Paper $20.00 ISBN: 9780226357218 Will Publish September 2018
Cloth $60.00 ISBN: 9780226357188 Will Publish September 2018
E-book $18.00 Available for pre-order. ISBN: 9780226357355 Will Publish September 2018

Why Learn History (When It’s Already on Your Phone)

Sam Wineburg

Why Learn History (When It’s Already on Your Phone)

Sam Wineburg

240 pages | 10 halftones | 6 x 9 | © 2018 
Paper $20.00 ISBN: 9780226357218 Will Publish September 2018
Cloth $60.00 ISBN: 9780226357188 Will Publish September 2018
E-book $18.00 ISBN: 9780226357355 Will Publish September 2018
Let’s start with two truths about our era that are so inescapable as to have become clichés: 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 always at our fingertips, what’s a teacher of history  to do? Sam Wineburg has answers, beginning with this: We definitely can’t stick to the same old read-the-chapter-answer-the-questions-at-the-back snoozefest we’ve subjected students to for decades. If we want to educate citizens who can sift through the mass of information around them and separate fact from fake, we have to explicitly work to give them the necessary critical thinking tools. Historical thinking, Wineburg shows us in Why Learn History (When It’s Already on Your Phone), has nothing to do with test prep–style ability to memorize facts. Instead, it’s an orientation to the world that we can cultivate, one that encourages reasoned skepticism, discourages haste, and counters our tendency to confirm our biases. Wineburg draws on surprising discoveries from an array of research and experiments—including surveys of students, recent attempts to update history curricula, and analyses of how historians, students, and even fact checkers approach online sources—to paint a picture of a dangerously mine-filled landscape, but one that, with care, attention, and awareness, we can all learn to navigate.

It’s easy to look around at the public consequences of historical ignorance and despair. Wineburg is here to tell us it doesn’t have to be that way. The future of the past may rest on our screens. But its fate rests in our hands.
Contents
Introduction
Part 1: Our Current Plight
1 Crazy for History
2 Obituary for a Billion Dollars
3 Committing Zinns
Part 2: Historical Thinking ≠ An Amazing Memory
4 Turning Bloom’s Taxonomy on Its Head
5 What Did George Think?
Part 3: Thinking Historically in a Digital Age
6 Changing History. . . One Classroom at a Time
7 Why Google Can’t Save Us
Part 4: Conclusion: Historical Hope
8  “Famous Americans”: The Changing Pantheon of American Heroes
 
Afterword
Acknowledgments
Notes
Bibliography
Index
Review Quotes
Jill Lepore
"A sobering and urgent report from the leading expert on how American history is taught in the nation’s schools. Wineburg offers a set of timely and elegant essays on everything from the nuttiness of standardized testing regimes to the problems kids have, in the age of the internet, in knowing what’s true, and what's not--problems that teachers have, too, along with everyone else. A bracing, edifying, and vital book."--Jill Lepore
 
James W. Loewen, author of Lies My Teacher Told Me
"If every K-12 teacher of history and social studies read just three chapters of this book--'Crazy for History,' 'Changing History One Classroom at a Time,' and 'Why Google Can’t Save Us'--the ensuing transformation of our populace would save our democracy."
Mike Rose, University of California Los Angeles
"At a time when we are overwhelmed with information and vulnerable to malign influence, Wineburg guides us with deft and provocative writing to not only think better historically but to think better, period. We need this book."
Kenneth Pomeranz, University of Chicago, past president, American Historical Association
"Why Learn History asks basic questions about what we should aim to accomplish in history classes, what it means to foster modes of critical thinking, and how teachers at all levels could do a better job of making history matter. Wineburg convincingly critiques common misdiagnoses and proposed solutions of the discipline’s problems, which usually begin with some list of facts students do not know and then inevitably lead to a narrow focus on improving factual knowledge. He opens up space for a urgently needed discussion of how to teach students not just what historians (and, often, Wikipedia) know, but how historians think--and why historical thinking, even more than historical knowledge, is good for individuals and communities."
 
Michelle Herczog, past president, National Council for the Social Studies
"Sam Wineburg's groundbreaking work on historical thinking has proven to be a game changer for thousands of history teachers around the world, impacting millions of young people's perspective of the past, the present, and the future. Never one to remain stagnant, his work has been enriched and taken on increasingly new significance in a twenty-first-century world that is overrun with information at our fingertips that may be factual, misinterpreted, fabricated, or contrived. The future of our democracy, and the future of all humankind benefits from this important work."
 
James Grossman, executive director of the American Historical Association
"Historians generally know more about what we teach than about what students learn. Sam Wineburg tells us why that's a problem. We need to listen."
 
Larry Cuban, Stanford University
"From the researcher who put ‘historical thinking’ on the pedagogical map comes a book that applies the concept to the pervasive digital distortion of data.  Figuring out what sources are biased and which can be relied upon, discerning the true from the false at a time when ‘fake news’ is rampant is essential for students as they become taxpayers, voters, and parents in a democracy. Why Learn History? is a call to action for educational policymakers and practitioners to make schools sites for the critical examination of the tsunami of data inundating Americans.”
Daniel Willingham, University of Virginia
"To grasp how children think about and use the Internet as they struggle to understand history, you must know how children think. No one it more insightful than Sam Wineburg in explaining how the Internet is affecting student learning today, and how it can better fulfill its promise."
 
For more information, or to order this book, please visit http://www.press.uchicago.edu
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