The History teacher最新文献

{"title":"A \"Genuine Relationship with the Actual\": New Perspectives on Primary Sources, History and the Internet in the Classroom.","authors":"Michael Eamon","doi":"10.2307/30036799","DOIUrl":"https://doi.org/10.2307/30036799","url":null,"abstract":"THE PEDAGOGIC VALUE of using archival holdings2 for the teaching of history has long been appreciated. Using primary sources in the teaching of history transcends the rote learning of facts and figures. It encourages critical thinking skills, introducing students to issues of context, selection and bias, to the nature of collective memory and to other like aspects in the construction of history. As Professor Peter Seixas, Canada Research Chair in the Study of Historical Consciousness, has observed, \"historians do have something very important to offer students, which is neither the one big story, nor the recall of a common set of facts, but rather a way of using the traces of the past to construct meaningful stories in the present.\"3 Many constraints ranging from the fragility and rarity of documents to the physical and intellectual inaccessibility of the","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"39 1","pages":"297-314"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036799","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Myth of a Multicultural Curriculum: An Analysis of New York State U.S. History Regents.","authors":"Melissa Amy Maestri","doi":"10.2307/30036804","DOIUrl":"https://doi.org/10.2307/30036804","url":null,"abstract":"IMAGINE AN OUTLINE for the teaching of American history in which women, African Americans, Asian Americans, Native Americans, and Hispanics make only a fleeting appearance.' Although that may be difficult to fathom, it remains a reality in many American schools. The research for this study was undertaken to analyze the New York State eleventh grade United States History Regents exams through conducting a content analysis of the types of multiple-choice questions asked in Part I of the tests with a particular emphasis on the variety of questions asked regarding women and race. Because these tests stand at the pinnacle of social studies education in the state of New York and are required of all students, it stands to reason that the questions indicate the type of social knowledge officially sanctioned by its citizens. This study demonstrates that very few questions on the New York State United States History Regents Exam deal with race or minority issues; and that of those that do, similar themes reappear from year to year, with only slight variations. The same is true about women's history questions. So, despite claims to the contrary, the Regents exams show that little knowledge of race and women's issues is required and therefore likely not being taught. This has important possible implications for society at large. Before presenting these findings, some background is needed. When","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"10 1","pages":"381-402"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036804","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching Environmental History: Environmental Thinking and Practice in Europe, 1500 to the Present.","authors":"R. Schwartz","doi":"10.2307/30036801","DOIUrl":"https://doi.org/10.2307/30036801","url":null,"abstract":"THE ECOLOGIST'S WEB OF LIFE serves as the guiding principle for teaching and learning in my course on environmental history.' Hence, our main task is to work at figuring out how everything we study is connected. From an imagined center of the web we move outward to explore two main areas of environmental history in the western European past: 1) the varied and shifting conceptions of nature, primarily since the Middle Ages, and 2) environmental change created by human endeavor and new technology. Our example of environmental change is the case of industrializing Britain and the impact of railways on the human and physical environments of England and Wales. In pursuing European conceptions of nature we move along two dimensions (Worster 1985; Merchant 1980). The imperialist or mechanistic view regards nature as a system of resources to be managed and exploited for human benefit; standing apart from the natural world, humans can exercise dominion over it. In striking contrast, the organic or holistic conception holds that humans are part of nature, one component of a complex whole. Rather than dominion over nature, organicism reflects a central concern with what today we call ecological balance, a prudent concern to maintain a desirable coexistence among humans, other organisms, and the inorganic components of the environment.","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"39 1","pages":"325-354"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036801","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452428","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Public Vaults Unlocked","authors":"D. A. Cantu, Thora Colot","doi":"10.2307/30036808","DOIUrl":"https://doi.org/10.2307/30036808","url":null,"abstract":"","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"22 1","pages":"407"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036808","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"History Teacher Certification Standards in the States","authors":"S. D. Brown","doi":"10.2307/30036803","DOIUrl":"https://doi.org/10.2307/30036803","url":null,"abstract":"DURING THE LAST TWENTY YEARS, history educators have noted a sea change in the concern expressed by scholars, policymakers, and the general public about the teaching and learning of history in schools. The 1983 report, A Nation at Risk, was a catalyst for this movement with its focused attention and support for a core curriculum based on academic subjects. Subsequent movements for national goals, national standards, and history specific testing in the National Assessment of Educational Progress (NAEP) illustrated the influence of A Nation at Risk and the growing concern for inclusion of history in a substantive, strengthened academic core curriculum. In concert with a rising interest in history education, concern developed about the quality of teacher education and teacher certification. Many researchers, theorists, and specialists voiced their perspective on the issue of teacher certification.' Of particular interest for history educators is the extent to which teachers of history are certified to teach the discipline and specifically what being \"certified\" entails. Given this context, in the spring of 2002 John J. Patrick, now professor emeritus at Indiana University, and I began to investigate the state of history education nationwide. Our study addressed teacher certification in history; content standards for teachers; content standards for students; high school graduation and exit examination requirements in","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"39 1","pages":"367-380"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036803","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Study Guide for Stephen B. Oates' The Fires of Jubilee: Nat Turner's Fierce Rebellion","authors":"R. Briley","doi":"10.2307/30036802","DOIUrl":"https://doi.org/10.2307/30036802","url":null,"abstract":"THE SUBJECT OF SLAVERY is a difficult one for many teachers of American history, who, seeking to avoid controversy and contemporary racial antagonism, sometimes give less than satisfactory attention to this central chapter of the American past. Slavery may be shortchanged in favor of Civil War battlefield heroics as teachers attempt to avoid the phone call from a parent who is concerned that dredging up this dark chapter of American history will exacerbate racial conflict among students and provide them with a negative image of the United States. Some white teachers and students suggest that studying slavery only stirs up resentment by black students and guilt by young whites who have nothing to do with slavery. However, this very argument demonstrates why the institution of slavery must be at the core of the history curriculum, for the shadow which slavery continues to cast upon American society and race relations raises serious questions about the American dream which young people must address as they become active participants in a democratic society. The aftermath of Hurricane Katrina in New Orleans underscores this point only too well. If we accept the study of slavery as a given, then what should be covered in this curriculum? Certainly, the role played by slavery in the political debates leading to the Civil War deserves attention, but the","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"39 1","pages":"355-366"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036802","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Students Learn: History in the Classroom","authors":"James F. Adomanis, M. Donovan, J. Bransford","doi":"10.2307/30036810","DOIUrl":"https://doi.org/10.2307/30036810","url":null,"abstract":"","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"39 1","pages":"410"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036810","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"American Taxation, American Slavery","authors":"J. Lund, R. Einhorn","doi":"10.2307/30036945","DOIUrl":"https://doi.org/10.2307/30036945","url":null,"abstract":"In American Taxation, American Slavery , Robin Einhorn shows the deep, broad, and continuous influence of slavery on America’s fear and loathing of taxes. From the earliest colonial times right up to the Civil War, slaveholding elites feared strong and democratic government as a threat to the institution of slavery. Einhorn reveals how the heated battles over taxation, the power to tax, and the distribution of tax burdens were rooted not in debates over personal liberty but rather in the rights of slaveholders to hold human beings as property. Along the way, she exposes the antidemocratic origins of the enduringly popular Jeffersonian rhetoric about weak government, showing that state governments were actually more democratic—and stronger—where most people were free. A strikingly original look at the role of slavery in the making of the United States, American Taxation, American Slavery will prove essential to anyone interested in the history of American government and politics. “For those seeking to understand complex and ever-changing systems of taxation, their relationship to local and national politics, and how the state and local systems were shaped by the ‘peculiar institution,’ this seminal and innovative investigation will provide many answers.”—Loren Schweninger, American Historical Review “[Einhorn] tells what might have been a complicated story in an engaging and accessible manner. It is her contention that slavery and the reaction to it to a great extent shaped the kind of nation we are today, because it shaped the kind of tax policies we constructed to fund the kind of government we got. . . . Required reading for anyone who ponders the impact of slavery on our lives today.”—James Srodes, Washington Times","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"40 1","pages":"125"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036945","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Subjects unto the Same King: Indians, English, and the Contest for Authority in Colonial New England","authors":"James A. Bryant, Jenny Hale","doi":"10.2307/30036812","DOIUrl":"https://doi.org/10.2307/30036812","url":null,"abstract":"The article reviews the book Subjects Unto the Same King: Indians, English, and the Contest for Authority in Colonial New England, by Jenny Hale A different account of Indians, Pilgrims Utah Local News Salt Lake. Publication » Subjects Unto the Same King: Indians, English, and the Contest for Authority in Colonial New England by Jenny Hale Pulsipher. Subjects unto the Same King: Indians, English, and the Contest for. Jenny Hale Pulsipher. Subjects Unto the Same King: Indians, English, and the. Contest for Authority in Colonial New England. Philadelphia: University of Penn-. Subjects unto the Same King Jenny Hale Pulsipher Buy Subjects Unto the Same King: Indians, English and the Contest for Authority in Colonial New England Early American Studies by Jenny Hale Pulsipher . Colonization of English America: Oxford Bibliographies Online. Google Books Result You searched UBD Library Title: Subjects unto the same king: Indians, English, and the contest for authority in Colonial New England / Jenny Hale Pulsipher. ?Dr Laura Ammon Department of Philosophy and Religion. Religion and Colonialism History of Religion in Social Theory Early Modern. for History in New England and Jenny Hale Pulsipher, Subjects unto the Same King: Indians, English, and the Contest for Authority in Colonial New England. Subjects Unto the Same King JStor Subjects unto the Same King: Indians, English, and the Contest for Authority in Colonial New England Early American Studies Jenny Hale Pulsipher on . Subjects unto the Same King: Indians, English, and the Contest for. Google Books Result K.Kupperman, Settling with the Indians: The meeting of English and Indian Changes in the land: Indians, colonists and the ecology of New England. Kristina Bross, Dry Bones and Indian Sermons: Praying Indians in Colonial J H Pulsipher, Subjects unto the Same King: Indians, English, and the Contest for Authority in Subjects Unto the Same King: Indians, English, and the. Goodreads See Jenny Pulsipher, Subjects unto the Same King: Indians, English, and the Contest for Authority in Colonial New England Philadelphia: The. University of Subjects Unto the Same King: Indians, English, and the Contest for. ?Subjects unto the Same King: Indians, English, and the Contest of Authority in Colonial New England. Philadelphia: University of Pennsylvania Press, 2005, Subjects unto the Same King: Indians, English, and the Contest for. Subjects unto the Same King Indians, English, and the Contest for Authority in Colonial New England. Jenny Hale Pulsipher. 376 pages 6 1/8 x 9 1/4 25 illus. Chief Princes and Owners of All Chapman University 7 Nov 2006. Subjects Unto the Same King has 21 ratings and 3 reviews. King: Indians, English, and the Contest for Authority in Colonial New England” as Subjects Unto the Same King: Indians, English and the Contest for. Jenny Hale Pulsipher, Subjects unto the Same King: Indians, English, and the Contest for Authority in Colonial New England 2005 . Native Americans Find study docume","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"39 1","pages":"413"},"PeriodicalIF":0.0,"publicationDate":"2006-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036812","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452973","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Empire Has No Clothes: US Foreign Policy Exposed","authors":"T. M. Anders, Ivan R. Eland","doi":"10.2307/30036780","DOIUrl":"https://doi.org/10.2307/30036780","url":null,"abstract":"","PeriodicalId":83054,"journal":{"name":"The History teacher","volume":"9 1","pages":"264"},"PeriodicalIF":0.0,"publicationDate":"2006-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/30036780","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68452348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}