Teaching World History as Mystery / Edition 1

Teaching World History as Mystery / Edition 1

ISBN-10:
0415992257
ISBN-13:
9780415992251
Pub. Date:
12/01/2010
Publisher:
Taylor & Francis
ISBN-10:
0415992257
ISBN-13:
9780415992251
Pub. Date:
12/01/2010
Publisher:
Taylor & Francis
Teaching World History as Mystery / Edition 1

Teaching World History as Mystery / Edition 1

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Overview

Offering a philosophy, methodology, and examples for history instruction that are active, imaginative, and provocative, this text presents a fully developed pedagogy based on problem-solving methods that promote reasoning and judgment and restore a sense of imagination and participation to classroom learning. It is designed to draw readers into the detective process that characterizes the work of professional historians and social scientists ─ sharing raw data, defining terms, building interpretations, and testing competing theories. An inquiry framework drives both the pedagogy and the choice of historical materials, with selections favoring the unsolved, controversial, and fragmented rather than the neatly wrapped up analysis of past events.

Teaching World History as Mystery:

  • Provides a balanced combination of interestingly arranged historical content, and clearly explained instructional strategies
  • Features case studies of commonly and not so commonly taught topics within a typical world/global history curriculum using combinations of primary and secondary documents
  • Discusses ways of dealing with ethical and moral issues in world history classrooms, drawing students into persisting questions of historical truth, bias, and judgment

Product Details

ISBN-13: 9780415992251
Publisher: Taylor & Francis
Publication date: 12/01/2010
Edition description: New Edition
Pages: 256
Sales rank: 643,237
Product dimensions: 6.90(w) x 9.90(h) x 0.70(d)

About the Author

David Gerwin is Associate Professor of Social Studies Education at Queens College, City University of New York. A former high school history teacher and history professor, he has sought out endeavors that combine historical scholarship and teacher professional development, including collaborations with the American Social History Project, Working Films, and the New York Historical Society on grants from the U.S. Department of Education's Teaching American History program.

Jack Zevin is Professor of Social Studies Education at Queens College, City University of New York. A former secondary school teacher in Chicago, he has championed the cause of inquiry and discovery teaching methods and has worked extensively with preservice and inservice teachers on curriculum projects, teacher preparation programs, and research studies. He is the author of Social Studies for the 21st Century, now in its Third Edition (Routledge).

Table of Contents

Preface ix

Acknowledgments xi

Figures, Text Excerpts, and Sources xi

World History in Poetry xv

The History of the World xv

1 Teaching World History as Mystery 1

The Problems of Teaching World History: The "Blinders" 2

Perspectives for Teaching the World: The "Embracers" 3

Three Structures for Teaching World History as Mystery 4

Creating a Sense of Mystery about the World 5

Levels of Mystery in History 5

Techniques for Turning History into Mystery 7

Themes/Big Ideas in Teaching the World 10

Issues in Teaching the World 10

Approaches to Teaching the World 12

Eternal Values and Moral Relativism 14

References and Further Reading 16

2 Looking at World History Anew 17

Inviting Inquiry in World History 20

World History Organizations 22

Rethinking Views of the World 23

Developments in World History Courses 26

Frameworks to Teach World History 29

Checking it Out: Big Questions in Teaching World History 30

Deductions 32

References and Further Reading 34

3 Stones that Speak: Of Megaliths and Monoliths 37

The Mysterious Stone "Henges" of Europe 39

The Past as Baggage 42

Background: The Stone Makers and Earth Movers of Neolithic Europe 44

What the Stones Tell Us 46

Teacher's Background Information: Theories of Stonehenge 56

Summary and Conclusions 58

References and Further Reading 59

4 Rome Lasts! A Mystery of Durability and Power 61

Rationale 63

Plan of Action 63

The Economy of Empire 64

Summary and Conclusions 80

References and Further Reading 80

5 Mythlabeled? Or, Creating the Crusades 83

Viewing the Present through the Lenses of the Past, Viewing the Past through Historical Lenses 85

Should We Speak of the Crusades? 87

How Should We Teach the Crusades? 91

The Crusades in the Present 95

Summary and Conclusions 95

References and Further Reading 96

6 The Possibilities for Pizza: A Search for Origins 97

Background Information and the Problem of Defining Terms 98

Mysterious Pizza 100

References and Further Reading 119

Websites 120

7 Incas and Spaniards 121

How Do you Decide on Authenticity in History? 123

A Real Mystery in Pictures and Passages 126

Plan of Action 131

Historians' Views 136

Evaluating Historians' Views 148

Summary and Conclusions 148

References and Further Reading 149

8 Secrets of Secret Societies 151

Rationale 152

Defining a Secret Society 153

Using the Mystery Packet 154

The Secret Societies (For your Eyes Only!) 155

Summary and Conclusions 183

References and Further Reading 184

9 Where are the Women in World History? 187

Mysteries in the History of Women 189

Plan of Action for Women in World History 190

Steps and Strategies 190

Choosing Examples 192

Using the Examples 193

Applying Theories and Explanations to (the Lack of) Women in World History 210

Theories Explaining (the Lack of) Women in World History 214

References and Further Reading 217

Websites 218

10 Finding Mysteries Everywhere: Sources, Resources, and Outright Fabrications 219

A Note of Caution about the Wonders and Pitfalls of the World Wide Web 223

Why History Should Be Problematic 224

Asking Mystery Questions: Big Questions and Small Questions 227

Questions that Look at the Past in a New Way 228

Finding Mystery in Everyday History 231

Content and Corroboration: Sources, Checking Authenticity, and "Cleaned Up" Entries 232

Summary and Conclusions 232

References and Further Reading 233

Index 235

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