Thinking History 4-14

Teaching, Learning, Curricula and Communities
1. Auflage 2000
ISBN: 978-0-7507-0873-9
Verlag: Routledge

Buch, Englisch, 192 Seiten, Format (B × H): 157 mm x 235 mm, Gewicht: 426 g

In this book the author looks at the past, present and the future of history teaching in primary schools in an attempt to provide a practical framework for teachers.
Section one reviews relevant literature with an aim to clarify the dilemmas and advance present thinking and practice in history teaching in primary schools.
Section two offers case studies, curriculum materials and designs, teaching ideas and methods, teacher-development and curriculum development materials, at the same time as tying it in to the existing knowledge-base.
Section three considers the 'perennial dilemmas' for school history in the 21st century, including: how can history survive in an increasingly over-crowded and competitive school curriculum? How can history be harnessed to improvements in literacy and numeracy? What should the primary history curriculum contain? How can IT secure easier access to historical information and evidence?

Autoren/Hrsg.

Bage, Grant

Bage, Dr Grant

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Grundschulen, Hauptschulen

Inhaltsverzeichnis

Introduction: Mapping this Book; Retrospect; Chapter 1 Learning History; Chapter 2 Teaching History; Chapter 3 History and Curriculum; Chapter 4 Community History; Introspect; Chapter 5 Learning History in Practice; Chapter 6 Teaching History in Practice; Chapter 7 History Curriculum in Practice; Chapter 8 History and Communities in Practice; Prospect; Chapter 9 Thinking History Conclusions;

Über Autor(innen)

Grant Bage worked as a teacher and adviser before joining Cambridge University as a lecturer in education. He has led research and evaluation projects for English Heritage and the QCA and is particularly interested in curriculum leadership and in developing curricula through the use of story.