians have often been reluctant to get involved in policy advice, with those interested in ‘history in public’ tending to work with museums, heritage sites, broadcasters and community organisations. Green notes, however, that historians have also insisted that ‘history matters’ in public policy debate, and been critical of politicians’ distortions or neglect of the past. She argues that it is not possible to have it both ways.

New Directions in Assessing Historical Thinking

Author: Kadriye Ercikan

Publisher: Routledge

ISBN:

Category: Education

Page: 262

View: 518

New technologies have radically transformed our relationship to information in general and to little bits of information in particular. The assessment of history learning, which for a century has valued those little bits as the centerpiece of its practice, now faces not only an unprecedented glut but a disconnect with what is valued in history education. More complex processes—historical thinking, historical consciousness or historical sense making—demand more complex assessments. At the same time, advances in scholarship on assessment open up new possibilities. For this volume, Kadriye Ercikan and Peter Seixas have assembled an international array of experts who have, collectively, moved the fields of history education and assessment forward. Their various approaches negotiate the sometimes-conflicting demands of theoretical sophistication, empirically demonstrated validity and practical efficiency. Key issues include articulating the cognitive goals of history education, the relationship between content and procedural knowledge, the impact of students’ language literacy on history assessments, and methods of validation in both large scale and classroom assessments. New Directions in Assessing Historical Thinking is a critical, research-oriented resource that will advance the conceptualization, design and validation of the next generation of history assessments.

Historical Thinking

An Introduction

Author: Trygve R. Tholfsen

Publisher:

ISBN:

Category: History

Page: 328

View: 590

Historical Thinking

An Introduction

Author: Trygve R. Tholfsen

Publisher:

ISBN:

Category: History

Page: 328

View: 221

Thinking Historically

Educating Students for the 21st Century

Author: Stephane Levesque

Publisher: University of Toronto Press

ISBN:

Category: Education

Page: 240

View: 495

Two simple but profound questions have preoccupied scholars since the establishment of history education over a century ago: what is historical thinking, and how do educators go about teaching it? In Thinking Historically, Stéphane Ltévesque examines these questions, focusing on what it means to think critically about the past. As students engage in a new century already characterized by global instability, uncertainty, and rivalry over claims about the past, present, and future, this study revisits enduring questions and aims to offer new and relevant answers. Drawing on a rich collection of personal, national, and international studies in history education, Ltévesque offers a coherent and innovative way of looking at how historical expertise in the domain intersects with the 'pedagogy of history education.' Thinking Historically provides teacher educators, and all those working in the field of history education, ways of rethinking their practice by presenting some of the benchmarks, in terms of procedural concepts, of what students ought to learn and do to become more critical historical actors and citizens. As questions regarding history education compel educators with greater force than ever, this study explores different ways of approaching and engaging with the discipline in the twenty-first century.

History and Future

Using Historical Thinking to Imagine the Future

Author: David J. Staley

Publisher: Lexington Books

ISBN:

Category: History

Page: 175

View: 213

The book reexamines this long held belief, and argues that the historical method is an excellent way to think about and represent the future. At the same time, the book asserts that futurists should not view the future as a scientist might—aiming for predictions and certainties—but rather should view the future in the same way that an historian views the past.

History and Future

Using Historical Thinking to Imagine the Future

Author: David J. Staley

Publisher: Lexington Books

ISBN:

Category: History

Page: 175

View: 526

The book reexamines this long held belief, and argues that the historical method is an excellent way to think about and represent the future. At the same time, the book asserts that futurists should not view the future as a scientist might—aiming for predictions and certainties—but rather should view the future in the same way that an historian views the past.

Becoming a History Teacher

Sustaining Practices in Historical Thinking and Knowing

Author: Ruth Sandwell

Publisher: University of Toronto Press

ISBN:

Category: Education

Page: 345

View: 323

Becoming a History Teacher is a collection of thoughtful essays by history teachers, historians, and teacher educators on how to prepare student teachers to think historically and to teach historical thinking.

"Why Won't You Just Tell Us the Answer?"

Teaching Historical Thinking in Grades 7-12

Author: Bruce A. Lesh

Publisher: Stenhouse Pub

ISBN:

Category: Education

Page: 230

View: 753

Every major measure of students' historical understanding since 1917 has demonstrated that students do not retain, understand, or enjoy their school experiences with history. Bruce Lesh believes that this is due to the way we teach history -- lecture and memorization. Over the last fifteen years, Bruce has refined a method of teaching history that mirrors the process used by historians, where students are taught to ask questions of evidence and develop historical explanations. --from publisher description.

Teacher Education in the Trump Era and Beyond

Preparing New Teachers in a Contentious Political Climate

Author: Laura Baecher

Publisher: Routledge

ISBN:

Category: Education

Page: 140

View: 651

This book aims to start the conversation about how the consequences of the historic 2016 election can be addressed in the teacher education classroom. Taking as its starting point the Trump administration’s dramatic influence on education, educational policy, the culture in schools, and the safety of children, contributors demonstrate how teacher educators across the United States are adapting their curriculum. The chapters represent a variety of aspects of teacher support and preparation, and address practices such as rejecting xenophobia, developing critical thinking, and responding to children’s emotional lives. The issues addressed in this volume are a continuation of conflicts and challenges with which educators have long grappled, and the contributors’ insights will be valuable under a range of future political circumstances.