A comprehensive review of the research literature on history education with contributions from international experts The Wiley International Handbook of History Teaching and Learning draws on contributions from an international panel of experts. Their writings explore the growth the field has experienced in the past three decades and offer observations on challenges and opportunities for the future. The contributors represent a wide range of pioneering, established, and promising new scholars with diverse perspectives on history education. Comprehensive in scope, the contributions cover major themes and issues in history education including: policy, research, and societal contexts; conceptual constructs of history education; ideologies, identities, and group experiences in history education; practices and learning; historical literacies: texts, media, and social spaces; and consensus and dissent. This vital resource: Contains original writings by more than 40 scholars from seven countries Identifies major themes and issues shaping history education today Highlights history education as a distinct field of scholarly inquiry and academic practice Presents an authoritative survey of where the field has been and offers a view of what the future may hold Written for scholars and students of education as well as history teachers with an interest in the current issues in their field, The Wiley International Handbook of History Teaching and Learning is a comprehensive handbook that explores the increasingly global field of history education as it has evolved to the present day.

History is not a mere chronicle of facts, but a dialogue between competing interpretations of the past; it should be taught as such. Teaching history in this way makes it both intellectually demanding and more interesting, while at the same time helps students acquire the knowledge and skills necessary to become functioning citizens in a democracy. The opening chapters provide the rationale for the study of history, its epistemological basis, and the logic of the discipline. The bulk of the book deals with practical ways to help students acquire, process, and apply information. In particular, it addresses the specific thinking skills required by the discipline, with many effective techniques for helping students to master them. The implications of this approach for teacher evaluation of student work are also addressed.

Criticizes the way history is presented in current textbooks, and suggests a more accurate approach to teaching American history.

Respected Christian educator, Dr. James Stobaugh, offers an entire year of high school American history curriculum in an easy to teach and comprehensive volume. American History: Observations & Assessments from Early Settlement to Today employs clear objectives and challenging assignments for the tenth grade student. From before the birth of our republic to the principles of liberty, American history trends, philosophies, and events are thoroughly explored. The following components are covered for the student:Critical thinkingExaminations of historical theories, terms, and conceptsHistory makers who changed the course of AmericaOverviews and insights into world views. Students will complete this course knowing the Christian influences that created a beacon of hope and opportunity that still draws millions to the United States of America. This 384-page student resource should be used in conjunction with the American History: Observations & Assessments from Early Settlement to Today for the Teacher. British History and World History are included in this comprehensive high school history curriculum for 10th, 11th, and 12th grades offered by Dr. James Stobaugh and Master Books.

This Handbook presents an international collection of essays examining history education past and present. Framing recent curriculum reforms in Canada and in the United States in light of a century-long debate between the relationship between theory and practice, this collection contextualizes the debate by exploring the evolution of history and social studies education within their state or national contexts. With contributions ranging from Canada, Finland, New Zealand, Sweden, the Netherlands, the Republic of South Africa, the United Kingdom, and the United States, chapters illuminate the ways in which curriculum theorists and academic researchers are working with curriculum developers and educators to translate and refine notions of historical thinking or inquiry as well as pedagogical practice.

This unique information source and time saver for us history and social studies teachers is packed with over 325 useful lists for developing instructional materials and planning lessons for students from the fifth through the twelfth grades. For quick access and easy use, all of these lists are organized into six parts, grouped by topic and sequenced chronologically within each section, and printed in a big spiral bound format that can be photocopied as many times as required for individual or group instruction. Here are just a few examples o the interesting and challenging information you'll find to enrich and enhance your American history and social studies classes: Beginnings features 43 lists covering early populations and explorer, natural history, the colonies, Puritanism, the American Revolution, expansion, the Constitution and early political documents. List start with Pre-Columbian Population Groups of North America, move on to Chronology of the 1600s and 1700s and Colonies and Founders, and conclude with Major Battles in the Revolutionary War and The War of 1812. Political history includes 54 lists focusing on the presidency, cabinet departments, federal agencies, electoral politics, Congress and congressional leaders, the judiciary, Supreme Court cases, the balance of powers and state government. Examples include Presidential Elections, Important Supreme Court Cases, Steps in the Legislative Processes, and Chronology of the Watergate Crisis. Diplomacy and military history provides 66 lists featuring foreign relations, treaties, slavery and the Civil War, 19th century conflicts, World Wars I and II, the Korean, Vietnam, and Persian Gulf Wars, the United Nations, the armed forces, major weapons and military costs. Lists range from American Nobel Peace Prize Winners and United Nations Secretaries General to Spies and Espionage and Chronology of the Development of the Atomic Bomb. Economic history presents 57 lists that track industrial and technological development, the Great Depression, the New Deal, the public debt and deficits, economic growth, inflation, employment, the work force, trade unions, business leaders, and corporation. Examples include Major Industrial and Technological Inventions and Achievements, Ten Largest Banks, Wealthiest Americans, Women in the Work Force, and Ten Industries and Occupations with Fastest Employment Growth, 1996-2006. Social history offers 71 lists covering population trends, urbanization, income trends, poverty, public health, education, crime rates and prison system, ethnic groups, the civil rights movement, the women's right movement, American Indian populations, notable families and religious life. The lists range from Urban Populations in 1800 and Most Popular Given Names, 1880-1997 to Major Events in the Civil Rights Movement and American Indian Tribes With Populations Greater Than 30,000. Intellectual and cultural history gives you 42 lists focusing on American writers, visual arts, academic disciplines, performing arts, radio and television, popular music and public libraries. For example, lists such as Major Scientific Discoveries and Important American Architects are balanced with Best Sellers in the 1960s, to offer a glimpse of the culture of that decade, and Protest Songs of the 1960s and 1970s and Most Played U.S. Jukebox Singles of All Times, to spark interest and add fun. In short, American History Teacher's Book of Lists places in your hands and unparalleled source of good examples, teachable content, teaching ideas and activities that might otherwise take many years and much effort to acquire.

Effective Australian history education has never been more important for the development of critically aware and thoughtful young people. History fosters important skills in reasoning, historical consciousness and empathy; and an appreciation of history is crucial to the development of students' understanding of the very nature of our society. This edited collection comprises contributions from leading historians, educators and practising teachers, and surveys Australian history teaching today, from the development of the national curriculum to fostering historical thinking and promoting effective engagement in the history classroom. The book begins with an analysis of the principles underlying the drafting of the national curriculum and features insights from the writers of the curriculum themselves. It focuses on the curriculum from primary- and secondary-school teaching perspectives. Part 2 examines the teaching of historical expertise including historical thinking and value formation, as well as productive assessment and the important role social history can play in the classroom. Part 3 concentrates on specific approaches to history teaching including teacher talk; the use of historical fiction and film; digital technology and the internet; as well as museums as a teaching medium. Part 4 analyses key aspects of Australian history teaching including Indigenous perspectives, teaching citizenship and assisting the pre-service teacher in their transition to becoming a professional. Rich with insights into historical skills, historical concepts and critical thinking, as well as practical guidance on translating principles into engaging classroom approaches, this is an essential reference for both pre-service and in-service history teachers and educators.

Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force. Yet research over decades has indicated their positive impact on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. A first of its kind, the Handbook of Research on Teachers of Color and Indigenous Teachers addresses key issues and obstacles to ethnoracial diversity across the life course of teachers’ careers, such as recruitment and retention, professional development, and the role of minority-serving institutions. Including chapters from leading researchers and policy makers, the Handbook is designed to be an important resource to help bridge the gap between scholars, practitioners, and policy makers. In doing so, this research will serve as a launching pad for discussion and change at this critical moment in our country’s history. The volume’s goal is to drive conversations around the issue of ethnoracial teacher diversity and to provide concrete practices for policy makers and practitioners to enable them to make evidence-based decisions for supporting an ethnoracially diverse educator workforce, now and in the future.

“Should be in the hands of every history teacher in the country.”— Howard Zinn James Loewen has revised Teaching What Really Happened, the bestselling, go-to resource for social studies and history teachers wishing to break away from standard textbook retellings of the past. In addition to updating the scholarship and anecdotes throughout, the second edition features a timely new chapter entitled "Truth" that addresses how traditional and social media can distort current events and the historical record. Helping students understand what really happened in the past will empower them to use history as a tool to argue for better policies in the present. Our society needs engaged citizens now more than ever, and this book offers teachers concrete ideas for getting students excited about history while also teaching them to read critically. It will specifically help teachers and students tackle important content areas, including Eurocentrism, the American Indian experience, and slavery. Book Features: An up-to-date assessment of the potential and pitfalls of U.S. and world history education. Information to help teachers expect, and get, good performance from students of all racial, ethnic, and socioeconomic backgrounds. Strategies for incorporating project-oriented self-learning, having students conduct online historical research, and teaching historiography. Ideas from teachers across the country who are empowering students by teaching what really happened. Specific chapters dedicated to five content topics usually taught poorly in today’s schools.

Teaching U.S. History is a must read for any aspiring or current teacher who wants to think critically about how to teach U.S. history and make historical discussions come alive in our schools' classrooms.