| Description |
1 online resource (290 pages) : illustrations |
| Series |
Vernon series in education |
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Vernon series in education.
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| Contents |
Chapter 1Introduction; What are history's essential questions?; Suggested Reading:; Chapter 2An existential seesaw; What is the ideal balance between faith and reason?; Suggested Reading:; Chapter 3Piety and the past; What has been the impact of religion on history?; Suggested Reading:; Chapter 4 History's moral calculus; How should civilizations be morally evaluated?; Suggested Reading:; Chapter 5 Stereotypes: The good, the bad and the ugly; Why do people ascribe defining characteristics to certain nationalities?; Suggested Reading:; Chapter 6 The best way to slice the pie |
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What is the fairest way for a society to share its wealth?Suggested Reading:; Chapter 7 A balancing act; How much power should be given to the people?; Suggested Reading:; Chapter 8 Sharing the sandbox; What is the best way for nations to carry on foreign policy?; Suggested Reading:; Chapter 9 This land is mine; How should control of land best be determined?; Suggested Reading:; Chapter 10 I pledge allegiance; How should nationalism be assessed in history?; Suggested Reading:; Chapter 11 Let the ruling classes tremble; When, if ever, is a rebellion justified?; Suggested Reading |
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Chapter 12 War, what is it good for?When, if ever, should a nation go to war?; Suggested Reading:; Chapter 13 Taking off the gloves; What limits, if any, should be followed in times of war?; Suggested Reading:; Chapter 14 The flow of humanity; What is the best way to control human migration?; Suggested Reading:; Chapter 15 All men are created equal; What is the best way to achieve equality?; Suggested Reading:; Chapter 16 In the eye of the beholder; What is the best way to evaluate artistic expression?; Suggested Reading:; Chapter 17 The struggle for power |
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Why are there competitive factions in a democratic society?Suggested Reading:; Chapter 18 Epilogue; What is the best way to use essential questions?; Acknowledgements; Index |
| Summary |
Since the days of the Ancient Greeks, history has been perceived as the academic study of the past. Unfortunately, it has generally been taught as a litany of rigid, boring facts intended to be accepted rather than questioned. This has been reinforced for decades by weighty textbooks that overwhelm the reader with mind-numbing details presented in a chronological sequence. The end result is that students see little relevance of what they learn in history class to the real world, and many simply struggle to stay awake. Compared to other subjects taught at the secondary level, history is frequen |
| Bibliography |
Includes bibliographical references at the end of each chapters and index |
| Notes |
Print version record |
| Subject |
History -- Philosophy.
|
|
HISTORY -- General.
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History -- Philosophy
|
| Form |
Electronic book
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| ISBN |
9781622731190 |
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1622731190 |
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