Teaching what really happened : how to avoid the tyranny of textbooks and get students excited about doing history /
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| Main Author: | |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
New York :
Teachers College Press,
[2018]
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| Edition: | Second edition. |
| Series: | Multicultural education series (New York, N.Y.)
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| Subjects: | |
| Online Access: | Connect to this title online (one simultaneous user allowed) |
Table of Contents:
- Introduction: History as weapon. A lesson from Mississippi
- A lesson from Vermont
- Why history is important to students
- Why history is important to society
- The tyranny of coverage. Forests, trees, and twigs
- Winnowing trees
- Deep thinking
- Relevance to the present
- Skills
- Getting the principal on board
- Coping with reasons to teach "as usual"
- You are not alone
- Bringing students along
- Expecting excellence. Student characteristics affect teacher expectations
- "Standardized" tests affect teacher expectations
- Statistical processes cause cultural bias in "standardized" tests
- Internalizing expectations
- Teachers can create their own expectations
- Historiography. A tale of two eras
- The civil rights movement, cognitive dissonance, and historiography
- Studying bad history
- Other ways to teach historiography
- Doing History. Doing history to critique history
- Writing a paper
- Bringing families In
- Local history
- Getting started
- Final product
- Using the Product
- Truth. Background of the problem
- Separating matters of fact from matters of opinion
- Five tests to assess credibility
- How and when did people get here? A crash course on archaeological issues
- Presentism
- Today's religions and yesterday's history
- Conclusions about presentism
- Chronological ethnocentrism
- Primitive to civilized
- Costs of chronological ethnocentrism
- Why did Europe win? The important questions
- Looking around the world
- Explaining civilization
- Making the Earth round
- Why did Columbus win?
- The Columbian exchange
- Ideological results of Europe's victory
- Cultural diffusion and syncretism continue
- The $24 myth. Deconstructing the $24 myth
- A more accurate story
- Functions of the fable
- Overt racism?
- Additional considerations
- Slavery. Relevance to the present
- Hold a meta-conversation
- Slavery and racism
- Four key problems of slave life
- Additional problems in teaching the history of slavery
- The Confederacy. Teachers vote
- Teaching against the states' right myth
- Critiquing textbooks
- Our Confederate landscape
- Genesis of the problem
- The Nadir. Contemporary relevance
- Onset of the Nadir
- Historical causes of antiracist idealism
- Historical causes of the Nadir of race relations
- Students can reveal the Nadir themselves
- During the Nadir, whites became white
- End of the Nadir
- Implications for today
- Afterword: Still more ways to teach history.