The Effective Teaching of History brings together the varied expertise of three experienced educationalists to provide a practical and invaluable guide for teachers, and teachers-in-training who wish to teach history Key Stages 1-4. It covers a wide range of methods and resources for teaching national curriculum history and examines the role of history in schools and colleges in the 1990s.

First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.

Reflective practice is at the heart of effective teaching, and this book will help you develop into a reflective teacher of history. Everything you need is here: guidance on developing your analysis and self-evaluation skills, the knowledge of what you are trying to achieve and why, and examples of how experienced teachers deliver successful lessons. The book shows you how to plan lessons, how to make the best use of resources and how to assess pupils′ progress effectively. Each chapter contains points for reflection, which encourage you to break off from your reading and think about the challenging questions that you face as a history teacher. The book comes with access to a companion website, where you will find: - Videos of real lessons so you can see the skills discussed in the text in action - Transcripts from teachers and students that you can use as tools for reflection - Links to a range of sites that provide useful additional support - Extra planning and resource materials. If you are training to teach history, citizenship or social sciences this book will help you to improve your classroom performance by providing you with practical advice, and also by helping you to think in depth about the key issues. It provides examples of the research evidence that is needed in academic work at Masters level, essential for anyone undertaking an M-level PGCE. Ian Phillips is course leader for PGCE History (and Teaching and Learning Fellow) at Edge Hill University.

In Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking. In many cases, disagreements about what should be taught to the nation's children and how it should be presented reflect fundamental differences that will not easily be resolved. A central premise of this book, though, is that systematic theory and research can play an important role in such debates by providing evidence of how students think, how their ideas interact with the information they encounter both in school and out, and how these ideas differ across contexts. Such evidence is needed as an alternative to the untested assumptions that plague so many discussions of history education. The authors review research on students' historical thinking and set it in the theoretical context of mediated action--an approach that calls attention to the concrete actions that people undertake, the human agents responsible for such actions, the cultural tools that aid and constrain them, their purposes, and their social contexts. They explain how this theory allows educators to address the breadth of practices, settings, purposes, and tools that influence students' developing understanding of the past, as well as how it provides an alternative to the academic discipline of history as a way of making decisions about teaching and learning the subject in schools. Beyond simply describing the factors that influence students' thinking, Barton and Levstik evaluate their implications for historical understanding and civic engagement. They base these evaluations not on the disciplinary study of history, but on the purpose of social education--preparing students for participation in a pluralist democracy. Their ultimate concern is how history can help citizens engage in collaboration toward the common good. In Teaching History for the Common Good, Barton and Levstik: *discuss the contribution of theory and research, explain the theory of mediated action and how it guides their analysis, and describe research on children's (and adults') knowledge of and interest in history; *lay out a vision of pluralist, participatory democracy and its relationship to the humanistic study of history as a basis for evaluating the perspectives on the past that influence students' learning; *explore four principal "stances" toward history (identification, analysis, moral response, and exhibition), review research on the extent to which children and adolescents understand and accept each of these, and examine how the stances might contribute to--or detract from--participation in a pluralist democracy; *address six of the principal "tools" of history (narrative structure, stories of individual achievement and motivation, national narratives, inquiry, empathy as perspective-taking, and empathy as caring); and *review research and conventional wisdom on teachers' knowledge and practice, and argue that for teachers to embrace investigative, multi-perspectival approaches to history they need more than knowledge of content and pedagogy, they need a guiding purpose that can be fulfilled only by these approaches--and preparation for participatory democracy provides such purpose. Teaching History for the Common Good is essential reading for history and social studies professionals, researchers, teacher educators, and students, as well as for policymakers, parents, and members of the general public who are interested in history education or in students' thinking and learning about the subject.

"The Teaching of History" by E. C. Hartwell gave very useful advice about how to teach history at the time of its writing. From how to deal with students and how to broach subjects to the types of assignments to use, it was a very valuable tool for teachers of high school-aged students. Today, teaching styles are much different, but this book still offers interesting information that can be used to help educators develop their craft.

A practical and engaging guide to the art of teaching history Well-grounded in scholarly literature and practical experience, Teaching History offers an instructors’ guide for developing and teaching classroom history. Written in the author’s engaging (and often humorous) style, the book discusses the challenges teachers encounter, explores effective teaching strategies, and offers insight for managing burgeoning technologies. William Caferro presents an assessment of the current debates on the study of history in a broad historical context and evaluates the changing role of the discipline in our increasingly globalized world. Teaching History reveals that the valuable skills of teaching are highly transferable. It stresses the importance of careful organization as well as the advantages of combining research agendas with teaching agendas. Inspired by the Scholarship of Teaching and Learning movement, the book encourages careful reflection on teaching methods and stresses the importance of applying various approaches to promote active learning. Drawing on the author’s experience as an instructor at the high school and university levels, Teaching History: Contains an authoritative and humorous look at the profession and the strategies and techniques of teaching history Incorporates a review of the current teaching practice in terms of previous methods, examining nineteenth and twentieth century debates and strategies Includes a discussion of the use of technology in the history classroom, from the advent of course management (Blackboard) systems to today’s digital resources Covers techniques for teaching the history of any nation not only American history Written for graduate and undergraduate students of history teaching and methods, historiography, history skills, and education, Teaching History is a comprehensive book that explores the strategies, challenges, and changes that have occurred in the profession.

Although the Common Core and C3 Framework highlight literacy and inquiry as central goals for social studies, they do not offer guidelines, assessments, or curriculum resources. This practical guide presents six research-tested historical investigations along with all corresponding teaching materials and tools that have improved the historical thinking and argumentative writing of academically diverse students. Each investigation integrates reading, analysis, planning, composing, and reflection into a writing process that results in an argumentative history essay. Primary sources have been modified to allow struggling readers access to the material. Web links to original unmodified primary sources are also provided, along with other sources to extend investigations. The authors include sample student essays from each investigation to illustrate the progress of two different learners and explain how to support students’ development. Each chapter includes these helpful sections: Historical Background, Literacy Practices Students Will Learn, How to Teach This Investigation, How Might Students Respond?, Student Writing and Teacher Feedback, Lesson Plans and Materials. Book Features: Integrates literacy and inquiry with core U.S. history topics. Emphasizes argumentative writing, a key requirement of the Common Core. Offers explicit guidance for instruction with classroom-ready materials. Provides primary sources for differentiated instruction. Explains a curriculum appropriate for students who struggle with reading, as well as more advanced readers. Models how to transition over time from more explicit instruction to teacher coaching and greater student independence. “The tools this book provides—from graphic organizers, to lesson plans, to the accompanying documents—demystify the writing process and offer a sequenced path toward attaining proficiency.” —From the Foreword by Sam Wineburg, co-author of Reading Like a Historian “Assuming literate practice to be at the core of history learning and historical practice, the authors provide actual units of history instruction that can be immediately applied to classroom teaching. These units make visible how a cognitive apprenticeship approach enhances history and historical literacy learning and ensure a supported transition to teaching history in accordance with Common Core State Standards.” —Elizabeth Moje, Arthur F. Thurnau Professor, School of Education, University of Michigan “The C3 Framework for Social Studies State Standards and the Common Core State Standards challenge students to investigate complex ideas, think critically, and apply knowledge in real world settings. This extraordinary book provides tried-and-true practical tools and step-by-step directions for social studies to meet these goals and prepare students for college, career, and civic life in the 21st century.” —Michelle M. Herczog, president, National Council for the Social Studies

The fully updated second edition of Teaching History Creatively introduces teachers to the wealth of available approaches to historical enquiry, ensuring creative, effective learning. This book clearly sets out the processes of historical enquiry, demonstrating how these are integrally linked with key criteria of creativity and helps readers to employ those features of creativity in the classroom. Underpinned by theory and research, it offers informed and practical support and is illustrated throughout with examples of children’s work. Key themes addressed include: investigating sources using archives in your own research project becoming historical agents and history detectives drama for exploring events myths and legends communicating historical understanding creatively. With brand new chapters from the Stone Ages to the Iron Age, using prehistoric sources; The withdrawal of the Romans and the conquest and settlement of Britain by the Anglo-Saxons, in addition to many new case studies, this exciting edition puts an emphasis on accessible, recent research, new evidence and interpretations and encourages the creative dynamism of the study of history. Teaching History Creatively provides vivid and rich examples of the creative use of sources, of approaches to understanding chronology and concepts of time and of strategies to create interpretations. It is an essential purchase for any teacher or educator who wishes to embed creative approaches to teaching history in their classroom.

Teaching History with Museums provides an introduction and overview of the rich pedagogical power of museums. In this comprehensive textbook, the authors show how museums offer a sophisticated understanding of the past and develop habits of mind in ways that are not easily duplicated in the classroom. Using engaging cases to illustrate accomplished history teaching through museum visits, this text provides pre- and in-service teachers, teacher educators, and museum educators with ideas for successful visits to artifact and display-based museums, historic forts, living history museums, memorials, monuments, and other heritage sites. Each case is constructed to be adapted and tailored in ways that will be applicable to any classroom and encourage students to think deeply about museums as historical accounts and interpretations to be examined, questioned, and discussed.