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Why learn history (when it's already...

Wineburg, Samuel S.

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Why learn history (when it's already on your phone) /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Why learn history (when it's already on your phone) // Sam Wineburg.
Author:	Wineburg, Samuel S.
Published:	Chicago :The University of Chicago Press, : c2018.,
Description:	241 p. :ill.,facsims. ;23 cm.
[NT 15003449]:	Part 1: Our current plight -- Crazy for history -- Obituary for a billion dollars -- Committing Zinns -- Part 2: Historical thinking = an amazing memory -- Turning Bloom's taxonomy on its head -- What did George think? -- Part 3:Thinking historically in a digital age -- Changing history... one classroom at a time -- Why Google can't save us -- Part 4: Conclusion: historical hope -- "Famous Americans": the changing pantheon of American heroes.
Subject:	Internet in education - United States. -
Subject:	United States - History -
ISBN:	9780226357218

Why learn history (when it's already on your phone) /
Wineburg, Samuel S.

Why learn history (when it's already on your phone) /Sam Wineburg. - Chicago :The University of Chicago Press,c2018. - 241 p. :ill.,facsims. ;23 cm.

Includes bibliographical references (p. 213-231) and index.

Part 1: Our current plight -- Crazy for history -- Obituary for a billion dollars -- Committing Zinns -- Part 2: Historical thinking = an amazing memory -- Turning Bloom's taxonomy on its head -- What did George think? -- Part 3:Thinking historically in a digital age -- Changing history... one classroom at a time -- Why Google can't save us -- Part 4: Conclusion: historical hope -- "Famous Americans": the changing pantheon of American heroes.

"Let's start with two truths about our era that are so inescapable as to have become clicheś: We are surrounded by more readily available information than ever before. And a huge percentage of it is inaccurate. Some of the bad info is well-meaning but ignorant. Some of it is deliberately deceptive. All of it is pernicious. With the internet at our fingertips, what's a teacher of history to do? Same Wineburg has answers, beginning with this: We can't stick to the same old read-the-chapter-answer-the-question snoozefest. If we want to educate citizens who can separate fact from fake, we have to equip them with new tools. Historical thinking, Wineburg shows, has nothing to do with the ability to memorize facts. Instead, it's an orientation to the world that cultivates reasoned skepticism and counters our tendency to confirm our biases. Wineburg lays out a mine-filled landscape, but one that with care, attention, and awareness, we can all learn to navigate"-- c Provided by publisher.

ISBN: 9780226357218US20.00

LCCN: 2018013233Subjects--Topical Terms:

543185
Internet in education
--United States.Subjects--Geographical Terms:

3469697
United States
--History

LC Class. No.: E175.8 / .W59 2018

Dewey Class. No.: 973.007

Why learn history (when it's already on your phone) /
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300 $a 241 p. : $b ill.,facsims. ; $c 23 cm.
504 $a Includes bibliographical references (p. 213-231) and index.
505 0 # $a Part 1: Our current plight -- Crazy for history -- Obituary for a billion dollars -- Committing Zinns -- Part 2: Historical thinking = an amazing memory -- Turning Bloom's taxonomy on its head -- What did George think? -- Part 3:Thinking historically in a digital age -- Changing history... one classroom at a time -- Why Google can't save us -- Part 4: Conclusion: historical hope -- "Famous Americans": the changing pantheon of American heroes.
520 # $a "Let's start with two truths about our era that are so inescapable as to have become clicheś: We are surrounded by more readily available information than ever before. And a huge percentage of it is inaccurate. Some of the bad info is well-meaning but ignorant. Some of it is deliberately deceptive. All of it is pernicious. With the internet at our fingertips, what's a teacher of history to do? Same Wineburg has answers, beginning with this: We can't stick to the same old read-the-chapter-answer-the-question snoozefest. If we want to educate citizens who can separate fact from fake, we have to equip them with new tools. Historical thinking, Wineburg shows, has nothing to do with the ability to memorize facts. Instead, it's an orientation to the world that cultivates reasoned skepticism and counters our tendency to confirm our biases. Wineburg lays out a mine-filled landscape, but one that with care, attention, and awareness, we can all learn to navigate"-- c Provided by publisher.
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651 0 $a United States $x History $x Study and teaching $x Technological innovations. $3 3469697
651 0 $a United States $x History $x Study and teaching $z United States. $3 3469698