Tags » Teaching History

History = Excitement

In high school, I found history class to be very boring.  Sure, I was enthralled by the idea of history, learning about battles, and how our world has changed over time, but the classes themselves were boring because they were lecture-based.   509 more words

Gary Gallagher on the Differences Between History and Memory

One of my favorite lectures from renowned Civil War historian and University of Virginia professor Gary Gallagher is included in the video above. The bulk of the lecture is dedicated to analyzing the Battle of Gettysburg within the larger context of the Civil War and questioning the common belief that it was a “turning point” that signaled the end of the Confederacy. 698 more words


sandvick reblogged this on DailyHistory.org and commented:

Nick Sacco has an interesting discussion based on a lecture by noted Civil War Historian Gary Gallagher about Gettysburg. Sacco talks about how Gallagher distinguishes between "history" and "memory." "Memory" tends to color historical events because it often makes them seem inevitable, even if they are not. Sacco states that Gallagher's discussion explains why historians should always be careful when using primary source documents. Check out Gallagher's lecture and Sacco's discussion.

Our Best Loved History Resources

As I explained (or, you know, shamelessly bragged out) in my last post, we finished all the history recently. I wanted to make a list of the big resources we loved most over the last five years. 1,304 more words


Good History Classes Need Primary AND Secondary Sources

To teach the principles of historical thinking in a classroom without the aid of primary source documentation is the equivalent of teaching someone to play guitar without giving them an instrument to practice on. 1,123 more words


sandvick reblogged this on DailyHistory.org and commented:

Nick Sacco has posted an article at Exploring the Past explaining why primary sources are critical for understanding history. Recent attacks on the College Board's revisions to the Advanced Placement test by ideologues such as Stanley Kurtz, the consistently retrograde Texas State Board of Education and members of the Jefferson County School Boards have placed the teaching of US history in the spotlight. These critics are terrified of "teaching a complex form if American history." Secondary sources are essential to teaching American history. Sacco does an outstanding job explaining the role secondary sources play in the curriculum. Check out Sacco's post.

Anti-Judaism vs Antisemitism: Which is the Right Term?

One of the challenges in teaching about the history of antisemitism and the Holocaust, as I am right now in my HI 368 course of the same name, is how to describe ancient, early Christian, medieval, and Reformation-era forms of hostility towards Jews. 2,110 more words

Teaching History

What is feedback for learning, and how well do you give it to students? (Reflective Teaching Questions: A 30-Day Blogging Challenge For Teachers - Day 14)

Feedback for learning goes beyond simply writing “good work” on the bottom of the page.

I’m tempted to end this post right here. In one sense, the opening sentence (cheeky though it is in saying this) would be sufficient to answer the question posed for today’s #reflectiveteacher topic. 343 more words


Favourite part of the school day? (Reflective Teaching Questions: A 30-Day Blogging Challenge For Teachers - Day 11)

Oddly, my favourite part of the school day is the early morning. For years, I had an early morning class for History Extension. This would be at 7.30am. 137 more words