Temple University Press, 2001 - Education - 270 pages
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.
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LibraryThing ReviewUser Review - TLCrawford - LibraryThing
When I picked up Samuel Wineburg’s “Historical Thinking and Other Unnatural Acts” I was expecting it to be a historiography and was more than a little disappointed to find that it was more focused on ... Read full review
LibraryThing ReviewUser Review - ThothJ - LibraryThing
It was a good textbook for my clinical history class. I'm not sure that I would have ever thought to read it, without being induced to do so in a classroom setting. But having done so, I would recommend it to any all secondary and college history teachers. Read full review
CHALLENGES FOR THE STUDENT
On the Reading off Historical Texts Notes on the Breach Between School and Academy
Reading Abraham Lincoln A Case Study in Contextualized Thinking
Picturing the Past
CHALLENGES FOR THE TEACHER
Peering at History Through Different Lenses The Role of Disciplinary Perspectives in Teaching History
Models of Wisdom in the Teaching of History
Wrinkles in Time and Place Using Performance Assessments to Understand the Knowledge of History Teachers
HISTORY AS NATIONAL MEMORY
Lost in Words Moral Ambiguity in the History Classroom
Making Historical Sense in the New Millennium
Common terms and phrases
ability activities American answer approach asked Assessment authors Barnes become beginning beliefs boys British called changes chapter claim classroom cognitive colonies conceptions context course cultural curriculum dents described discussion documents draw Educational equal essay Evaluation evidence example exercise experience fact figures girls going grade hand happened high school Hippies historians human ideas important instruction interpretation interview issues John Journal Kelsey kind knowledge Lincoln living look materials meaning memory mind nature noted past picture Pilgrim political present problems Psychology questions reader reasoning response Review role sense Settler skills social social studies Stinson story teachers teaching tests textbook things thought tion understanding United Vietnam women writing written York
Page 171 - Parliament is not a congress of ambassadors from different and hostile interests ; which interests each must maintain, as an agent and advocate, against other agents and advocates ; but parliament is a deliberative assembly of one nation, with one interest, that of the whole ; where, not local purposes, not local prejudices ought to guide, but the general good, resulting from the general reason of the whole. You choose a member indeed ; but when you have chosen him he is not a member of Bristol,...
Page 89 - I have no purpose to introduce political and social equality between the white and the black races. There is a physical difference between the two, which in my judgment will probably forever forbid their living together upon the footing of perfect equality, and inasmuch as it becomes a necessity that there must be a difference. I, as well as Judge Douglas, am in favor of the race to which I belong, having the superior position.
Page 97 - I have no purpose, directly or indirectly, to interfere with the institution of slavery in the States where it exists. I believe I have no lawful right to do so ; and I have no inclination to do so.
Page 98 - But in the right to eat the bread, without the leave of anybody else, which his own hand earns, he is my equal and the equal of Judge Douglas, and the equal of every living man.
Page 97 - I hold that notwithstanding all this there is no reason in the world why the negro is not entitled to all the natural rights enumerated in the Declaration of Independence, — the right to life, liberty, and the pursuit of happiness. I hold that he is as much entitled to these as the white man.
Page 102 - By the way, a fine example was presented on board the boat for contemplating the effect of condition upon human happiness. A gentleman had purchased twelve negroes in different parts of Kentucky, and was taking them to a farm in the South. They were chained six and six together. A small iron clevis was around the left wrist of each, and this fastened to the main chain by a shorter one, at a convenient distance from the others, so that the negroes were strung together precisely like so many fish upon...
Page 102 - In this condition they were being separated forever from the scenes of their childhood, their friends, their fathers and mothers, and brothers and sisters, and many of them from their wives and children, and going into perpetual slavery, where the lash of the master is proverbially more ruthless and unrelenting than any other where; and yet amid all these distressing circumstances, as we would think them, they were the most cheerful and apparently happy creatures on board.
Page 100 - That is to say, inasmuch as you do not object to my taking my hog to Nebraska, therefore I must not object to you taking your slave. Now, I admit that this is perfectly logical, if there is no difference between hogs and negroes.
Page 102 - ... children, and going into perpetual slavery, where the lash of the master is proverbially more ruthless and unrelenting than any other where; and yet amid all these distressing circumstances, as we would think them, they were the most cheerful and apparently happy creatures on board. One whose...
Page 104 - God tempers the wind to the shorn lamb," or in other words, that he renders the worst of human conditions tolerable, while he permits the best to be nothing better than tolerable.