Session 3 February 1, 2011. Historical Inquiry Professional Development. Achieving mature historical thought depends precisely on our ability to navigate the uneven landscape of history, to traverse the rugged terrain that lies between the poles of familiarity and distance from the past .
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February 1, 2011
Achieving mature historical thought depends precisely on our ability to navigate the uneven landscape of history, to traverse the rugged terrain that lies between the poles of familiarity and distance from the past.
Sam Wineberg (2001)
Review and search internet sites for primary sources relevant to your topics
How do you deal with students’ preconceptions about history in your classroom?
In what ways can we help students think about their own thinking? (metacognition)
How do you view Lee’s suggestion for how to teach history?“Putting principles into practice: Understanding History” peter j. Lee
Tutorials and teaching tips: history in your classroom?
World: history in your classroom?
History is a vast and constantly expanding storehouse of information about people and events in the past. For students, learning history leads to encounters with thousands of unfamiliar and distant names, dates, people, places, events and stories. Working with such content is a complex enterprise not easily reduced to choices between learning facts and mastering historical thinking processes. Indeed attention to one is necessary to foster the other.
Robert B. Bain (2005)