Teaching Students How to Analyze and Evaluate Arguments in History

Autor/in	Swartz, Robert J.
Titel	Teaching Students How to Analyze and Evaluate Arguments in History
Quelle	In: Social Studies, 99 (2008) 5, S.208-216 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
Schlagwörter	United States History; Thinking Skills; History Instruction; Rhetorical Invention; Persuasive Discourse; Critical Thinking; Teaching Methods; Classroom Techniques; Historical Interpretation; Secondary School Curriculum + Suchen Sie Ihr Suchwort? Denkfähigkeit; History lessons; Geschichtsunterricht; Persuasion; Persuasive Kommunikation; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Klassenführung; Historische Interpretation
Abstract	Human history is often shaped by the outcomes of arguments, not only in the sense of disputes between people or governments, but in the sense of the more rational pursuit of trying to convince others to accept or do certain things by offering reasons that are presented as compelling for so doing. Yet history teachers have done little to help students learn how to identify arguments in this sense, figure out what the arguments being offered are, and evaluate them. This article shows how a generic instructional technique--infusing direct instruction in skillful thinking into content instruction--can be used in the teaching of American history in ways that help students develop and use these thinking skills and that enhance their deep content understanding of the history being taught. The context is a secondary school classroom studying American history. (Contains 7 figures.) (As Provided).
Anmerkungen	Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10