Making History Come Alive: The Place of History in the Schools. Report of the History Commission.

Autor/inn/en	Howard, James; Mendenhall, Thomas
Institution	Council for Basic Education, Washington, DC.
Titel	Making History Come Alive: The Place of History in the Schools. Report of the History Commission.
Quelle	(1982), (88 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Area Studies; Core Curriculum; Definitions; Educational Needs; Educational Objectives; Elementary Secondary Education; European History; History Instruction; Introductory Courses; Literature; Non Western Civilization; Novels; Paperback Books; Resource Materials; Teacher Education; Thematic Approach; United States History + Suchen Sie Ihr Suchwort? Landeskunde; Kerncurriculum; Begriffsbestimmung; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; History lessons; Geschichtsunterricht; Einführungskurs; Literatur; Novel; Roman; Taschenbuch; Quellenmaterial; Lehrerausbildung; Lehrerbildung; Themenzentrierter Unterricht
Abstract	This report argues for renewed attention to the teaching of history in the schools and provides suggestions for improving the state of history in our educational system. Much of history's trouble in the schools derives from a misunderstanding about what the subject is and what it is not. History is not social studies; it is essentially narrative. Through narrative, human experience is made understandable. If history is to assume its rightful place in the curriculum, teachers must be adequately trained. Teacher education should begin with a coherent, rigorous liberal education and should include a concentration in history, taught by professional historians and augmented by significant study in related fields. The preparation of history teachers should also include courses in the writing of history, historical method, and writing and should include pedagogical training. At the elementary level, the irreducible minimum of a history program should acquaint students with the past through progressively sophisticated narratives. The irreducible minimum for secondary schools should include a topical study of U.S. history, a survey of European history, and a survey of U.S. history. Beyond the irreducible minimum for secondary schools, the history of a non-Western country or area should be included. Appendices describe aids for the teacher and recommend books for elementary and secondary students. (RM)
Anmerkungen	The Council for Basic Education, 725 Fifteenth Street, N.W., Washington, DC ($5.50).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01