Lost in Translation: The Use of Primary Sources in Teaching History

The Teaching American History Project: Lessons for History Educators and Historians

Volumn , Issue , 2010, Pages 62-77

  Westhoff, Laura M ^a  

^a UNIVERSITY OF MISSOURI ST LOUIS   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85145546222     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203878200-10     Document Type: Chapter

References (32)

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2. Seixas, “Mapping the Terrain of Historical Significance, " Social Education 61, no.1 (1997): 22-27
3. Seixas, “Historical Understanding Among Adolescents in a Multicultural Setting, " Curriculum Inquiry 23 (1993): 301-327
4. Peter N. Stearns, Peter Seixas, and Sam Wineburg, eds, Knowing, Teaching, and Learning History: National and International Perspectives (New York: New York University Press, 2000)
5. Mario Carretero and James F. Voss, eds., Cognitive and Instructional Processes in History and the Social Sciences (Hillsdale, NJ: Lawrence Erlbaum, 1994)
6. Keith C. Barton and Linda S. Levstik, Teaching History for the Common Good (Hillsdale, NJ: Lawrence Erlbaum, 2004).
7. Teaching History for the Common Good, 258-61.
8. Peter Seixas, “Schweigen! Die Kinder” in Knowing, Teaching, and Learning History, 19-37.
9. Sam Wineburg and Daisy Martin, “Reading and Rewriting History, " Educational Leadership 62, no.1 (September 2004): 42-45.
10. Gary Nash, Charlotte Crabtree, Ross Dunn, History on Trial: Culture Wars and the Teaching of the Past (New York: Random House, 2000)
11. Lynne V. Cheney, Telling the Truth: Why Our Culture and Our Country Have Stopped Making Sense and What We Can Do About It (New York: Touchstone, 1996).
12. Sarah Drake Brown and John J. Patrick, History Education in the United States: A Survey of Teacher Certification and State-Based Standards and Assessments for Teachers and Students (Washington, DC: American Historical Association and the Organization of American Historians, 2004)
13. Richard M. Ingersoll, “Out-of-Field Teaching and Educational Equality” Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, (October 1996)
14. National Center for Education Statistics, America’s Teachers: Profile of a Profession, 1993-94 (Washington, DC: National Center for Education Statistics, 1997).
15. Bob Bain, “Into the Breach: Using Research and Theory to Shape History Instruction, " in Knowing, Teaching, and Learning History: National and International Perspectives (New York: New York University Press, 2000), 331-52
16. Wineburg, Historical Thinking and Other Unnatural Acts, 76.
17. Fred D. Drake and Lynn R. Nelson, Engagement in Teaching History: Theory and Practice for Middle and Secondary Teachers (New York: Pearson, 2005).
18. Thomas Andrews and Flannery Burke, “What Does It Mean to Think Historically?" Perspectives (January 2007): 45:1.
19. Grant Wiggins and Jay McTighe, Understanding by Design (Alexandria, VA: Association for Supervision and Curriculum Development, 1998).
20. Wineburg, “On the Reading of Historical Texts, " 65-66.
21. Wineburg and Martin argue this point in “Reading and Rewriting History, " Educational Leadership.19.
22. Bruce VanSledright, “Closing the Gap between School and Disciplinary History? Historian as High School Teacher, " in Advances in Research on Teaching, vol. 6, Teaching and Learning History, ed. Jere Brophy (Greenwich, CT: JAI Press, 1996)
23. G. Williamson McDiarmid, “Understanding History for Teaching: A Study of the Historical Understanding of Prospective Teachers, " in Cognitive and Instructional Practices in History and the Social Sciences, eds. Mario Carretero and James F. Voss (Hillsdale, NJ: Lawrence Erlbaum, 1994), 159-86.
24. James Loewen, Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong (New York: Touchstone, 1995).
25. Wineburg, Historical Thinking and Other Unnatural Acts, 19.
26. Barton and Levstik, Teaching History for the Common Good, 134.
27. Mary McLeod Bethune, “Certain Unalienable Rights, " What the Negro Wants, edited by Rayford W. Logan (Chapel Hill: University of North Carolina Press, 1944).
28. Barton and Levstik, Teaching History for the Common Good.25.
29. Fred D. Drake and Lynn R. Nelson, Engagement in Teaching History: Theory and Practice for Middle and Secondary Teachers (New York: Pearson, 2005)
30. M. Anne Britt, Charles A. Perfetti, Julie A. Van Dyke, and Gareth Gabrys, “The Sorcerer’s Apprentice: A Tool for Document-Supported History Instruction, " in Knowing, Teaching, and Learning History, 437-70.
31. Nikki Mandell and Bobbie Malone, “Thinking Like a Historian: Rethinking History Instruction” (2007).
32. Peter Seixas, “The Community of History as the Basis of Knowledge and Learning: The Case of History, " American Educational Research Journal 30, no. 2 (Summer 1993): 305-24.