Historical ThinkingSince 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. |
From inside the book
Results 1-5 of 46
Page vii
... answer is ( d ) , none of the above.1 This quota- tion comes neither from the 1987 National Assessment nor from any of the earlier reports . To find its source we have to go back to 1917 , long before television , the social studies ...
... answer is ( d ) , none of the above.1 This quota- tion comes neither from the 1987 National Assessment nor from any of the earlier reports . To find its source we have to go back to 1917 , long before television , the social studies ...
Page ix
... answering a quiz . " Large - scale tests may tell us something about what young people know , but to assume that they con- stitute the alpha and omega of historical knowledge thwarts any serious investigation of American intellectual ...
... answering a quiz . " Large - scale tests may tell us something about what young people know , but to assume that they con- stitute the alpha and omega of historical knowledge thwarts any serious investigation of American intellectual ...
Page 4
... answer would necessarily " look more like slogans than any reasoned approach to history , " adding , wryly , that he didn't need " a thousand words to say it . " 8 Given the tenor of the debate , some might wonder why history was ever ...
... answer would necessarily " look more like slogans than any reasoned approach to history , " adding , wryly , that he didn't need " a thousand words to say it . " 8 Given the tenor of the debate , some might wonder why history was ever ...
Page 5
... answer to this neglected question is hardly self - evident . Ameri- cans have never been fully convinced of history's place in the curricu- lum . History education may be riding a momentary crest of interest , but its roots do not run ...
... answer to this neglected question is hardly self - evident . Ameri- cans have never been fully convinced of history's place in the curricu- lum . History education may be riding a momentary crest of interest , but its roots do not run ...
Page 29
... suited to the abilities and dispositions of youngsters ? Despite the absence of data , Thorndike was certain of the answer : The educational value of finding the causes of what is The Psychology of Teaching and Learning History 29.
... suited to the abilities and dispositions of youngsters ? Despite the absence of data , Thorndike was certain of the answer : The educational value of finding the causes of what is The Psychology of Teaching and Learning History 29.
Contents
3 | |
28 | |
CHALLENGES FOR THE STUDENT | 61 |
On the Reading off Historical Texts Notes on the Breach Between School and Academy | 63 |
Reading Abraham Lincoln A Case Study in Contextualized Thinking | 89 |
Picturing the Past | 113 |
CHALLENGES FOR THE TEACHER | 137 |
Peering at History Through Different Lenses The Role of Disciplinary Perspectives in Teaching History | 139 |
Models of Wisdom in the Teaching of History | 155 |
Wrinkles in Time and Place Using Performance Assessments to Understand the Knowledge of History Teachers | 173 |
HISTORY AS NATIONAL MEMORY | 215 |
Lost in Words Moral Ambiguity in the History Classroom | 217 |
Making Historical Sense in the New Millennium | 232 |
Common terms and phrases
Abraham Lincoln adolescents American Historical Association American History asked Assessment Barnes beliefs boys British Cathy chapter cognitive colonies conceptions context course cultural Dale Whittington David dents Diane Ravitch discussion documents Donnie Douglas draw Educational Psychology Educational Research Ellen epistemology essay Evaluation example exercise fact figures Forrest Gump Fred girls grade high school Hippies historians historical knowledge historical understanding history teachers history textbooks human Ibid instruction interpretation interview Intolerable Acts issues Jensen John Journal of Educational Kelsey kids Laurel Thatcher Ulrich Learning History Lee Shulman Lincoln look male Martha Ballard memory multiple narrative National Negro past percent Perspectives Peter Seixas picture Pilgrim political present problems prompt questions response Review role Salutary Neglect Settler skills social studies Stinson story Suzanne teaching tests thought tion tory U.S. history Vietnam Vietnam War Wineburg women words writing York
Popular passages
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.