History is not a mere chronicle of facts, but a dialogue between competing interpretations of the past; it should be taught as such. Teaching history in this way makes it both intellectually demanding and more interesting, while at the same time helps students acquire the knowledge and skills necessary to become functioning citizens in a democracy. The opening chapters provide the rationale for the study of history, its epistemological basis, and the logic of the discipline. The bulk of the book deals with practical ways to help students acquire, process, and apply information. In particular, it addresses the specific thinking skills required by the discipline, with many effective techniques for helping students to master them. The implications of this approach for teacher evaluation of student work are also addressed.Formation of the Provisional Thesis At some point in all this, students are going to have to work out what their answer to the question is, that is, their thesis. Beginning students tend not to develop a thesis statement, thinking that it is enough to repeat the question. ... who are prone to this kind of indecision is for them to make the chart, develop the arguments write both sides of the essay, reach a conclusionanbsp;...
|Title||:||A Handbook for History Teachers|
|Author||:||James A. Duthie|
|Publisher||:||University Press of America - 2012-09-28|