Engagement in Teaching History Theory and

With an emphasis on engaging students in historical inquiry, problem solving, and discussion,Engagement in Teaching Historyoffers a wealth of ideas for prospective teachers of history. The book addresses the selection of content, methods of instruction, and ways to assess studentsrs" learning. By following the textrs"s guidelines for involving learners in historical inquiry, teaching toward chronological thinking, encouraging deliberative discussions, and using primary sources, teachers will ignite studentsrs" innate "detective" instincts and encourage them to think critically about historical events.

Dr. Frederick D. Drake is a Professor of History and Director of the History-Social Sciences Education Program at Illinois State University. He has taught for 38 years - 20 years teaching high school history and the social sciences, and 18 years at the university level. He was named Illinois State University's Outstanding University Professor for 2003-2004.

Dr. Lynne R. Nelson is an Associate Professor of Curriculum and Instruction at Purdue University. He has taught for 39 years - 10 years teaching high school social studies, and 29 years at the university level.

Theoretical Background
Teaching History
The Present and the Past
Organizing History Around Questions
Primary Sources and Interpretive Narrative Sources
Importance of Historical Thinking
History As An Essential School Subject
Understanding the Meanings of History
The Relationship Between History and Civic Education
Deliberative Discussions
The History of Teaching History
Searching for the Golden Age of History Education
History, Primary Sources, and Literature
History in the Common School
U.S. History Rivals World and General History
Mimetic and Transformative Traditions of Teaching
Interest Groups Vie to Control the Schools' Curricula
History as a Core Discipline
History and the Creation of Social Studies
History and the New Social Studies Projects
History and the Decision-Making Model
History on the Wane
History Makes a Revival
Social Studies Defined
History Makes a Revival Again
Internal Disputes
Historical Thinking
What Is Historical Thinking?
Historical Thinking and Historical Consciousness
Historical Thinking and Causal Explanations
Historical Thinking and Frame of Reference
The Need to Teach Historical Thinking
Structured Analysis Guides and Creative Historical Thinking
Students' Minds Are Not Blank Slates
Teaching Scaffolds
Creating a Framework for Meaningful Learning
Planning and Assessment
Organizing Your History Courses: Making Content Choices
The Issue of Time
The Purpose of History Education
Chronological Organization of History
Thematic Organization of History
Content Choices for World History
Conent Choices for U.S. History
The Past as a Wooded Thicket
Lesson and Unit Planning
Textbooks and Standards
Lesson Plans
Creating a Unit Plan
Creating Historical Understanding and Communication through Performance Assessment
Peformance Assessment and Historical Literacy
Knowledge Dimension
Reasoning Dimension
Communication Dimension
A History Rubric
Recommendations Regarding the Use of Rubrics
Samples of Performance Assessment
Instruction
Using Primary Sources: The First-, Second-, and Thir
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Engagement in Teaching History Theory and Practices for Middle and Secondary Teachers

Summary

Author Biography

Table of Contents

Supplemental Materials