A Long Story Cut Short: Carl Campbell’s Contributions to History Teaching at UWI, Mona

2020 ◽  
Vol 54 (2) ◽  
pp. 117-121
Author(s):  
Matthew J. Smith
Keyword(s):  
History Teaching

History Teaching in Rural Areas: The University of Venda

1996 ◽  
Vol 24 (1) ◽  
pp. 17-23
Author(s):  
Alan Kirkaldy
Keyword(s):  
Rural Areas ◽  
Whole Body ◽  
Social Forces ◽  
Historical Writing ◽  
Social Formation ◽  
History Teaching ◽  
The Past ◽  
The Social ◽  
The University

I would argue that history students should understand that the whole body of historical writing consists of interpretations of the past. They should be able to analyse a wide variety of texts and form their own opinions on a historical topic, and should be able to construct a coherent argument, using evidence to support their opinion. In doing so, they should be actively aware that their argument is no more “true” than that offered by any other historian. It is as much a product of their personal biography and the social formation in which they live as of the evidence used in its construction. Even this evidence is the product of other personal biographies and other social forces.

Readers' Theatre as a History Teaching Tool

1999 ◽  
Vol 32 (4) ◽  
pp. 525
Author(s):  
Sandra D. Harmon ◽  
Pamela Riney-Kehrberg ◽  
Susan Westbury
Keyword(s):  
Teaching Tool ◽  
History Teaching ◽  
Readers Theatre

History Teaching in other Lands

1931 ◽  
Vol 22 (8) ◽  
pp. 397-401
Author(s):  
Alois Chobodniczsky ◽  
Joseph R. Strayer ◽  
Ruth McMurry
Keyword(s):  
History Teaching

Collaboration in History Teaching: Status, Problems, and Opportunities

1999 ◽  
Vol 33 (1) ◽  
pp. 79
Author(s):  
James J. Lorence
Keyword(s):  
History Teaching ◽  
Teaching Status

History Teaching

1942 ◽  
Vol 17 (2) ◽  
pp. 86-91
Author(s):  
Leo J. Alilunas
Keyword(s):  
History Teaching

History teaching — The volcano of Hungarian schooling

1992 ◽  
Vol 18 (1) ◽  
pp. 105-109
Author(s):  
Péter Szebenyi
Keyword(s):  
History Teaching
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