"Sam Wineburg has not merely contributed to our understanding of how history is created, taught and learned; he has nearly singlehandedly forged a distinctive field of research and a new educational literature. This volume brings together a decade-long record of conceptual invention and methodological creativity."
-Lee S. Shulman, President, The Carnegie Foundation for the Advancement of Teaching, and Charles E. Ducommun Professor of Education Emeritus, Stanford University
"This is a wide-ranging and at times inspirational work."
-History of Education
"Arguing that we all absorb lessons about history in many settings-in kitchen table conversations, at the movies, or on the world-wide-web, for instance-these essays acknowledge the role of collective memory in filtering what we learn in school and shaping our historical thinking."
-New York Review of Books
"Historians, especially academic historians, who normally avoid the literature on history education for its banality, thin research base, or ideological cant will overlook this book at their peril. Sam Wineburg brings both a burning concern for the state of history instruction and a wide knowledge of history to his research agenda."
-The Journal of American History
"The author of this collection is passionate about the teaching of history. ...students are encouraged to put themselves into the shoes of the people whose actions they are studying in order to arrive at their own understanding of what they had done."
"For Wineburg the study of history commends itself as a unique and complex way of knowing the world that must, if it is to realize its full potential as a humanistic discipline, embrace a paradox: that of seeing the past as at one and the same time familiar and strange.
-The Community College Enterprise
Introduction: Understanding Historical Understanding
Part I: Why Study History?
1. Historical Thinking and Other Unnatural Acts
2. The Psychology of Teaching and Learning History
Part II: Challenges for the Student
3. On the Reading of Historical Texts: Notes on the Breach Between School and Academy
4. Reading Abraham Lincoln: A Case Study in Contextualized Thinking
5. Picturing the Past
Part III: Challenges for the Teacher
6. Peering at History Through Different Lenses: The Role of Disciplinary Perspectives in Teaching History
7. Models of Wisdom in the Teaching of History
8. Wrinkles in Time and Place: Using Performance Assessments to Understand the Knowledge of History Teachers
Part IV: History as National Memory
9. Lost in Words: Moral Ambiguity in the History Classroom
10. Making (Historical) Sense in the New Millennium