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Author : Schools Council History 13 - 16 Project
Publisher :
ISBN 13 :
Total Pages : 119 pages
Book Rating : 4.:/5 (837 download)
Download or read book Schools council history 13 - 16 project written by Schools Council History 13 - 16 Project and published by . This book was released on 1979 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Schools Council (Great Britain). History 13-16 Project
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (499 download)
Download or read book Schools Council History 13-16 Project written by Schools Council (Great Britain). History 13-16 Project and published by . This book was released on 1974 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author :
Publisher :
ISBN 13 :
Total Pages : 404 pages
Book Rating : 4.:/5 (221 download)
Download or read book Explorations in Teaching Schools Council History 13-16 Project written by and published by . This book was released on 1980* with total page 404 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Vania Mary Ermolly
Publisher :
ISBN 13 :
Total Pages : 370 pages
Book Rating : 4.:/5 (116 download)
Download or read book The Schools Council 13-16 Project written by Vania Mary Ermolly and published by . This book was released on 1987 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : H M. Logan
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (142 download)
Download or read book Cause and Schools Council History Project 13 - 16 written by H M. Logan and published by . This book was released on 1985 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Schools Council (Great Britain). History 13-16 Project
Publisher :
ISBN 13 : 9780715715536
Total Pages : 88 pages
Book Rating : 4.7/5 (155 download)
Download or read book A New Look at History written by Schools Council (Great Britain). History 13-16 Project and published by . This book was released on 1976-01 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Sam Wineburg
Publisher : Temple University Press
ISBN 13 : 9781439903018
Total Pages : 278 pages
Book Rating : 4.9/5 (3 download)
Download or read book Historical Thinking written by Sam Wineburg and published by Temple University Press. This book was released on 2001-03 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Author : Hilary Bourdillon
Publisher : Routledge
ISBN 13 : 1136149481
Total Pages : 248 pages
Book Rating : 4.1/5 (361 download)
Download or read book Teaching History written by Hilary Bourdillon and published by Routledge. This book was released on 2013-10-31 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: Against a background of controversy surrounding the teaching of history, this reader gathers the current thoughts of the leading practitioners. The development of school history up to the national curriculum and beyond is traced, and the main issues concerning history teachers today are examined. These issues include access to history, the definition of 'British' history in a multicultural society, gender and the place of history with the humanities. Progression and attainment are discussed as is the development of pupil's historical understanding, and practical approaches to teaching history to 11-18 level pupils are explored.
Author : Schools Council (Great Britain). History 13-16 Project
Publisher :
ISBN 13 :
Total Pages : 119 pages
Book Rating : 4.:/5 (81 download)
Download or read book A Handbook written by Schools Council (Great Britain). History 13-16 Project and published by . This book was released on 1979 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Schools Council (Great Britain)
Publisher :
ISBN 13 :
Total Pages : 105 pages
Book Rating : 4.:/5 (316 download)
Download or read book History Around Us written by Schools Council (Great Britain) and published by . This book was released on 1974* with total page 105 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : History 13-16 Project
Publisher :
ISBN 13 :
Total Pages : 729 pages
Book Rating : 4.:/5 (82 download)
Download or read book Explorations in Teaching written by History 13-16 Project and published by . This book was released on 198? with total page 729 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : Robert J. Boardman
Publisher :
ISBN 13 :
Total Pages : 276 pages
Book Rating : 4.:/5 (15 download)
Download or read book An Investigation Into the Problems and Difficulties in Using the Schools Council Project: History 13-16 written by Robert J. Boardman and published by . This book was released on 1986 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Author : James Arthur
Publisher : Routledge
ISBN 13 : 1134624301
Total Pages : 260 pages
Book Rating : 4.1/5 (346 download)
Download or read book Issues in History Teaching written by James Arthur and published by Routledge. This book was released on 2012-10-02 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written by a range of history professionals, including HMIs, this book provides excellent ideas on the teaching, learning and organization of history in primary and secondary schools.
Author : Marnie Hughes-Warrington
Publisher : Andrews UK Limited
ISBN 13 : 1845403681
Total Pages : 323 pages
Book Rating : 4.8/5 (454 download)
Download or read book How Good an Historian Shall I Be? written by Marnie Hughes-Warrington and published by Andrews UK Limited. This book was released on 2012-02-28 with total page 323 pages. Available in PDF, EPUB and Kindle. Book excerpt: R.G. Collingwood's name is familiar to historians and history educators around the world. Few, however, have charted the depths of his reflections on what it means to be educated in history. In this book Marnie Hughes-Warrington begins with the facet of Collingwood's work best known to teachers—re-enactment—and locates it in historically-informed discussions on empathy, imagination and history education. Revealed are dynamic concepts of the a priori imagination and education that tend towards reflection on the presuppositions that shape our own and others’ forms of life.
Author : Linda Symcox
Publisher : IAP
ISBN 13 : 160752192X
Total Pages : 332 pages
Book Rating : 4.6/5 (75 download)
Download or read book National History Standards written by Linda Symcox and published by IAP. This book was released on 2009-04-01 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: As educators in the United States and Europe develop national history standards for K-12 students, the question of what to do with national history canons is a subject of growing concern. Should national canons still be the foundation for the teaching of history? Do national canons develop citizenship or should they be modified to accommodate the new realities of globalization? Or should they even be discarded outright? These questions become blurred by the debates over preserving national heritages, by so-called 'history wars' or 'culture wars,' and by debates over which pedagogical frameworks to use. These canon and pedagogical debates often overlap, creating even more confusion. A misconceived “skills vs. content” debate often results. Teaching students to think chronologically and historically is not the same as teaching a national heritage or a cosmopolitan outlook. But what exactly is the difference? Policy-makers and opinion leaders often confuse the pedagogical desirability of using a ‘framework’ for studying history with their own efforts to reaffirm the centrality of national identity rooted in a vision of their nation's history as a way of inculcating citizenship and patriotism. These are the issues discussed in this volume.” Today's students are citizens of the world and must be taught to think in global, supranational terms. At the same time, the traditionalists have a point when they argue that the ideal of the nation-state is the cultural glue that has traditionally held society together, and that social cohesion depends on creating and inculcating a common national culture in the schools. From an educational perspective, the problem is how to teach chronological thinking at all. How are we to reconcile the social, political and intellectual realities of a globalizing world with the continuing need for individuals to function locally as citizens of a nation-state, who share a common past, a common culture, and a common political destiny? Is it a duty of history education to create a frame of reference, and if so, what kind of frame of reference should this be? How does frame-of-reference knowledge relate to canonical knowledge and the body of knowledge of history as a whole?
Author : Robert MacKenzie
Publisher : Routledge
ISBN 13 : 1317799879
Total Pages : 354 pages
Book Rating : 4.3/5 (177 download)
Download or read book The Excluded Past written by Robert MacKenzie and published by Routledge. This book was released on 2013-10-23 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: A ground-breaking book that examines the uneasy relationship between archaeology and education. Argues that archaeologists have a vital role to play in education alongside other interpreters of the past. Contributors from different countries and disciplines show how the exclusion of aspects of the past tends to impoverish and distort social and educational experience.
Author : Arthur Chapman
Publisher : UCL Press
ISBN 13 : 1787357309
Total Pages : 284 pages
Book Rating : 4.7/5 (873 download)
Download or read book Knowing History in Schools written by Arthur Chapman and published by UCL Press. This book was released on 2021-01-07 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt: The ‘knowledge turn’ in curriculum studies has drawn attention to the central role that knowledge of the disciplines plays in education, and to the need for new thinking about how we understand knowledge and knowledge-building. Knowing History in Schools explores these issues in the context of teaching and learning history through a dialogue between the eminent sociologist of curriculum Michael Young, and leading figures in history education research and practice from a range of traditions and contexts. With a focus on Young’s ‘powerful knowledge’ theorisation of the curriculum, and on his more recent articulations of the ‘powers’ of knowledge, this dialogue explores the many complexities posed for history education by the challenge of building children’s historical knowledge and understanding. The book builds towards a clarification of how we can best conceptualise knowledge-building in history education. Crucially, it aims to help history education students, history teachers, teacher educators and history curriculum designers navigate the challenges that knowledge-building processes pose for learning history in schools.
