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Thinking Like a Historian: Rethinking History Instruction Paperback – December 15, 2008


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Thinking Like a Historian: Rethinking History Instruction + Reading Like a Historian: Teaching Literacy in Middle and High School History Classrooms + "Why Won't You Just Tell Us the Answer?": Teaching Historical Thinking in Grades 7-12
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Product Details

  • Paperback: 136 pages
  • Publisher: Wisconsin Historical Society Press; 1 edition (December 15, 2008)
  • Language: English
  • ISBN-10: 0870204386
  • ISBN-13: 978-0870204388
  • Product Dimensions: 8.5 x 0.4 x 11 inches
  • Shipping Weight: 14.4 ounces (View shipping rates and policies)
  • Average Customer Review: 4.3 out of 5 stars  See all reviews (6 customer reviews)
  • Amazon Best Sellers Rank: #69,749 in Books (See Top 100 in Books)

Editorial Reviews

About the Author

Bobbie Malone, Ph.D., is the co-author of the Student Textbook, Teacher's Edition and Student Activity Guide for Wisconsin: Our State, Our Story. She worked as the Director of the Office of School Services at the Wisconsin Historical Society until 2011. With a master's degree in elementary education, she taught school for 10 years before taking a doctorate in American History. Bobbie has authored and edited many student books and teachers guides on Wisconsin history for the state's classrooms.

Nikki Mandell, Ph.D., earned her doctorate in history at the University of California-Davis. She is a member of the history department at the University of Wisconsin-Whitewater where she teaches American and global women's history, U.S. business history, U.S. social history and courses in historical methods and research. She is the author of The Corporation as Family: The Gendering of Corporate Welfare, 1890-1030. Dr. Mandell is co-chair of her university's Social Studies Council.  She served as project director and participating historian in the Teaching American History program that developed and field-tested the Thinking Like a Historian framework.


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Customer Reviews

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Most Helpful Customer Reviews

1 of 1 people found the following review helpful By denise m dumas on August 11, 2013
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This book is amazing! It is a whole new approach to Social Studies that is both exciting and challenging to students!. I especially like the Unit Plan guidelines. It takes practice to plan in this way, but is so much more effective! Is there a DVD out to go with this?
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This book is a very interesting look at how to teach history in the K-12 classroom. I picked it up to add to my pile of information on teaching history. Unfortunately, most of that information is from sources focused on K-12. There is nothing wrong with that, except I am trying to develop a teaching and learning model for teaching history in community colleges. This book contains good information for doing so with the caveat that the content must be adapted to fit into community college teaching. The authors are educators which who have worked with other educators to construct a pedagogical model for use in K-12 in the state of Wisconsin. This is a very laudable goal. It also shows that the practices discussed in this book are not theoretical, but are practices in use in actual classrooms.

They present their Thinking like a Historian framework through lessons tailored to specific grade levels throughout the book. The use of primary sources and secondary sources is made explicit in the lessons which show how this development in historical analysis has made deep inroads in history education. This is a very good thing and hopefully will eventually be the order of the day. Mandell and Malone have done a good job in taking elements of historical pedagogy and putting them together in a coherent framework. The chapters make good sense of these elements and have a solid way of presenting the information.

I especially liked the way they discussed the use of sources and what they are. Primary and secondary sources are absolutely vital to historical analysis. Understanding what they are and how to use is something that every instructor has to know. Not only that, they also need to be able to explain what these sources how and why they matter to students.
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Absolutely my favorite resource to teaching historical thinking. As a rather new teacher, this book has shaped the way I approach the teaching of history and how shape my curriculum. I constantly find myself going back and rereading sections of the book and then reteaching the main ideas. The resource section is great for producing handouts for the students and making posters for the classroom. Great resource. Highly recommend.
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