| Description |
xvi, 248 pages : color illustrations ; 23 cm. |
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text txt rdacontent |
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unmediated n rdamedia |
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volume nc rdacarrier |
| Series |
Multicultural education series |
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Multicultural education series (New York, N.Y.)
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| Bibliography |
Includes bibliographical references and index. |
| Contents |
Introduction : history as weapon -- A lesson from Mississippi -- A lesson from Vermont -- Why history is important to students -- 1. The tyranny of coverage: -- Why history is important to society -- Forests, trees, and twigs -- Winnowing trees -- Deep thinking -- Relevance to the present -- Skills -- Getting the principal on board -- Coping with reasons to teach "as usual" -- You are not alone -- Bringing students along -- 2. Expecting excellence: -- Racial and socioeconomic characteristics affect teacher expectations -- Research on teacher expectations -- "Standardized" tests affect teacher expectations -- Statistical processes cause cultural bias in "standardized" tests -- Social class affects "standardized" test scores -- Internalizing expectations -- Teachers and "standardized" tests -- Teachers can create their own expectations -- 3. Historiography: -- A tale of two eras -- The civil rights movement, cognitive dissonance, and historiography -- Studying bad history -- Other ways to teach historiography -- 4. Doing history: -- Doing history to critique history -- Writing a paper -- Bringing families in -- Local started -- Final product -- Using the product -- 5. How and when do people get here? -- A crash course on archeological issues -- Presentism -- Today's religions and yesterday's history -- Conclusions about presentism -- Chronological ethnocentrism -- Primitive to civilized -- Costs of chronological ethnocentrism -- 6. Why did Europe win? -- The important questions -- Looking around the world -- Explaining civilization -- Making the Earth round -- Why did Columbus win? -- The Columbian exchange -- Ideological results of Europe's victory -- Cultural diffusion and syncretism continue -- 7. The $24 myth: -- Deconstructing the $24 myth -- A more accurate story -- Functions of the fable -- Overt racism? -- Additional considerations -- 8. Teaching slavery: -- Relevance to the present -- Hold a meta-conversation -- Slavery and racism -- For key problems of slave life -- Additional problems in teaching the history of slavery -- 9. Why did the South secede? -- Teacher vote -- Teaching against the myth -- Examining textbooks -- Genesis of the problem -- 10. The Nadir: -- Contemporary relevance -- Onset of the Nadir -- Historical background -- Underlying causes of the Nadir of race relations -- Students can reveal the Nadir themselves -- During the Nadir, whites became white -- End of the Nadir -- Implications for today -- Afterword : still more ways to teach history. |
| Summary |
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. |
| Subject |
United States -- History -- Textbooks.
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United States -- History -- Study and teaching.
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United States -- Historiography.
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Historiography. (OCoLC)fst00958221
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Study skills. (OCoLC)fst01136216
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United States. (OCoLC)fst01204155
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| Genre/Form |
History. (OCoLC)fst01411628
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Textbooks. (OCoLC)fst01423863
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| ISBN |
9780807749913 (pbk. : alk. paper) |
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0807749915 |
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9780807749920 (hardcover : alk paper) |
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0807749923 (hardcover : alk paper) |
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