Search

Perhaps no other historian has had a more profound and revolutionary impact on American education than Howard Zinn. This is the first book devoted to his views on education and its role in a democratic society. "Howard Zinn on Democratic Education" describes what is missing from school textbooks and in classrooms--and how we move beyond these deficiencies to improve student education. Critical skills of citizenship are insufficiently developed in schools, according to Zinn. Textbooks and curricula must be changed to transcend the recitation of received wisdom too common today in our schools. In these respects, recent Bush Administration and educational policies of most previous presidents have been on the wrong track in meeting educational needs. This book seeks to redefine national goals at a time when public debates over education have never been more polarized--nor higher in public visibility and contentious debate. The contents of this book include: (1) Apparatus of Lies: Introduction by Donaldo Macedo; (2) Schools and the Manufacture of Mass Deception: A Dialogue; (3) Harvard Lecture "A People's History of the United States"; (4) How Free Is Higher Education?; (5) Denver Lecture: Columbus and Western Civilization; (6) Gray Matters Interviews; (7) Being Left: Growing Up Working Class Conscious; (8) Racism and the Working Class; (9) The Diverted Left; (10) A Campaign without Class; (11) Federal Bureau of Intimidation; and (12) Why Students Should Study History: An Interview. ["Howard Zinn on Democratic Education" was written with Donaldo Macedo.]

Facing History and Ourselves is a nonprofit educational organization whose mission is to engage students of diverse backgrounds in an examination of racism, prejudice, and antisemitism in order to promote a more humane and informed citizenry. As the name Facing History and Ourselves implies, the organization helps teachers and their students make the essential connections between history and the moral choices they confront in their own lives by examining the development and lessons of the Holocaust and other examples of genocide. It is a study that helps young people think critically about their own behavior and the effect that their actions have on their community, nation, and the world. It is based on the belief that no classroom should exist in isolation. Facing History programs and materials involve the entire community: students, parents, teachers, civic leaders, and other citizens. The Chapters are listed in the Table of Contents as follows: Chapter I, Identity and History; Contains: What's in a name?; Multiple Identities; Am I Armenian?; and Generations. Chapter II, We and They; Contains: The Ottoman Armenians; Iron Ladles for Liberty Stew; Organizing for Change; Humanity on Trial; The Sultan Responds; Seeking Civil Rights; Humanitarian Intervention; Showdown at Bank Ottoman; and The Rise of the Young Turks. Chapter III, The Young Turks in Power; Contains: Bloody News from Adana; Ideology; Ideology in Action; Neighbor Turns Against Neighbor; Planning Mass Murder; and Dictating Religion. Chapter IV Genocide; Contains; Evacuation, Deportation, and Death; Under the Cover of War; The Round Ups Begin; The German Connection; Following Orders; Women and Deportations; Cries Ringing in My Ears; and Targeting the Greeks and the Assyrians. Chapter V, The Range of Choices; Contains: Remembering Rescue; Trying to Make a Difference; Official Policy; Taking a Stand; The American Ambassador in Constantinople; Talaat and the Limits of Diplomacy; They Eyes of the World; Saving the Armenians; Armenian Relief; and The Story of Aurora Mardiganian and "Ravished Armenia". Chapter VI, Who Remembers the Armenians?; Contains: A Mandate for Armenia?; Crimes Against Humanity and Civilization; War, Genocide, and Human Rights; The Armenian Republic and the New Turkey; Acquitting the Assassin; Rewriting History; The Legacy of a Witness; Remembrance and Denial; Denial, Free Speech, and Hate Speech; Demanding Justice; Meeting the Past; and The Crime of Genocide. The chapters are followed by an index.

Chapter 5 of the book "Remembering America: How We Have Told Our Past," by Lawrence R. Samuel is presented. It explores the appearance of the term the American peoples in the guidelines for teaching American history. It highlights various topics including social invention, the thread of the American narrative, and the issue over the use of a kind of textbooks to be used in classrooms.

A biography of Walter Rodney, professor, revolutionary thinker and an activist, is presented. He was born in the British colony of Guyana in 1942 with a politician father. He studied at the University of the West Indies in Mona, Jamaica and then received a Doctorate in African History at the School of Oriental & African Studies in England. He worked as a history professor and involved in Rastafari movement, which also considered a revolutionary thinker and activist for the oppressed people.

Chapter Twelve of the book "Mirror Images: Popular Culture and Education," edited by Diana Silberman Keller, Zvi Bekerman, Henry A. Giroux, and Nicholas C. Burbules is presented. It explores the teaching of history, following on the theory of Carlo Ginzburg on subaltern cultures. It presents the two divisions of culture which are that of hegemonic culture and that of multiple subaltern cultures.

Chapter 12 of the book "101 Ways to Make Studying Easier & Faster for High School Students: What Every Student Needs to Know Explained Simply" is presented. It discusses the importance and the common problems of studying history. It also discusses the studying tips of contextualizing facts, using flashcards, understanding the teacher's insights, and making cause and effect puzzles.

The article focuses on the significance of learning history through video production in U.S. education. Under the No Child Left Behind (NCLB) Act, teachers are being forced to make adjustments to changes in the curriculum. It is noted that the NCLB demands improvements in student achievement and elimination of the gap between different races and classes. It helps all children succeed though it seems to be forcing school districts into standardized testing. The author suggests that before NCLB's adoption, teachers had more freedom to use various teaching methods including constructivism, cognitivism and behaviorism. Technology is considered to be beneficial as a tool in assisting students in problem solving as well as in real-world applications.

The scientific study of history began a hundred years ago in the University of Berlin. Preparatory work of the highest importance had been accomplished by laborious collectors like Baronius and Muratori, keen-sighted critics such as Mabillon and Wolf, and brilliant narrators like Gibbon and Voltaire. But it was not till Niebuhr, Böckh, and above all Ranke preached and practised the critical use of authorities and documentary material that historical scholarship entered on the path which it has pursued with ever-increasing success for the last three generations. This article is meant to direct your attention to some of its main achievements during the last half-century.

Chapter 9 of the book "Social Studies--The Next Generation: Re-searching in the Postmodern" is presented. It provides information on several orientations to the teaching and learning of history and what each makes possible or impossible. It reengages claims made by Seixas regarding these orientations from within a critical, postmodern discourse. It argues that all orientations teach some elements of the discipline and that the term disciplinary might actually be better to the postmodern approach rather than to the disciplinary approach.

A part of the book "Booknotes: On American Character," by Brian Lamb is presented. It explores the book "Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong," by James Lowen, which focuses on how history is being taught in the U.S. It also looks into the contents of history books in the country, which only focuses on the good side of the country's history.

Chapter 1 of the book "Social Education in the Twentieth Century: Curriculum and Context for Citizenship" is presented. It discusses the roots of progressive education and its role in the transformation of American society. The contributions of the Committee of Ten and the Committee of Seven to the standards of secondary curriculum, particularly in historical studies, are also explored.

Chapter 2 of the book "Autobiography of a Generation" is presented. It provides a series of narratives that took place during post-World War II period in Italy. It explains the reasons why there is no causal relationship between socioeconomic circumstances and the new subjectivity. It provides autobiographies for Eliana Minicozzi, Laura Derossi, Romano Madera, and Marco Revelli, who are described by the author to be liberals.

Chapter 4 of the book "Poststructuralist Readings of the Pedadogical Encounter" is presented. It reviews the construct of cultural myth introduced by structuralist Roland Barthes. An examination is made regarding the notion of equal educational opportunity as discussed in the texts by Horace Mann and Ellwood Cubberley. The mythic content in the pedagogy of history by John Dewey is also investigated. It comments on the ideology of Barthes which also holds out the linguistic paradigm of Ferdinand de Saussure.

Chapter 20 of the book "Getting Beyond the Facts: Teaching Social Studies/Social Sciences in the Twenty-First Century," second edition, by Joe L. Kincheloe is presented. This chapter focuses on the incorporation of historiography in the history curriculum. It mentions the criticism of social studies theorist Edgar Wesley to the teaching of history in the public schools. Wesley argued that history should be used, not taught.

An essay on the factors that resulted efforts to reform history education in the U.S. is presented. These include extreme multiculturalism, political and educational co-dependency, and the existence of knowable historical reality. It examines the impact of these factors on the national and state standards for Kindergarten through grade 12 (K-12) history curriculum.

Chapter 6 of the book "In Perpetual Motion: Theories of Power, Educational History, and the Child," by Bernadette M. Baker is presented. It highlights the study of educational history at the end of nineteenth century, which often refers to the instantiation of the dualism of mind and body. It also explores the mental measurement movement of the turn of the twentieth century.

Chapter 4 of the book "In Perpetual Motion: Theories of Power, Educational History, and the Child," by Bernadette M. Baker is presented. It highlights various discursive conditions which enabled Johann Friedrich Herbart to illustrate the child in one way. It explores the recognition of any resemblance of American Herbartianists and Child-study enthusiasts, which accordingly challenging in many cases.

Chapter 3 of the book "In Perpetual Motion: Theories of Power, Educational History, and the Child," by Bernadette M. Baker is presented. It highlights the works of Jean-Jacques Rousseau "Émile" as educational and as related to the contemporary teaching techniques. It also offers Rousseau's description of "Émile" as his best work, which accordingly ought to have been the history of the species and claimed that it a part of his first and second discourse series.

Chapter three of the book "Transforming Chinese American Literature: A Study of History, Sexuality and Ethnicity" is presented. It explores the history of mythology and discusses the different definition of myth by modern intellectuals. It highlights the validity of the interpretation of mythology in which judgment depends on the respective viewpoints of the judge and the respective function of the myth.

The article presents a research related to the expertise and the teaching of history. This research focuses not on the failures of history teachers, but on their successes. It looks not only at the results of large-scale standardized tests, but at real teachers and real students in the act of teaching and learning. It is research that examines the practice of real historians, using them as role models for the kind of thinking and habits of mind to which students should aspire and teachers should nurture. When one turns to this emerging body of research, a picture of what the master history teacher looks like begins to take shape. It is here that one diverges from popular culture's myths and icons. This is not the movies, nor is it golden memories of schools remembered. This is real life, a topic all too often ignored by film-makers and media critics. This research reveals pedagogical approaches far more varied and complex than any simplified icon can capture. Though it may be impossible to fit the master history teacher into a single, made-to-order icon, a few standard characteristics can be discerned.

The article presents a discussion related to the past, present and future of history teaching in schools. Of all school activities, history has acquired a contradictory reputation for being the most robustly controversial, the least immediately relevant and, at the same time, one of the most consistently boring subjects in the curriculum. These peculiar contradictions have become more, rather than less, apparent during a century and a half of popular education and, since the mid-nineteenth century, history as a school subject has advanced, retreated, recovered and then been forced back yet again by successive waves of debate, ideological change and curriculum reform. This state of flux has not been helped by some very poor teaching of a subject which is often regarded by school authorities as more an amalgam of civic instruction and general knowledge than a reputable specialist discipline. Nevertheless, whilst sometimes at the center of the curriculum, sometimes on the margins, history retains, in a new millennium, the potential to be at once the most empowering and the most oppressive single subject in the school curriculum.

The article presents the eight chapter of the book "Improving Teaching and Learning in the Humanities," which focuses on the concept of citizenship in field of humanities. In this chapter, the authors take the view that without history or geography, there would be no citizenship. The authors claims that an understanding of the concept of citizenship is not possible without a sound background in history and geography. Neither is it possible without a sound and systematic development of the spiritual, moral and cultural. The ability to make rational value judgments, rather than to be governed by ill-informed and emotionally driven prejudice, is an intellectual freedom at the core of citizenship to which all children ought to have right of access. Thereupon, the article discusses the historical background of citizenship. This chapter begins with a review of the concept of charterism in which the authors' point out the degree to which a focus on consumer rights is associated with the supremacy of individualism.

The article presents the third chapter of the book "Improving Teaching and Learning in the Humanities." This chapter explores different understandings of history as a subject and consider its importance within the primary curriculum. The current history National Curriculum is discussed and it examines how the curriculum provides opportunities for learning about the past. It starts with the story of Catholic French man Guy Fawkes. The story emphasizes some of the challenges which we are faced within teaching history. The author claims that history is not a straightforward story about what happened in the past. It is an interpretation, whether by an eminent historian, a teacher or a child, of what is likely to have occurred in the past and which draws on different sources of information. The identification of values is one of the recurring themes throughout this book and in this chapter and it is examined how this might influence what counts as history and how history is constructed. This discussion begins by focusing on how the history curriculum has developed within primary schools during the 20th century.

Evaluates the scholarly publications and studies on business history in Austria. Influence of Harvard University professor Fritz Redlich on German business history; Analysis of the scholarly purpose of business history; Overview of Herbert Matis and Dieter Stiefel's analysis of a Viennese construction company; Result of a study of freight forwarding company Schenker & Co.; Contribution of Alois Mosser to Austria's economic history.

Provides information on teaching world civilization. Problems with traditional approach to world history; Sections of cognitive domain of learning; Ways to organize a world cultures course; Guiding principles that should be adhered to no matter what the organization of the world history course may be.

The article states that textbooks are one particular resource amongst an increasingly wide and diverse range of teaching materials. They are bound collections of textual and visual material, designed for teaching and learning a particular subject and following particular methodological and didactical principles. Since the 1960s textbooks have been complemented with a wide range of supplementary materials, which together constitute a teaching course comprising at least a teacher's book and a workbook, and in many cases also reference materials (such as glossaries or grammar books), audio-visual materials (such as cassettes, videos, maps, slides, overhead sheets, photographs, etc.), and lately also additional practice materials on disc or CD-ROM. Like the history of textbooks for teaching other subjects, that of foreign language textbooks, too, reflects developments in the theory of (language) teaching and learning. More than anything else textbooks continue to constitute the guiding principle of many foreign language courses throughout the world.

The article presents several elementary student activity concepts about history and culture. One concept requires students to compose an electronic mail about their favorite musician or band to a friend. Another asks students to write an essay about what they would do if they were the mayor of their town for one day. An activity requires students to design a CD music album cover.

This article presents project and report ideas for the study of Uruguay. Make a colorful travel poster advertising Uruguay as a place to visit. Use printed pictures from Internet travel sites to illustrate the poster. Pretend that you were an exchange student in Uruguay last year, and make a scrapbook of your experience. Try to find an example of Uruguayan currency.

The article explains dialectics prior to the theory of G. W. F. Hegel and adopted by Karl Marx. According to the article, dialectic is the means used by Hegel to explain idealism. The concept and idea of dialectic claim that a particular idea is regarded as single independent matter representing reality. Hegel argued that the world, which is a set of ideas, has a history, therefore the history of these ideas and the way they are associated with each other explain changes over time.

The article explains the view of philosopher G. W. F. Hegel regarding history. According to the article, the view of Hegel on history was unique and radical wherein he sees it as a process of development demanding an understanding of the whole in an attempt to understand one part. It notes that Hegel also viewed history as a random and contingent series of events associated with a causal approach.

Focuses on the life and career of politician Lionel Groulx in Quebec. Contribution to the improvement of history courses; Status as a nationalist leader; Views on the Confederation.

Presents the statement of union leader James Bryson Maclachlan on educating children about truths in world history.

References for the chapters published in the book "Everyday Life: Revolutionary War" are presented.