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This essay offers readings of three significant texts within the history of subject English: The Teaching of English in England (1921), The Education of the Poetic Spirit (1949), and Growth Through English (1967). These texts each yield valuable insights into what students and their teachers can learn through their exchanges with one another within the social space of the classroom, especially the conversations that centre on the reading and writing they do together. Those insights, however, become more readily available to us if we resist accepted accounts of the history of subject English and attempt to read these texts anew. All three texts provide important intellectual resources in the struggle against neoliberal tendencies in educational thinking. The very attempt to engage in a responsive and nuanced dialogue with them over the historical divide that separates us constitutes a significant form of resistance to the instrumentalist thinking that characterises neoliberal ideology. [ABSTRACT FROM AUTHOR]

The Curator's Curiosities program was launched at Fort Henry National Historic Site in the summer of 2017 as an object-based interpretive program. In addition to learning the history of an artifact from the collection, participants were taught how to properly handle and catalogue the artifact, under the supervision of trained museum staff. This program marked an innovation in the interpretive programming at Fort Henry, as it drew attention to the work that goes on behind-the-scenes to support the site. As well, this program offers an example of active learning as an interpretive pedagogy. This article offers a brief history of interpretation at Fort Henry and a review of the Curator's Curiosities program, before detailing how object-based active learning pedagogy can be a benefit for historic and cultural sites. [ABSTRACT FROM AUTHOR]

Does a historical site lose its significance or become less worthy of interpretation if there are no surviving buildings? Can technology help present the stories of disadvantaged and disenfranchised groups whose heritage lacks well-preserved architecture or material culture? The emerging technology of augmented reality (AR) offers new ways of designing and shaping the public’s experience when visiting landmarks by enabling an unprecedented means to combine 3D historical visualization with historical landmarks. This especially applies to underrepresented groups whose heritages have not been well served by traditional modes of preservation and interpretation due to a variety of factors. These range from disadvantages relating to material culture to a greater emphasis on intangible heritage which have placed them outside the bounds of what archaeologist Laurajane Smith calls authorised heritage discourse. A project at the New Philadelphia National Historic Landmark, located in Pike County Illinois, seeks to address these issues through AR. The technology, while offering opportunities for historical interpretation, poses challenges in terms of designing AR systems that coordinate content presentation with specific locations as well as developing virtual historical content with varying levels of source materials. [ABSTRACT FROM AUTHOR]

International cooperation in history teaching and related teacher education requires clarification of terminology as well as of underlying concepts and theoretical foundations, since these levels are fundamentally intertwining. If these levels are addressed, both comparison and translation do not only make cooperation possible, but promise valuable contributions to the clarification of such concepts on either side. Being the German counterpart to the viewpoint of Peter Seixas, this article both corroborates and adds to his reflections. Three complexes of theory and terminology are addressed: ‘Geschichtsbewusstsein’ (‘historical consciousness’) with special regard to the concept of ‘Sinnbildung’ in Jörn Rüsen’s theory, the German focus on the concepts ofsource(‘Quelle’) compared to the Anglosaxon concept of ‘evidence’ and the challenges posed by translating Jörn Rüsen’s concept of ‘Triftigkeiten’ (plausibility) as a criterion for assessing the quality of historical statements. [ABSTRACT FROM PUBLISHER]

Key terms and concepts are crucial tools in teaching and learning in the disciplines. Different linguistic traditions approach such tools in diverse ways. This paper offers an initial contribution by a monolingual Anglophone history educator in dialogue with German history educators. It presents three different scenarios for the potential of translation between German and Anglophone research communities. In the case ofGeschichtsbewußtseinor ‘historical consciousness’, the Anglophone field has already been enriched by the introduction of a new concept over the past decade. In the case of the fundamental group of concepts – ‘source’, ‘evidence’, ‘trace’ and ‘account’ – the Anglophone field is shown to be in surprising disarray, but clarification is within reach. German history education researchers may have a similar need; if so, perhaps they can benefit from the English language discussion. In the third case, that ofTriftigkeitor ‘plausibility’, the German field is poised, again to make a significant contribution to a gaping hole in the theory, research and practice of Anglophone history education. [ABSTRACT FROM PUBLISHER]

The article sets out a 'big history' which resonates with the priorities of our own time. A globalizing world calls for new spacial scales to underpin what the history curriculum addresses, 'big history' calls for new temporal scales, while concern over climate change calls for a new look at subject boundaries. The article proposes a planet-wide big history which builds on the considerable disciplinary gains made in history education in recent decades as well as proposing a history curriculum with more porous boundaries between natural and human history. What this might look like in classrooms is explored and the limitations and obstacles to the implementation of these approaches in classrooms addressed. [ABSTRACT FROM AUTHOR]

This article shares findings of how two third-grade children who have systematically studied history in grades K–3 analyzed historical sources on a topic about which they had no prior knowledge. In think-aloud interviews, the children analyzed written documents on the 1887 Dawes Severalty Act. One of the children, who tested on the third-grade level for reading, demonstrated extensive use of the sourcing heuristic and analogical thinking to contextualize and interpret the documents. Care and imagination seemed to facilitate the child's deployment of historical thinking. Both children informed their judgments about the Dawes Act by referencing the evidence. These findings suggest that curriculum, rather than age, is the strongest limit on U.S. elementary students’ engagement in historical thinking. The findings also provide evidence of gifted and talented ability in the specific domain of historical thinking and suggest that analogical thinking deserves greater attention in our efforts to understand and teach dimensions of historical interpretation. [ABSTRACT FROM PUBLISHER]

This paper looks at the question of the origins of ancient Israel from the perspective of four social-scientific based approaches. These are the ecological-evolutionary theory developed by Gerhard Lenski, theories of migration and settler colonialism and a sociological approach to violence developed by Siniša Malešević. It shows how the four theories fit together well and provide a comparative framework for interpreting both biblical and archaeological data, rendering it plausible to see early Israel as a settler colonial agrarian frontier society that was considerably based on migration from outside and where violence played a significant part in the formation and development of that society. [ABSTRACT FROM AUTHOR]