Principles of History Teaching

W.H. Burston

• Publisher: Routledge
• Year: 2021
• eBook ISBN: 9781000483666
• Edition: 1
• Topic: History
• Subtopic: Teaching History
• Index: History

First published in 1963, Principles of History Teaching examines the nature of the teaching problem; historical events and the problem of teaching them; explanation in history and the arrangement of events for teaching; and problems of the syllabus. The book studies the relationship between practical problems of teaching history in school and theories about the nature of history as a subject.The reader will come to question that which before seemed obvious. This textbook on the theory of history teaching is for graduate students in training, for non-graduate teachers in training colleges who may like to study the problems they will face in greater detail, and for practising teachers to reconsider their outlook. They will all meet an adequate mental challenge.

Index

• A priori, generalizations and historical interpretation, 123–4
• Abstraction, in history, involved in all generalization, 91 ff.; linguistic and conceptual abstractions 55–56; high-level abstraction words 56 ff.
• Action, human in history, 22–23
• Activity methods, limited use in history teaching, 38–39
• Ashley, M., 97
• Aspects of history, general problem, 143 ff.; correspondence with pedagogic needs 154–7; dependence on cognate social science 144–8, 150; connection with covering-law theory of historical explanation 148–50

• Background, of life in past community. Need to teach, 100–1
• Biography, only kind of history without generalization, 92; as illustrating national themes 96
• Bismarck, Ems telegram, inference of motives in sending, 78–79
• Bury, J. D. T., 98

• Caricature, use in history teaching, 43
• Cartoon, use in history teaching, 43
• Cause, meaning of in history, 103–4; real and immediate 101–6
• Child-centred syllabus, 125
• Chronicle, history as, 61
• Chronology, in teaching history, 126–7; in the syllabus 110–11
• Clapham, J. H., 100
• Clark, Sir G. N., 153
• Colligation, defined, 70; as basis of topic teaching method 71, 91
• Connotations, of words, 46–51; contemporary and historical 51–55; to pupils and adults 47–49
• Contemporary, history, 128–30; view of past events 25, 128; value of history in contemporary affairs 26–28
• Context, historical and meaning of words, 51–55
• Continuous past, concept of in history, 127
• Court, Prof. W. H. B., 144–7, 163
• Covering law, theories of historical explanation, 67–69; as hypotheses 89–90

• Date-chart, use of in history teaching, 44–45
• Diplomatic history, nature of, 172–4
• Documentary, evidence in history, importance of, linguistic problems of, 51–55
• Douglas, Prof. D., 160

• Economic history, special nature of and explanation in, 144–5 ff.; dependence on economic theory 67–69
• Economics, and facts of past, 29–30
• Education, place of history in, 164, 166–7
• English history, core of syllabus, case for and against, 163–7
• Equality, principle of, relation to concept of ‘importance’ in history, 116–18
• Events, historical, nature of, 21–22 ff.; problem of teaching, Chs. II and III; need to think in terms of individual event 31–32; selection of 132 ff.
• Evidence, historical, distinction ...

Table of contents

• Cover
• Half Title
• Title Page
• Copyright Page
• Original Copyright
• Table of Contents
• Preface
• I The Nature of the Teaching Problem
• II Historical Events and the Problem of Teaching Them
• III Historical Events and the Problem of Teaching Them (continued)
• IV Explanation in History and Arrangement of Events for Teaching
• V Explanation in History and Arrangement of Events for Teaching (continued)
• VI Problems of the Syllabus
• VII Problems of the Syllabus (continued)
• A Note on Further Reading
• Index