Described as "the New York Review of Books for history," Historically Speaking has emerged as one of the most distinctive historical publications in recent years, actively seeking out contributions from a pantheon of leading voices in historical discourse from both inside and outside academia. Recent Themes in Historical Thinking represents some of the best writing on historiography to appear in the past five years. The prominent historians featured in this collection of essays and interviews drawn from Historically Speaking comment on such wide-ranging topics as the impact of postmodernism on the field, the relationship between professional and popular history, the importance of historical consciousness, and the limitations of the field in its current state.

Authors Peter Seixas and Tom Morton provide a guide to bring powerful understandings of these six historical thinking concepts into the classroom through teaching strategies and model activities. Table of Contents Historical Significance Evidence Continuity and Change Cause and Consequence Historical Perspectives The Ethical Dimension The accompanying DVD-ROM includes: Modifiable Blackline Masters All graphics, photographs, and illustrations from the text Additional teaching support Order Information: All International Based Customers (School, University and Consumer): All US based customers please contact [email protected] All International customers (exception US and Asia) please contact Nelson.international@ne lson.com

This practical resource shows you how to apply Sam Wineburgs highly acclaimed approach to teaching, "Reading Like a Historian," in your middle and high school classroom to increase academic literacy and spark students curiosity. Chapters cover key moments in American history, beginning with exploration and colonization and ending with the Cuban Missile Crisis.

What distinguishes history as a discipline from other fields of study? That's the animating question of Sarah Maza’s Thinking About History, a general introduction to the field of history that revels in its eclecticism and highlights the inherent tensions and controversies that shape it. Designed for the classroom, Thinking About History is organized around big questions: Whose history do we write, and how does that affect what stories get told and how they are told? How did we come to view the nation as the inevitable context for history, and what happens when we move outside those boundaries? What is the relation among popular, academic, and public history, and how should we evaluate sources? What is the difference between description and interpretation, and how do we balance them? Maza provides choice examples in place of definitive answers, and the result is a book that will spark classroom discussion and offer students a view of history as a vibrant, ever-changing field of inquiry that is thoroughly relevant to our daily lives.

New technologies have radically transformed our relationship to information in general and to little bits of information in particular. The assessment of history learning, which for a century has valued those little bits as the centerpiece of its practice, now faces not only an unprecedented glut but a disconnect with what is valued in history education. More complex processes—historical thinking, historical consciousness or historical sense making—demand more complex assessments. At the same time, advances in scholarship on assessment open up new possibilities. For this volume, Kadriye Ercikan and Peter Seixas have assembled an international array of experts who have, collectively, moved the fields of history education and assessment forward. Their various approaches negotiate the sometimes-conflicting demands of theoretical sophistication, empirically demonstrated validity and practical efficiency. Key issues include articulating the cognitive goals of history education, the relationship between content and procedural knowledge, the impact of students’ language literacy on history assessments, and methods of validation in both large scale and classroom assessments. New Directions in Assessing Historical Thinking is a critical, research-oriented resource that will advance the conceptualization, design and validation of the next generation of history assessments.

A robust understanding of the past has the power to shape our perspective on the present and plans for the future. In this introduction to the study of history, a historian helps students grasp what it means to examine and explore history from a distinctly Christian perspective. In addition to opening students’ eyes to the riches of the past, this readable guidebook models an approach to history that embraces the fundamental beliefs and convictions that make up the Christian worldview. Part of the acclaimed Reclaiming the Christian Intellectual Tradition series, this volume will be an invaluable tool in the hands of those seeking to engage with the past with God in mind. Includes illustrations, reflection questions, and a list of resources for further study.

Do professional historians and New Testament scholars use the same methods to explore the past? This interdisciplinary textbook introduces students of the New Testament to the vocabulary and methods employed by historians. It discusses various approaches to historiography and demonstrates their applicability for interpreting the New Testament text and exploring its background. Overviews of the philosophy of history, common historical fallacies, and the basics of historiography are followed by three exegetical studies that illustrate the applicability of various historical methods for New Testament interpretation.

The Holocaust is a pervasive presence in British culture and society. Schools have been legally required to deliver Holocaust education, the government helps to fund student visits to Auschwitz, the Imperial War Museum's permanent Holocaust Exhibition has attracted millions of visitors, and Britain has an annually commemorated Holocaust Memorial Day. What has prompted this development, how has it unfolded, and why has it happened now? How does it relate to Britain's post-war history, its contemporary concerns, and the wider "globalisation" of Holocaust memory? What are the multiple shapes that British Holocaust consciousness assumes and the consequences of their rapid emergence? Why have the so-called "lessons" of the Holocaust enjoyed such popularity in Britain? Through analysis of changing engagements with the Holocaust in political, cultural and memorial landscapes over the past generation, this book addresses these questions, demonstrating the complexities of Holocaust consciousness and reflecting on the contrasting ways that history is used in Britain today.

Have Marxian ideas been relevant or influential in the writing and interpretation of history? What are the Marxist legacies that are now re-emerging in present-day histories? This volume is an attempt at relearning what the "discipline" of histo

Hoffer traces history's complicated partnership with its coordinate disciplines of religion, philosophy, the social sciences, literature, biography, policy studies, and law. As in ancient days, when Clio was preeminent among the other eight muses, so today, the author argues that history can and should claim pride of place in the study of past human action and thought.