Research Series
Lessons From History:
Essential Understandings and Historical Perspectives Students Should
Acquire
This 300-page volume by the
Center’s historians, curriculum leaders and classroom teachers examines
the case for history in the schools; identifies the great themes and “habits
of the mind” that unify the study of history, grades K-12; and sets forth
the essential understandings and historical perspectives in U.S. and world
history that students should have the opportunity to acquire by graduation
from high school. Organized chronologically by major eras in U.S. and world
history, this volume provides an important resource for teachers’ use in
lesson planning as well as an indispensable resource for curriculum planning,
standards setting, and assessment in history at local, state, and national
levels.
All Grades
[NH134] 314 pages $24.00
|
Selected Teaching Materials for United States and World History:
An Annotated Bibliography
This pamphlet is an annotated
bibliography of exemplary teaching materials collected nationally. The
55 titles were selected according to the following criteria: they offer
sound historical content, they are lively and engaging, they make use of
primary sources, and they contribute to the student’s historical and cultural
literacy.
All Grades
[NH135] 70 pages $10.50
|
Implementing the American
History Curriculum in Public Senior High Schools
All Grades
[NH144] 149 pages $12.00
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Implementing the American
History Curriculum in Public Junior High Schools
All Grades
[NH145] 27 pages $6.00
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Implementing the World
History Curriculum in Public Senior High Schools
All Grades
[NH146] 35 pages $7.00
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These three separate publications
present the results of the national survey conducted by the National Center
for History in the Schools concerning U.S. and world history courses offered
in the nation’s schools. Conducted with a national probability sample of
history teachers in every 30th high school and every 34th school enrolling
grades 7 and 8, this survey sought answers to such questions as: What course
topics are being offered, and to which students? How much time do teachers
allocate to each topic, and for what purposes? With what considerations
do teachers make their instructional decisions? How do they organize their
courses, what teaching approaches and resources do they use, and how frequently?
How well prepared are they in subject-matter knowledge and pedagogy? What
professional development programs have been provided for them and what
administrative support do they receive? While limited to data obtained
by questionnaires only, the results are enlightening and yield a richly
nuanced picture of the practices and context of history teaching in the
nation’s schools. |
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