Teaching what really happened : how to avoid the tyranny of textbooks and get students excited about doing history / James W. Loewen.

Loewen, James W. [Browse]
Second edition.
New York : Teachers College Press, [2018]
1 online resource (xvi, 272 pages)


Bibliographic references
Includes bibliographical references and index.
Source of description
Online resource; title from digital title page (viewed on November 14, 2018).
  • Introduction: History as weapon.
  • A lesson from Mississippi
  • A lesson from Vermont
  • Why history is important to students
  • Why history is important to society
  • The tyranny of coverage. Forests, trees, and twigs
  • Winnowing trees
  • Deep thinking
  • Relevance to the present
  • Skills
  • Getting the principal on board
  • Coping with reasons to teach "as usual"
  • You are not alone
  • Bringing students along
  • Expecting excellence. Student characteristics affect teacher expectations
  • "Standardized" tests affect teacher expectations
  • Statistical processes cause cultural bias in "standardized" tests
  • Internalizing expectations
  • Teachers can create their own expectations
  • Historiography. A tale of two eras
  • The civil rights movement, cognitive dissonance, and historiography
  • Studying bad history
  • Other ways to teach historiography
  • Doing History. Doing history to critique history
  • Writing a paper
  • Bringing families In
  • Local history
  • Getting started
  • Final product
  • Using the Product
  • Truth. Background of the problem
  • Separating matters of fact from matters of opinion
  • Five tests to assess credibility
  • How and when did people get here? A crash course on archaeological issues
  • Presentism
  • Today's religions and yesterday's history
  • Conclusions about presentism
  • Chronological ethnocentrism
  • Primitive to civilized
  • Costs of chronological ethnocentrism
  • Why did Europe win? The important questions
  • Looking around the world
  • Explaining civilization
  • Making the Earth round
  • Why did Columbus win?
  • The Columbian exchange
  • Ideological results of Europe's victory
  • Cultural diffusion and syncretism continue
  • The $24 myth. Deconstructing the $24 myth
  • A more accurate story
  • Functions of the fable
  • Overt racism?
  • Additional considerations
  • Slavery. Relevance to the present
  • Hold a meta-conversation
  • Slavery and racism
  • Four key problems of slave life
  • Additional problems in teaching the history of slavery
  • The Confederacy. Teachers vote
  • Teaching against the states' right myth
  • Critiquing textbooks
  • Our Confederate landscape
  • Genesis of the problem
  • The Nadir. Contemporary relevance
  • Onset of the Nadir
  • Historical causes of antiracist idealism
  • Historical causes of the Nadir of race relations
  • Students can reveal the Nadir themselves
  • During the Nadir, whites became white
  • End of the Nadir
  • Implications for today
  • Afterword: Still more ways to teach history.
  • 9780807777312 ((electronic book))
  • 0807777315 ((electronic book))
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