LEADER 05933oam 2200805I 450 001 9910450293503321 005 20211118193633.0 010 $a1-282-37497-4 010 $a1-283-54657-4 010 $a9786612374975 010 $a9786613859020 010 $a1-135-64514-0 010 $a1-4106-1050-0 024 7 $a10.4324/9781410610508 035 $a(CKB)1000000000031261 035 $a(EBL)234288 035 $a(OCoLC)475941088 035 $a(SSID)ssj0000256117 035 $a(PQKBManifestationID)11210054 035 $a(PQKBTitleCode)TC0000256117 035 $a(PQKBWorkID)10219286 035 $a(PQKB)11110813 035 $a(MiAaPQ)EBC234288 035 $a(MiAaPQ)EBC5292910 035 $a(Au-PeEL)EBL234288 035 $a(CaPaEBR)ebr10084692 035 $a(CaONFJC)MIL385902 035 $a(OCoLC)56066730 035 $a(Au-PeEL)EBL5292910 035 $a(CaONFJC)MIL237497 035 $a(OCoLC)1027206608 035 $a(EXLCZ)991000000000031261 100 $a20180706d2004 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTeaching history for the common good /$fKeith C. Barton, Linda S. Levstik 210 1$aMahwah, N.J. :$cLawrence Erlbaum Associates,$d2004. 215 $a1 online resource (297 p.) 300 $aDescription based upon print version of record. 311 $a0-8058-3931-3 311 $a0-8058-3930-5 320 $aIncludes bibliographical references and indexes. 327 $aFront Cover; Teaching History for the Common Good; Copyright Page; Contents; Preface; 1. A Sociocultural Perspective on History Education; Using Theory and Research to Make Sense of History Education; The Four Stances: Purpose and Practice in Learning History; Tools for Making Sense of the Past; Children and Adults as Active Agents of Historical Learning; Contexts of Historical Learning; Conclusions; 2. Participatory Democracy and Democratic Humanism; The Need for a Rationale for History Education; Public Education and Democratic Citizenship; Education for Democratic Participation 327 $aConclusions3. The Identification Stance; Identification With Personal and Family History; National Identification; Identification of the Present With the National Past; Identification, Participation, and Pluralism; Conclusions; 4. The Analytic Stance; The History of the Present; Learning Lessons From the Past; Learning How Historical Accounts Are Created; Conclusions; 5. The Moral Response Stance; Remembrance and Forgetting; Fairness and Justice; Heroes and Heroism; Conclusions; 6. The Exhibition Stance; Exhibition as Personal Fulfillment; Exhibition as Accountability 327 $aExhibition as Service to OthersConclusions; 7. Narrative Structure and History Education; The Meaning of Narrative; Students and Historical Narratives; Affordances and Constraints of Narrative; Narrative Structure as a Cultural Tool; Conclusions; 8. Narratives of Individual Achievement and Motivation; The Role of Individual Narratives in History Education; The Appeal and Limitations of Individual Narratives; Individual Narratives as a Cultural Tool; Conclusions; 9. The Story of National Freedom and Progress; Appropriation of the U.S. National Narrative 327 $aDiversity in Use of the National NarrativeAffordances and Constraints of the Narrative of Freedom and Progress; Conclusions; 10. Inquiry; Inquiry as Reflective Thought; Affordances of Inquiry as a Tool; Students Engaging in Inquiry: Problems and Possibilities; The Tool of Inquiry and Its Component Parts; Conclusions; 11. Historical Empathy as Perspective Recognition; The Components of Historical Empathy; A Sense of "Otherness"; Shared Normalcy; Historical Contextualization; Multiplicity of Historical Perspectives; Contextualization of the Present 327 $aThe Constraint of Empathy as Perspective RecognitionConclusions; 12. Empathy as Caring; Varieties of Care in History Education; Caring About; Caring That; Caring For; Caring To; The Place of Care in the Tool Kit of History Education; Conclusions; 13. Teacher Education and the Purposes of History; Teacher Knowledge and Education Reform; The Pedagogical Content Knowledge of History Teachers; Pedagogical Content Knowledge and Classroom Practice; The Practice of History Teaching; The Role of Purpose in History Teaching; Changing the Practice of History Teaching; Author Index; Subject Index 330 $aIn Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking. In many cases, disagreements about what should be taught to the nation's children and how it should be presented reflect fundamental differences that will not easily be resolved. A central premise of this book, though, is that systematic theory and research can play an important role in 606 $aHistory$xStudy and teaching (Elementary)$zUnited States 606 $aHistory$xStudy and teaching (Middle school)$zUnited States 606 $aCivics$xStudy and teaching (Elementary)$zUnited States 606 $aCivics$xStudy and teaching (Middle school)$zUnited States 608 $aElectronic books. 615 0$aHistory$xStudy and teaching (Elementary) 615 0$aHistory$xStudy and teaching (Middle school) 615 0$aCivics$xStudy and teaching (Elementary) 615 0$aCivics$xStudy and teaching (Middle school) 676 $a372.89 700 $aBarton$b Keith C.$01023966 701 $aLevstik$b Linda S$01023967 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910450293503321 996 $aTeaching history for the common good$92433198 997 $aUNINA