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Department of History
Old Horticulture
506 E. Circle Dr
Room 256
Michigan State University
East Lansing, MI 48824
Main: 517.355.7500
Fax: 517.353.5599
Email: history@msu.edu
Hours: 8:00-5:00 M-F

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Bibliography – History Education

Ankey, Kirk, Richard Del Rio, Gary B. Nash and David Vigilante eds. Bring History Alive! A Sourcebook for Teaching United States History. Los Angeles: National Center for History in the Schools, 1996.

Appleby, Joyce O., Lynn A. Hunt, and Margaret Jacob. Telling the Truth About History. New York: W.W. Norton, 1994.

Arias, Simone, Marilyn Hitchens, and Heidi Roupp, “Teaching World History: The Global Human Experience through Time.” ERIC Digest.
html://www.ericdigests.org/1999-1/history.html

Bain, Robert B., and Tamara L. Shreiner. “Issues and Options in Creating a National Assessment in World History.” The History Teacher 38, no. 2 (2005).
html://www.historycooperative.org/journals/ht/38.2/bain.html

Bain, Robert B. “Into the Breach: Using Research and Theory to Shape History Instruction.” In Knowing Teaching and Learning History: National and International Perspectives edited by Peter N. Stearns, Peter Seixas, and Sam Wineburg, New York: New York University Press (2000).

Barton, Keith, and Linda Levstik. “‘It Wasn’t a Good Part of History’: National Identity and Students’ Explanations of Historical Significance.” Teachers College Record 99, no. 3 (1998): 478-513.
html://www.tcrecord.org/content.asp?contentid=10274

Beyer, Barry K. “Using Writing to Learn in History.” The History Teacher 13, no. 2 (1980): 167-178.

Brown, Sarah Drake, and Frederick D. Drake. “History in Education for Citizenship in a Democracy.” International Journal of Social Education 20, no. 2 (2005): 13-34.

Brown, Sarah Drake. “History Standards in the States.” The History Teacher 39, no.3 (2006): 367-381.
html://www.historycooperative.org/journals/ht/39.3/brown.html

Carpenter, James J., Thomas Dublin, and Penelope Harper. “Bridging Learning Communities: A Summer Workshop for Social Studies Teachers.” The History Teacher 38, no. 3 (2005).
html://www.historycooperative.org/journals/ht/38.3/carpenter.html

Danzer, Gerald A. and Mark Newman, Tuning In: Primary Sources in the Teaching of History. Chicago: The World History Project, 1991.

Drake, Frederick D. and Sarah Drake Brown. “A Systematic Approach to Improve Students’ Historical Thinking.” The History Teacher 36, no. 4 (August 2003): 456-485.
html://www.historycooperative.org/journals/ht/36.4/drake.html

Drake, Frederick D. and Lynn R. Nelson. Engagement in Teaching History: Theory and Practices for Middle and Secondary Teachers. Columbus, OH: Pearson, 2005.

Drake, Frederick D. “Using Primary Sources and Historians’ Interpretations in the Classroom.” Teaching History: A Journal of Methods 11, no. 2 (1986): 50-61.

Drake, Frederick D. “Using Alternative Assessments to Improve the Teaching and Learning of History.” ERIC Digest (1998).
html://www.ericdigests.org/1998-1/history.htm

Drake, Frederick D. “Teaching Historical Thinking.” ERIC Digest (2003).
html://www.ericdigests.org/2003-2/historical.html

Dunn, Ross E. and David Vigilante. Bring History Alive! A Sourcebook for Teaching World History. Los Angeles: National Center for History in the Schools, 1996.

Egan, Kieran. “Layers of Historical Understanding.” Theory and Research in Social Education 17, no. 4 (1989): 280-94.

Epstein, Terrie L. “The Arts of History: An Analysis of Secondary School Students’ Interpretations of the Arts in Historical Contexts.” Journal of Curriculum and Supervision 9, no. 2 (1994): 174-94.

Evans, Ronald W. “Lessons from History: Teacher and Student Conceptions of the Meaning of History.” Theory and Research in Social Education 16, no. 3 (1988): 203-24.

Foster, Stuart J., and Elizabeth Anne Yeager. “The Role of Empathy in the Development of Historical Understanding.” International Journal of Social Education 13, no. 1 (1993): 1-7.

Fournier, Janice E., and Samuel S. Wineburg. “Picturing the Past: Gender Differences in the Depiction of Historical Figures.” American Journal of Education 105 (1997): 160-85.

Fraenkel, Jack R. “A Portrait of Four Social Studies Classes (with Special Attention Paid to the Identification of Teaching Techniques and Behaviors That Contribute to Student Learning).” American Education Research Association: ERIC 1992.
html://cehs.unl.edu/ushistory/research/fraenkel.html

Gabella, Marcy S. “Beyond the Looking Glass: Bringing Students into the Conversation of Historical Inquiry.” Theory and Research in Social Education 22, no. 3 (1994): 340-63.

Hartzler-Miller, Cindy. “Making Sense of the ‘Best Practice’ in Teaching History.” Theory and Research in Social Education 29, no. 4 (2001): 672-95.

Husbands, Chris. What is History Teaching? Language, ideas and meaning in learning about the past. Philadelphia: Open University Press, 2003.

Johnston, Marilyn. “Teachers’ Backgrounds and Beliefs: Influences on Learning to Teach in the Social Studies.” Theory and Research in Social Education 18, no. 3 (1990): 207-32.

Manning, Patrick. “Interactions and Connections: Locating and Managing Historical Complexity.” The History Teacher 39, no. 2 (2006): 175-196.
html://www.historycooperative.org/journals/ht/39.2/manning.html

Mayer, Robert H. “Connecting Narrative and Historical Thinking: A Research-Based Approach to Teaching History.” Social Education 62, no. 2 (1998): 97-100.

McBride, Lawrence, Frederick D. Drake, and Marcel Lewinski. “Alternative Assessment in the Social Sciences.” Illinois State Board of Education Guide (1996).

McDiarmid, G. Williamson. “Understanding History for Teaching: A Study of the Historical Understanding of Prospective Teachers.” In Cognitive and Instructional Processes in History and Social Sciences, edited by Mario Carretero, and James F. Voss, 159-86. Hillsdale, N.J.: Lawrence Erlbaum, 1994.

Musbach, Joan W. “Using Primary Sources in the Secondary Classroom.” OAH Magazine of History (Fall 2001): 30-32.

Nelson, Lynn R., and Frederick D. Drake. “Secondary Teachers’ Reactions to the New Social Studies.” Theory and Research in Social Education 22, no. 1 (1994): 44-73.

Niemi, Richard G., and Julia Smith. “Learning History in Schools: The Impact of Course Work and Instructional Practices on Achievement.” Theory and Research in Social Education 29, no. 1 (2001): 18-42.

Paxton, Robert. “A Deafening Silence: History Textbooks and Students Who Read Them.” Review of Educational Research 69, no. 3 (1999): 315-39.

Percoco, James A. A Passion for the Past: Creative Teaching of U.S. History. Portsmouth, NH: Heinemann, 1998.

Percoco, James A. Divided We Stand: Teaching About Conflict in U.S. History. Portsmouth, N.H.: Heinemann, 2001.

Roupp, Heidi, ed. Teaching World History: A Resource Book. Westview, 1997.

Seixas, Peter. “Parallel Crises: History and the Social Studies Curriculum in the USA.” Journal of Curriculum Studies 25, no. 3 (1993): 235-50.

Seixas, Peter. “Preservice Teachers Assess Students’ Prior Historical Understanding.” The Social Studies 85, no. 2 (1994): 91-94.

Seixas, Peter. “Students’ Understanding of Historical Significance.” Theory and Research in Social Education 23, no. 3 (1994): 281-304.

Seixas, Peter. “Mapping the Terrain of Historical Significance.” Social Education 61, no. 1 (1997): 22-27.

Seixas, Peter. “Review of Research on Social Studies.” In Handbook of Research on Teaching, edited by Virginia Richardson, 545-65. Washington, D.C.: American Educational Research Association, 2001.

Stearns, Peter N. “Getting Specific about Training in Historical Analysis: A Case Study in World History.” In Knowing, Teaching and Learning History: National and International Perspectives, edited by Peter N. Stearns, Peter Seixas, and Sam Wineburg. New York: New York University Press, 2000.

Stearns, Peter, Peter Seixas, and Sam Wineburg, eds. Knowing, Teaching and Learning History: National and International Perspectives. New York: New York University Press, 2000.

Stearns, Peter N. “Putting Learning Research to Work: The Next Step in History Teaching.” Issues in Education 4, no. 2 (1998): 237-43.

Steeves, Kathleen A. “Working Together to Strengthen History Teaching in Secondary Schools.” American Historical Association (2002). html://www.theaha.org/pubs/steeves.html

Stoskopf, Alan. “Reviving Clio: Inspired History Teaching and Learning (without High-Stakes Tests).” Phi Delta Kappan 82, no. 6 (2001): 468-73.

VanSledright, Bruce A. “Closing the Gap between School and Disciplinary History?: Historian as High School History Teacher.” Advances in Research on Teaching 6 (1996): 257-89.

VanSledright, Bruce A. “Can More Be Less? The Depth-Breadth Dilemma in Teaching American History.” Social Education 61, no. 1 (1997): 38-41.

VanSledright, Bruce A. “Historical Study, the Heritage Curriculum, and Educational Research.” Issues in Education 4, no. 2 (1998): 243-50.

VanSledright, Bruce A. In Search of America’s Past: Learning to Read History in Elementary School. New York: Teachers College Press, 2002.

Voss, James F. “Issues in the Learning of History.” Issues in Education 4, no. 2 (1998): 163-210.

Wilson, Suzanne M., and Samuel S. Wineburg. “Peering at History through Different Lenses: The Role of Disciplinary Perspectives in Teaching History.” Teachers College Record 89, no. 4 (1988): 525-39.

Wilson, Suzanne M. “Research on History Teaching.” In Handbook of Research on Teaching, edited by Virginia Richardson, 527-44. Washington, D.C.: American Educational Research Association, 2001.

Wineburg, Sam. “Beyond ‘Breadth’ and ‘Depth’: Subject Matter Knowledge and Assessment.” Theory into Practice 36, no. 4 (1997): 255-61.

Wineburg, Sam. Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Philadelphia: Temple University Press, 2001.

Young, Kathleen McCarthy, and Gaea Leinhardt. “Writing from Primary Documents: A Way of Knowing History.” Written Communication 15, no. 1 (1998): 25-68.