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.
James A. Duthie was born in Edinburgh, Scotland and earned an M.A. in history from the University of Edinburgh. After working for several years, he trained as a teacher at the University of Victoria and began teaching in 1978. Now retired, his interests include the study of history, writing, choral singing, gardening, and keeping fit.
Acknowledgements Introduction Chapter 1 The Teaching of History - Rationale Chapter 2 The Nature of the Discipline Chapter 3 The Logic of History Chapter 4 Teaching the Nature of the Discipline Chapter 5 Helping Students Acquire Data - Lecture and Audiovisual Chapter 6 Helping Students Acquire Data - Reading Chapter 7 Reading Graphics Chapter 8 Processing Data Chapter 9 Translation into other Forms Chapter 10 Research Chapter 11 Writing Chapter 12 Recall and Test-Taking Chapter 13 Oral Questioning Chapter 14 The Nature of Document-Based Questions Chapter 15 Answering Document-Based Questions Chapter 16 Evaluation Chapter 17 Classroom Management Appendix 1 Simplified Rules of Parliamentary Procedure Appendix 2 Index of Teaching/Learning Activities Bibliography Index
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