Teaching what really happened : how to avoid the tyranny of textbooks and get students excited about doing history

Loewen, James W. author

Publication Details Click to collapse Cite/Export

  • Creator James W. Loewen
  • Format Books
  • Publication Second edition. New York : Teachers College Press, [2018]
  • Series
  • Physical Details
    • xvi, 272 pages : illustrations, maps ; 23 cm
  • ISBNs 9780807759486, 0807759481, 9780807777312
  • OCLC on1048660047

Notes

  • Includes bibliographical references and index.

Contents

  • Introduction : history as weapon -- A lesson from Mississippi -- A lesson from Vermont -- Why history is important to students -- Why history is important to society -- 1. The tyranny of coverage: -- Forests, trees, and twigs -- Winnowing trees -- Deep thinking -- Relevance to the present -- Skills -- Getting the principal on board -- Coping with reasons to teach "as usual" -- You are not alone -- Brining students along -- 2. Expecting excellence: -- Student characteristics affect teacher expectations -- "Standardized" tests affect teacher expectations -- Statistical processes cause cultural bias in "standardized" tests -- Internalizing expectations -- Teachers can create their own expectations -- 3. Historiography: -- A tale of two eras -- The civil rights movement, cognitive dissonance, and historiography -- Studying bad history -- Other ways to teach historiography -- 4. Doing history: -- Doing history to critique history -- Writing a paper -- Bringing families in -- Local history -- Getting started -- Final product -- Using the product -- 5. Truth: -- Background of the problem -- Separating matters of fact from matters of opinion -- Five tests to assess credibility -- 6. How and when do people get here? -- A crash course on archeological issues -- Presentism -- Today's religions and yesterday's history -- Conclusions about presentism -- Chronological ethnocentrism -- Primitive to civilized -- Costs of chronological ethnocentrism -- 7. Why did Europe win? -- The important questions -- Looking around the world -- Explaining civilization -- Making the Earth round -- Why did Columbus win? -- The Columbian exchange -- Ideological results of Europe's victory -- Cultural diffusion and syncretism continue -- 8. The $24 myth: -- Deconstructing the $24 myth -- A more accurate story -- Functions of the fable -- Overt racism? -- Additional considerations -- 9. Slavery: -- Relevance to the present -- Hold a meta-conversation -- Slavery and racism -- Four key problems of slave life -- Additional problems in teaching the history of slavery -- 10. The Confederacy: -- Teachers vote -- Teaching against the State's Rights myth -- Critiquing textbooks -- Our Confederate landscape -- Genesis of the problem -- 11. The Nadir: -- Contemporary relevance -- Onset of the Nadir -- Historical causes of antiracist idealism -- Historical causes of the Nadir of race relations -- Students can reveal the Nadir themselves -- During the Nadir, whites became white -- End of the Nadir -- Implications for today -- Afterword : still more ways to teach history
Checking the Web...