A Letter to American Teachers of History (Classic Reprint)


Book Description

Excerpt from A Letter to American Teachers of History For the same reason, the volume needs no acknowledgment. Unless the questions which it raises or suggests seem to you so personal as to need action, you have probably no other personal interest than that of avoiding the discussion altogether. Few of us are required to look ten, or twenty years, or a whole gen cration ahead, in order to realise what will. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.




A Letter to American Teachers of History


Book Description

Hardcover reprint of the original 1910 edition - beautifully bound in brown cloth covers featuring titles stamped in gold, 8vo - 6x9. No adjustments have been made to the original text, giving readers the full antiquarian experience. For quality purposes, all text and images are printed as black and white. This item is printed on demand. Book Information: Adams, Henry.A Letter To American Teachers Of History. Indiana: Repressed Publishing LLC, 2012. Original Publishing: Adams, Henry. A Letter To American Teachers Of History, . Washington Baltimore, Press Of J.H. Furst Co., 1910.Subject: History




A Letter to American Teachers of History


Book Description

This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1910 edition. Excerpt: ... literature knows that the subject is touched by half the books he reads, and that the most popular are the most outspoken. Few volumes are more widely known than M. Gustave Le Bon's "Physiologie des Foules," (1895), which closes with the following paragraph: --"That which formed a people, a unity, a block, ends by becoming an agglomeration of individuals without cohesion, still held together for a time by its traditions and institutions. This is the phase when men, divided by their interests and aspirations, but no longer knowing how to govern themselves, ask to be directed in their smallest acts; and when the State exercises its absorbing influence. With the definitive loss of the old ideal, the race ends by entirely losing its soul; it becomes nothing more than a dust of isolated individuals, and returns to what it was at the start, --a crowd." Under the thinnest veil of analogy the physicist-historian, with scientific calmness, condemns our actual society as he condemns the sun; for the "crowd" which Gustave Le Bon declares to be the end of social evolution is not at all the same "crowd" that made its beginning, and is wholly incapable of doing useful work. Gustave Le Bon is himself a physicist of wide renown, but he is remarkable also as director of the "Bibliotheque de Philosophic Scientifique," the best known of all recent attempts to lighten the load of technical instruction and of scientific baggage. Among the most recent of these admirable volumes is one on "Degradation" (Paris, November, 1908), by M. Bernhard Brunhes, whose position as Director of the Observatory of the Puy de Dome guarantees his competence to narrate the story. In one or two paragraphs, with the lucidity which so often distinguishes French thought from that of...




A Letter to American Teachers of History - Scholar's Choice Edition


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This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.







Teaching History


Book Description

A practical and engaging guide to the art of teaching history Well-grounded in scholarly literature and practical experience, Teaching History offers an instructors’ guide for developing and teaching classroom history. Written in the author’s engaging (and often humorous) style, the book discusses the challenges teachers encounter, explores effective teaching strategies, and offers insight for managing burgeoning technologies. William Caferro presents an assessment of the current debates on the study of history in a broad historical context and evaluates the changing role of the discipline in our increasingly globalized world. Teaching History reveals that the valuable skills of teaching are highly transferable. It stresses the importance of careful organization as well as the advantages of combining research agendas with teaching agendas. Inspired by the Scholarship of Teaching and Learning movement, the book encourages careful reflection on teaching methods and stresses the importance of applying various approaches to promote active learning. Drawing on the author’s experience as an instructor at the high school and university levels, Teaching History: Contains an authoritative and humorous look at the profession and the strategies and techniques of teaching history Incorporates a review of the current teaching practice in terms of previous methods, examining nineteenth and twentieth century debates and strategies Includes a discussion of the use of technology in the history classroom, from the advent of course management (Blackboard) systems to today’s digital resources Covers techniques for teaching the history of any nation not only American history Written for graduate and undergraduate students of history teaching and methods, historiography, history skills, and education, Teaching History is a comprehensive book that explores the strategies, challenges, and changes that have occurred in the profession.




Innocents Abroad


Book Description

Protestant missionaries in Latin America. Colonial "civilizers" in the Pacific. Peace Corps Volunteers in Africa. Since the 1890s, thousands of American teachers--mostly young, white, middle-class, and inexperienced--have fanned out across the globe. Innocents Abroad tells the story of what they intended to teach and what lessons they learned. Drawing on extensive archives of the teachers' letters and diaries, as well as more recent accounts, Jonathan Zimmerman argues that until the early twentieth century, the teachers assumed their own superiority; they sought to bring civilization, Protestantism, and soap to their host countries. But by the mid-twentieth century, as teachers borrowed the concept of "culture" from influential anthropologists, they became far more self-questioning about their ethical and social assumptions, their educational theories, and the complexity of their role in a foreign society. Filled with anecdotes and dilemmas--often funny, always vivid--Zimmerman's narrative explores the teachers' shifting attitudes about their country and themselves, in a world that was more unexpected and unsettling than they could have imagined.




Detachment and the Writing of History


Book Description

First published in 1958, Detachment and the Writing of History collects essays and letters by Carl L. Becker in which the noted historian outlines his views on the study of history, the craft of the historian, the art of teaching, and the historical evolution of the idea of democracy. Together, these invaluable writings demonstrate Becker's conviction of the moral seriousness of the historian's calling and of the importance of history as a factor, at once intellectual and artistically imaginative, in the life of society.