Waking up to Complexity: Using Christopher Clark's the Sleepwalkers to Challenge Over-Determined Causal Explanations

Autor/in	Holliss, Claire
Titel	Waking up to Complexity: Using Christopher Clark's the Sleepwalkers to Challenge Over-Determined Causal Explanations
Quelle	In: Teaching History, (2014) 154, S.48-54 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0610
Schlagwörter	History; History Instruction; Teaching Methods; War; Attribution Theory; Teacher Attitudes; Lesson Plans; Scholarship; Persuasive Discourse; High School Students; Thinking Skills; Historians + Suchen Sie Ihr Suchwort? Geschichte; Geschichtsdarstellung; History lessons; Geschichtsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Krieg; Lehrerverhalten; Lesson planning; Unterrichtsplanung; Scholarships; Stipendium; Persuasion; Persuasive Kommunikation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Denkfähigkeit; Historian; Historiker
Abstract	Teaching student to construct causal argument is a staple of history teaching and, in this year, questions about the causes of the First World War are particularly pertinent and once again the public eye. Claire Holliss, however, became dissatisfied with existing approaches to teaching students about the causes of the First World War. In particular, she noted that her students tended to assume that "long-term" causes necessarily held greater explanatory power. To challenge such ideas, such designed a short sequence of lessons that drew on the recent scholarship of Christopher Clark. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01