Historical Thinking and Other Unnatural Acts Charting the

Historical Thinking and Other Unnatural Acts Charting the Future of Teaching the Past Critical Perspectives on the Past Since ancient times the pundits have lamented young people's lack of historical knowledge and warned that ignorance of the past surely condemns humanity to repeating its mistakes This book demolishes the conventional notion that there is one true history and one best way to teach it

10 thoughts on “Historical Thinking and Other Unnatural Acts Charting the Future of Teaching the Past Critical Perspectives on the Past

  1. says:

    Basic critism of our educational system However the author offers no suggestion to an alternative method

  2. says:

    Wineberg is lively But you can tell he has never had to teach using state mandated standards Anyone can make Rosa Parks or the Civil War interestingwe have primary sources that our kids can access including photographs It's exponentially difficult to make the nullification crisis palatable to my 13 year olds

  3. says:

    One of the critiues I have read about this book is that it does not provide a how to of historical thinking I'm not sure why this is a critiue of the book because Wineburg doesn't put forth that he will be trying to give teachers tools on how to teach historical thinking This book is an exploration of what historical thinking is Other scholars have engaged this material to develop tools for historical thinking pedagogyIf you really want to learn how to teach historical thinking go to the

  4. says:

    Read for class Actually a fairly decent book It's the collected papers of a cognitive scientist who specializes in how we learn and teach history He offers a variety of studies that look at generational differences in how history is understood and taught He investigates what does it mean to think historically rather than suffering from present ism or ascribing to others motives and priorities that have to do with modern sensibilities than seeing the person as a product of their time and judgi

  5. says:

    My partner assigns this book in her Teaching Historical Thinking which is how I found out about it I became hooked within the first few pages because of its relevance to thoughts I have had concerning the book Presence of the Past the study upon which it is based is mentioned in the final chapter of this bookI do have some criticisms I feel like he is a little unclear about what historical thinking is and why it is unnatural At times it seems as though he and I agree that the sussing out of motives

  6. says:

    I'd like to believe that everyone would find this book as interesting and relevant as I do but alas I know that's not the case THEY SHOULD THOUGH Loved the insights into the theory of teaching history; was hoping it would have advice or practical take aways but that wasn't ever the point I don't think Particularly memorable bits research on how teenagers' historical understanding is built around familiespop culture specifically movies; his broad defense of the necessity of thinking historically and teach

  7. says:

    An incredibly useful book for history teachers and anyone interested in history education In this book Wineburg uestions the way people tend to think about history and the way it should be taught He argues persuasively for viewing history as a set of skills and a way of thinking rather than simply a list of facts names dates and events to be memorized using a number of different approaches to make this point and to show how this method of history instruction can be achieved This would entail movement away from

  8. says:

    As an IntermediateSecondary teacher I found some of what Wineburg said to be very interesting and in some cases helpful in planning long range units However the text seriously shows its age published in 2001 it basically points to flaws in the way the history and social studies curriculum is delivered mainly in the United States and discusses outdated technology Its chapter on universal design is still relevant Backwards Design but little else is pertinent to Canadian educators who moved away from traditional 'lectur

  9. says:

    As a history teacher in alternative learning environments homeschool co ops this book gave a really good view of what is not working in how history is disseminated to the next generation I think one solution would be to stop trying to fit 5000 years of history into one school year Take a page from classical homeschool education and break it up into digestible time periods Knowledge of history is important Don't rush through it

  10. says:

    I assign this book every fall for my Teaching Historical Thinking course While some of the articles in it are decades old the concepts are still fresh because unfortunately students still find historical thinking unnatural

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