PDF Download , by Sam Wineburg
PDF Download , by Sam Wineburg
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, by Sam Wineburg
PDF Download , by Sam Wineburg
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Product details
File Size: 1010 KB
Print Length: 250 pages
Publisher: University of Chicago Press; First edition (September 17, 2018)
Publication Date: September 17, 2018
Sold by: Amazon Digital Services LLC
Language: English
ASIN: B07H9FWT73
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Although I have never met Sam Wineburg, and he is ten years my junior, he has been a mentor since I got into the history-teaching business over two decades ago. He was the only writer I found who tried so diligently to get beneath the skin of history education—to ponder its nature and how it might be made useful.I tend to think of Wineburg as Mr. Historical Thinking; he first made a name for himself with the book “Historical Thinking and other Unnatural Acts.†And he’s had his biggest impact as director of the History Education Group at Stanford University, which developed the “Reading Like a Historian†curriculum that has been downloaded from the Internet umpteen times by high school history teachers.I was pleased to see that this latest book also takes a stand for historical knowledge, which has acquired a deservedly bad reputation, because much of what we teach in school is trivial and pointless. Wineburg writes, “Of course, knowledge is a prerequisite to critical thinking. At the same time, knowledge represents its highest aim.†The challenge facing teachers—it seems to me—is to identify historical knowledge that can be relevant to people’s lives.In the latter part of the book, Wineburg ranges beyond his role as history educator to consider the very real problem of identifying valid information on the Internet, which has increasingly become a primary source of information for many. His research has found that even the people we would expect to be good at it—such as digital professionals and historians—aren’t.This book is a fine read. Wineburg is a graceful writer who has inspired countless history teachers with his tireless efforts to explore and improve the field of historical learning.
Sam Wineburg is the most important scholar in the United States of how history education should be done and he has given everyone from professors to students of all ages much to think about here. Just because history has been taught as a long series of facts for many years no longer means that we should continue to do so in the Age of the Internet. All the essays in this book, from the critique of Howard Zinn's _People's History of the United States_ to Wineburg's critique of his own efforts to bring historical thinking to the WWW, are designed to get anyone who loves history to understand that history is a process rather than a fixed set of facts (with political positions that automatically go with them).This is one of those books that I've both highlighted and marked with Post-Its because I'm certain I'll have to go back to it again and again as I redesign my own college history courses. Reading it can't help but make people who teach this subject think about whether they're doing it effectively. No matter how you ultimately come down on the answer to that question, having your assumptions thoughtfully challenged as Wineburg does so well here is always a useful and rewarding activity.
This book along with his Historical Thinking should be required reading for all history teachers and discussed among them. We, for the most part, are not teaching history. We act as if the textbook is a record of past reality to be memorized and then forgotten. Then get on with real life. Wineburg sets us straight.What could be more crucial than dealing with ways social media and the internet have fouled our thinking? At the very least we should want to know how we are being fooled by those who now have a more powerful tool to mislead us. There is much more! Read this book.
No one challenges me to think more carefully about what and how I am teaching than Dr Wineburg. Though I generally don’t use the full lessons from SHEG, I do use the strategies and methods they represent. This book is a great primer for thinking about the transfer of historical thinking skills to critical reading in the 21st century. As teachers are pushed to use and rely on technology more, this book is an essential guide to equipping our students with the habits of mind necessary to navigate the world online. It’s also useful in thinking about how to frame the conversation with parents who are resistant to a social studies curriculum that doesn’t look like the one they experienced. Every social studies teacher should read this!
If you teach history, or care about the future of history in curriculum, you should read this book. Wineburg makes a convincing case for the continued importance of historical thinking, history as process, in the age of Google and Wikipedia. We need to go beyond telling students that they can’t trust the internet. Historians need to give deep thought to how we adapt teaching and process to the 21st century and bring that into the classroom. Wineburg’s book is an important step in that process.
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