edited by Harris, Richard, Burn, Katharine and Woolley, Mary <br/><br/>
The guided reader to teaching and learning history / 
edited by Richard Harris, Katharine, Burn and Mary, Woolley  
 - London;  New York:  Routledge,  2014. 
 - xi, 304p.; 
<br/><br/> Includes index. 
<br/><br/>SECTION 1: NATURE AND PURPOSES OF HISTORY EDUCATION<br/>1. The purposes of history teaching<br/>2. The ’knowledge’ debate <br/>3. The relationship between school history and academic history 4. Pupil perspectives on history education<br/>5. History and identity<br/>6. Teaching controversial, emotional and moral issues in history<br/>7. Historical consciousness<br/>SECTION 2: CONSTRUCTING HISTORICAL KNOWLEDGE AND UNDERSTANDING<br/>8. Evidence<br/>9. Historical significance<br/>10. Historical interpretations<br/>11. Chronological undentanding and historical frameworks<br/>12. Change and continuity<br/>13. Causal reasoning <br/>14. Empathy<br/>15. Diversity<br/>SECTION 3: STRUCTURING LEARNING IN HISTORY<br/>16. Historical enquiry<br/>17. Literacy and oracy<br/>18. Progression<br/>19. Assessment<br/>20. Inclusion<br/>21. Issues of acceptable simplification<br/>22. Technology in tlie history classroom <br/>23. History textbooks<br/>SECTION 4: HISTORY TEACHERS’ PROFESSIONAL LEARNING<br/>24. Professional development for history teachers 
<br/><br/><label>ISBN: </label>978041550357 
<br/><br/><label>Dewey Class. No.: </label>907.1  / HAR/G