Author: William E. Pulliam
Publisher:
ISBN:
Category : History
Languages : en
Pages : 108
Book Description
The one-year course in world history, popular in some quarters, does not seem to have made much headway. High school level courses on world-history are one of the many responses to the World Wars, yet said courses have never been recommended by a committee of national scope on which there were any historians. Opinion surveys among teachers and students indicate that no other part of the typical social studies program is more criticized than the tenth grade level one year elective world history course. These courses are increasing in number, textbooks are multiplying, and a few interesting experiments are being worked out--yet there is no general agreement on organization, scope, objectives, teaching strategies, or assessment in these courses. This document is a summary of historical and recent surveys on curricular trends in social studies with regard to world history, to help educators assess what impact they may have on the teaching of world history in the 1970s.
The Status of World History Instruction in American Secondary Schools
Author: William E. Pulliam
Publisher:
ISBN:
Category : History
Languages : en
Pages : 108
Book Description
The one-year course in world history, popular in some quarters, does not seem to have made much headway. High school level courses on world-history are one of the many responses to the World Wars, yet said courses have never been recommended by a committee of national scope on which there were any historians. Opinion surveys among teachers and students indicate that no other part of the typical social studies program is more criticized than the tenth grade level one year elective world history course. These courses are increasing in number, textbooks are multiplying, and a few interesting experiments are being worked out--yet there is no general agreement on organization, scope, objectives, teaching strategies, or assessment in these courses. This document is a summary of historical and recent surveys on curricular trends in social studies with regard to world history, to help educators assess what impact they may have on the teaching of world history in the 1970s.
Publisher:
ISBN:
Category : History
Languages : en
Pages : 108
Book Description
The one-year course in world history, popular in some quarters, does not seem to have made much headway. High school level courses on world-history are one of the many responses to the World Wars, yet said courses have never been recommended by a committee of national scope on which there were any historians. Opinion surveys among teachers and students indicate that no other part of the typical social studies program is more criticized than the tenth grade level one year elective world history course. These courses are increasing in number, textbooks are multiplying, and a few interesting experiments are being worked out--yet there is no general agreement on organization, scope, objectives, teaching strategies, or assessment in these courses. This document is a summary of historical and recent surveys on curricular trends in social studies with regard to world history, to help educators assess what impact they may have on the teaching of world history in the 1970s.
The Status of World History Instruction in American Secondary Schools
Teaching of History in Elementary and Secondary Schools
Author: Henry Johnson
Publisher:
ISBN:
Category : History
Languages : en
Pages : 534
Book Description
This work embodies the most thorough treatment yet made in this country of the subject indicated by the title. The book opens with what history is, the problem of grading history, and the question of aims and values. The aim of history teaching is "to make the world intelligible." Next, the subject of history in schools of Europe and the United States; then, the biographical approach and the study of social groups. Practical methods in making history real by using visualizations are discussed, along with textbooks and their use, collateral reading, the historical method, correlation, and examinations. The critical chapters--dealing with the meaning of history, with the materials of history, with the aims and values of history-teaching, and with the grading of history--are models of clear, logical thinking expressed in simple but concrete language.
Publisher:
ISBN:
Category : History
Languages : en
Pages : 534
Book Description
This work embodies the most thorough treatment yet made in this country of the subject indicated by the title. The book opens with what history is, the problem of grading history, and the question of aims and values. The aim of history teaching is "to make the world intelligible." Next, the subject of history in schools of Europe and the United States; then, the biographical approach and the study of social groups. Practical methods in making history real by using visualizations are discussed, along with textbooks and their use, collateral reading, the historical method, correlation, and examinations. The critical chapters--dealing with the meaning of history, with the materials of history, with the aims and values of history-teaching, and with the grading of history--are models of clear, logical thinking expressed in simple but concrete language.
Days of Rage
Author: Bryan Burrough
Publisher: Penguin Books
ISBN: 0143107976
Category : History
Languages : en
Pages : 610
Book Description
The Weathermen. The Symbionese Liberation Army. The FALN. The Black Liberation Army. The names seem quaint now, but there was a stretch of time in America when there was on average more than one significant terrorist act in the U.S. every week. The FBI combated these groups and others as nodes in a single revolutionary underground, dedicated to the violent overthrow of the American government. Thus began a decade-long battle between the FBI and these homegrown terrorists, compellingly and thrillingly documented in Days of Rage.
Publisher: Penguin Books
ISBN: 0143107976
Category : History
Languages : en
Pages : 610
Book Description
The Weathermen. The Symbionese Liberation Army. The FALN. The Black Liberation Army. The names seem quaint now, but there was a stretch of time in America when there was on average more than one significant terrorist act in the U.S. every week. The FBI combated these groups and others as nodes in a single revolutionary underground, dedicated to the violent overthrow of the American government. Thus began a decade-long battle between the FBI and these homegrown terrorists, compellingly and thrillingly documented in Days of Rage.
Teaching of History in Elementary and Secondary Schools
Author: Harry Johnson
Publisher:
ISBN:
Category : History
Languages : en
Pages : 544
Book Description
Publisher:
ISBN:
Category : History
Languages : en
Pages : 544
Book Description
The Study of History in Schools
Author: American Historical Association
Publisher:
ISBN:
Category : History
Languages : en
Pages : 284
Book Description
Publisher:
ISBN:
Category : History
Languages : en
Pages : 284
Book Description
A HISTORY OF THE TEACHING OF GENERAL AND WORLD HISTORY IN UNITED STATES SECONDARY SCHOOLS.
America Builds a School System
Author: Benjamin William Frazier
Publisher:
ISBN:
Category : Cost accounting
Languages : en
Pages : 672
Book Description
Publisher:
ISBN:
Category : Cost accounting
Languages : en
Pages : 672
Book Description
The Teaching of History and Civics in the Elementary and the Secondary School
Author: Henry Eldridge Bourne
Publisher:
ISBN:
Category : History
Languages : en
Pages : 408
Book Description
Publisher:
ISBN:
Category : History
Languages : en
Pages : 408
Book Description
History Education 101
Author: Wilson J. Warren
Publisher: IAP
ISBN: 1607528770
Category : Education
Languages : en
Pages : 288
Book Description
Historians and teacher educators nationwide are now engaged in discussions about the importance of history teacher preparation. Interest within the history profession about the teaching of K-12 history has increased significantly during the past two decades, particularly since the controversy over the National Standards for History’s publication. This attention is evident not only in the historical professions’ various publications, but also in the federal government’s multi-million dollar Teaching American History Program and the No Child Left Behind Act. Professional historians are increasingly committed to improving the teaching of history at the K-12 level through many forms of collaboration. History Education 101’s thirteen essays are organized into three sections: context, practice, and new directions. The essays’ contributors, tenured faculty who teach history teaching methods courses in colleges and universities throughout the United States, focus on how history education has, is, and will be taught to new K-12 teachers throughout the United States. Perhaps more than ever, it is critical for Americans to understand the role of higher education in the preparation of future middle and high school history teachers. This book provides important insights for academics in history and education departments as well as other individuals who are concerned with the status and improvement of history teaching in the schools, particularly current and future elementary and secondary teachers and administrators.
Publisher: IAP
ISBN: 1607528770
Category : Education
Languages : en
Pages : 288
Book Description
Historians and teacher educators nationwide are now engaged in discussions about the importance of history teacher preparation. Interest within the history profession about the teaching of K-12 history has increased significantly during the past two decades, particularly since the controversy over the National Standards for History’s publication. This attention is evident not only in the historical professions’ various publications, but also in the federal government’s multi-million dollar Teaching American History Program and the No Child Left Behind Act. Professional historians are increasingly committed to improving the teaching of history at the K-12 level through many forms of collaboration. History Education 101’s thirteen essays are organized into three sections: context, practice, and new directions. The essays’ contributors, tenured faculty who teach history teaching methods courses in colleges and universities throughout the United States, focus on how history education has, is, and will be taught to new K-12 teachers throughout the United States. Perhaps more than ever, it is critical for Americans to understand the role of higher education in the preparation of future middle and high school history teachers. This book provides important insights for academics in history and education departments as well as other individuals who are concerned with the status and improvement of history teaching in the schools, particularly current and future elementary and secondary teachers and administrators.