Historical Thinking and Other Unnatural Acts
Charting the Future of Teaching the Past
Bibliographic Data
| ID | 19612106 |
|---|---|
| Authors | Barbara Kantz |
| Year | 2002 |
| Volume | 35 |
| Issue | 4 |
| Pages | 546-546 |
| Publication date | 2002-08-01 |
| Open Access | No |
| Type | REVIEW |
| Review of | Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past (Critical Perspectives on the Past), Sam Wineburg, 2012 |
| Venue | The History Teacher (JOURNAL) |
| Journal identifiers | ISSN: 0018-2745 • E-ISSN: 1945-2292 |
| Publisher | Society for History Education (PUBLISHER) |
| DOI | 10.2307/1512489 |
| OpenAlex | W3138282083 |
| Language | EN |
| Citations received | 6 |
Critical thinking · Epistemology · Historical Thinking · Mathematics education · Pedagogy · Sociology · Educator Training and Historical Pedagogy · History · Philosophy · Psychology
Narrativas nacionales y pensamiento histórico en los libros de texto de Educación Secundaria de España y Francia. Análisis a partir del tratamiento de los contenidos de la Edad Moderna National narratives and historical thinking in secondary education textbooks in Spain and France. An analysis based on contents related to the Early Modern period
Changing epistemic beliefs? An exploratory study of cognition among prospective history teacher
Contingencia e identidad
Moving Toward a Humanistic Social Studies and History Curricula
Uso de fuentes históricas en formación inicial de profesores
Considering the past and present of Romani in Sweden
Aprender desde la experiencia histórica. Representaciones del profesorado sobre el uso de la historia oral como estrategia didáctica
First-year History Education students' personal narratives of the history of South Africa
Cultura digital e competência narrativa nas humanidades
Understanding Hotel Rwanda
Thinking and caring about indigenous peoples’ human rights
The Tejano History Curriculum Project
Learning Local Immigration History In and Out of the Museum
Anthropology and the Educational ‘Trading Zone’
Using US Tuning to effect
How do we integrate skills and content in classics? An inquiry into students’ use of sources
Surfacing disciplinarity
Layout as punctuation of semiosis
What use is SoTL
Método histórico e didática da história nos Estados Unidos da América (1880-1915)
Beyond post-racial narratives
Coming to Terms with the Stasi
Digital Resources for Social Studies
Temporal Windows and Historic Mirrors
Making Sense of Data
Talking About History
How museums with historical art collections deal with the past
History museums, historical culture and the understanding of the past
Tensions, articulations, and novelty in the ontogenetic development of historical thinking
Teaching history on the border
The Certainty Paradox of student history teachers
Understanding history teaching
Internal and external factors shaping educational beliefs of high school teachers of “sacred” subjects to girls
The Curricular Indian Agent
The stories of our national past
Bringing disciplinarity to dialogic discussions
Unreached and Unreasonable
Historians and High School Students as Partners
Murals as Monuments
Story versus history
From the Mouths of Children
History Is a Verb
Normalizar el conflicto y des-normalizar la violencia
To normalize conflict and denormalize violence
Training Americans
Theorizing the Use of Aesthetic Texts in Social Studies Education
The Past is Your Playground”
The Reality of it All”
Sensitivity, Inquiry, and the Role of Film in History Education
Seeing and feeling difficult history
Preparing to Teach a Slavery Past
New Multiple-Choice Measures of Historical Thinking
Teaching and Assessing Historical Thinking
Observing Literacy Practices in History Classrooms
Knowledge Transmission Versus Social Transformation
Breaking Down Barriers” or “Building Strong Christians”
Attention to Learners, Subject, or Teaching
The Challenge(s) of Rethinking History Education
How do the Chinese Gaokao tests narrate the history of other countries? A textual analysis of “the other” in official representations of history
Fred Morrow Fling and the Source-Method of Teaching History
We will continue our struggle for success”
Between aspiration and reality
Developing Historical Reading and Writing With Adolescent Readers
History Teaching, Historiography, and the Politics of Pedagogy in Australia
They created segregation with the economy”
Power/Memory
White Teachers in Urban Classrooms
Rigor for What?” Social Studies Teacher Conceptions and Enactments of Instructional Rigor
Using an Instructional Model of Historical Empathy to Teach the Holocaust
Exploring History Teachers’ Understanding of the Goals of History Teaching and Historical Thinking Skills in Secondary Schools
Employing Music in the History Classroom
The Affective Dimensions of Historical Empathy
Historical Literacy
Pedagogical Triangulation
Fostering Historical Thinking toward Civil Rights Movement Counter-Narratives
Consensus Circle Presidential Rating
Strengthening Methods for Assessing Students’ Metahistorical Conceptions
A Gunpowder-Smelling History Lecture”?—Learning at a Wild West History Theme Park
History in Memoriam
Using Historical Films to Promote Gender Equity in the History Curriculum
Learning and Teaching about Social Studies and Science
Analyzing Richard Nixon’s “Political Death and Resurrection” to Strengthen Students’ Civic Thinking Skills
Application of Media Literacy and Cultural Studies in K–12 Social Studies Curricula
Confronting Misrepresentative Political Messages
Apps-olutely Perfect! Apps to Support Common Core in the History/Social Studies Classroom
Operationalizing Historical Consciousness
Case Study as Common Text
Coloring Pedagogies
Confronting/Avoiding Race in the Teaching of History
Surprise Me!’ The (im)possibilities of agency and creativity within the standards framework of history education
The Structure of Historical Inquiry
A Moderate Hermeneutical Approach to Empathy in History Education
Active Learning Techniques to Enhance Conceptual Learning in Greek Mythology
Historieundervisningens utmaningar
Teachers and the Epistemology of History
Diálogo(s), epistemologia(s) e educação histórica
Imagining Classrooms
Echoing Events
Disciplinary Literacy in History
Strange Fruit Indeed
| Highly cited | No |
|---|