Historical Thinking / Edition 1by Sam Wineburg
Pub. Date: 05/11/2001
Publisher: Temple University Press
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… See more details below
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 an 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.
Table of Contents
|Introduction: Understanding Historical Understanding|
|Pt. I||Why Study History?|
|1||Historical Thinking and Other Unnatural Acts||3|
|2||The Psychology of Teaching and Learning History||28|
|Pt. II||Challenges for the Student|
|3||On the Reading of Historical Tests: Notes on the Breach Between School and Academy||63|
|4||Reading Abraham Lincoln: A Case Study in Contextualized Thinking||89|
|5||Picturing the Past||113|
|Pt. III||Challenges for the Teacher|
|6||Peering at History Through Different Lenses: The Role of Disciplinary Perspectives in Teaching History||139|
|7||Models of Wisdom in the Teaching of History||155|
|8||Wrinkles in Time and Place: Using Performance Assessments to Understand the Knowledge of History Teachers||173|
|Pt. IV||History as National Memory|
|9||Lost in Words: Moral Ambiguity in the History Classroom||217|
|10||Making (Historical) Sense in the New Millennium||232|
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This book is a must for read for any future or current history teachers. Sam Wineburg addresses the problems he sees in the way many students currently approach historical thinking as well as ways teachers can emphasize engaging students in thinking historically in the classroom. Wineburg also provides many wonderful ideas and activities that I can include in my teaching in the future. An excellent read!