MARC Record from marc_nuls

LEADER: 04057pam 22003734a 4500
001 9920125430001661
005 20150423124528.0
008 030721s2004 njua b 001 0 eng
010 $a 2003059643
020 $a0805839305 (cloth : alk. paper)
020 $a0805839313 (pbk. : alk. paper)
035 $a(CSdNU)u225184-01national_inst
035 $a(OCoLC)52750060
035 $a(OCoLC)52750060
040 $aDLC$cDLC$dOrPss
042 $apcc
043 $an-us---
049 $aCNUM
050 00 $aLB1582.U6$bB37 2004
082 00 $a372.89$222
100 1 $aBarton, Keith C.
245 10 $aTeaching history for the common good /$cKeith C. Barton, Linda S. Levstik.
260 $aMahwah, N.J. :$bLawrence Erlbaum Associates,$c2004.
300 $axi, 288 p. :$bill. ;$c24 cm.
504 $aIncludes bibliographical references and indexes.
505 0 $aA Sociocultural Perspective on History Education -- Using Theory and Research to Make Sense of History Education -- The Four Stances: Purpose and Practice in Learning History -- Tools for Making Sense of the Past -- Children and Adults as Active Agents of Historical Learning -- Contexts of Historical Learning -- Participatory Democracy and Democratic Humanism -- The Need for a Rationale for History Education -- Public Education and Democratic Citizenship -- Education for Democratic Participation -- The Identification Stance -- Identification With Personal and Family History -- National Identification -- Identification of the Present With the National Past -- Identification, Participation, and Pluralism -- The Analytic Stance -- The History of the Present -- Learning Lessons From the Past -- Learning How Historical Accounts Are Created -- The Moral Response Stance -- Remembrance and Forgetting -- Fairness and Justice -- Heroes and Heroism -- The Exhibition Stance -- Exhibition as Personal Fulfillment -- Exhibition as Accountability -- Exhibition as Service to Others -- Narrative Structure and History Education -- The Meaning of Narrative -- Students and Historical Narratives -- Affordances and Constraints of Narrative -- Narrative Structure as a Cultural Tool -- Narratives of Individual Achievement and Motivation -- The Role of Individual Narratives in History Education -- The Appeal and Limitations of Individual Narratives -- Individual Narratives as a Cultural Tool -- The Story of National Freedom and Progress -- Appropriation of the U.S. National Narrative -- Diversity in Use of the National Narrative -- Affordances and Constraints of the Narrative of Freedom and Progress -- Inquiry -- Inquiry as Reflective Thought -- Affordances of Inquiry as a Tool -- Students Engaging in Inquiry: Problems and Possibilities -- The Tool of Inquiry and Its Component Parts -- Historical Empathy as Perspective Recognition -- The Components of Historical Empathy -- A Sense of "Otherness" -- Shared Normalcy -- Historical Contextualization -- Multiplicity of Historical Perspectives -- Contextualization of the Present -- The Constraint of Empathy as Perspective Recognition -- Empathy as Caring -- Varieties of Care in History Education -- Caring About -- Caring That -- Caring For -- Caring To -- The Place of Care in the Tool Kit of History Education -- Teacher Education and the Purposes of History -- Teacher Knowledge and Education Reform -- The Pedagogical Content Knowledge of History Teachers -- Pedagogical Content Knowledge and Classroom Practice -- The Practice of History Teaching -- The Role of Purpose in History Teaching -- Changing the Practice of History Teaching.
650 0 $aHistory$xStudy and teaching (Elementary)$zUnited States.
650 0 $aHistory$xStudy and teaching (Middle school)$zUnited States.
650 0 $aCivics$xStudy and teaching (Elementary)$zUnited States.
650 0 $aCivics$xStudy and teaching (Middle school)$zUnited States.
700 1 $aLevstik, Linda S.
949 $aLB 1582.U6 B37 2004$i31786101838586
994 $a92$bCNU
999 $aLB 1582 .U6 B37 2004$wLC$c1$i31786101838586$lCIRCSTACKS$mNULS$rY$sY $tBOOK$u9/13/2004