the Past (New York: Heinemann, 1998) and Divided We Stand (New York:
Heinemann, 2001). Some of his scores of suggestions won’t work for you, but
some will. David Kobrin only suggests a handful of ideas in Beyond the
Textbook (New York: Heinemann, 1996), but he explores each in depth,
showing pitfalls to avoid. Stephen Botein et al., Experiments in History
Teaching (Cambridge: Harvard-Danforth Center for Teaching and Learning,
1977), presents classroom exercises and research projects developed by high
school, college, and community teachers. Gary Smith et al., Teaching About
United States History (Denver: Center for Teaching International Relations,
1988), and Clair Keller, “Using Creative Interviews to Personalize Decision-
Making on the American Revolution,” Social Education 43 (3/1979): 271,
suggest various learning projects. John Anthony Scott proposes ways to teach
history without using textbooks in “There Is Another Way,” AHA Perspectives
29, no. 5 (5/1991): 20-22; cf. Gary Nash, “Response,” 21, 23, of the same
issue. Rethinking Schools (1001 E. Keefe Ave., Milwaukee, WI, 53212)
provides a fascinating if sometimes irritating mixture of educational ideas of
national significance and news of school policies in Milwaukee. Rethinking
also sells back issues and reprints. Four other periodicals contain ideas
especially useful for teachers of American history: The History Teacher,
Social Education (Washington, D.C.: National Council for the Social Studies),
The Radical Teacher, and Democracy and Education (313 McCracken Hall,
Ohio University, Athens, OH 45701). The National Council for History
Education, Suite B2, 26915 West-wood Road, Westlake, OH, 44145,
distributes Paul Gagnon’s important book, Democracy’s Half-Told Story, and
other material intended to improve how American history is taught. James
Davidson and Mark Lytle’s After the Fact (New York: McGraw-Hill, 1992)
suggests important historical issues to explore. The massive general catalog
from Social Studies School Service (PO Box 802, Culver City, CA, 90232)
lists compact textbooks for American history; their use would free class time
for study of a few issues in depth.
Another suggestion is to use two textbooks. This raises many issues, as
students question why they differ, thereby realizing that history is not just
writing down “the truth” for students to “learn.” Even two editions of the same
textbook can play this role, but it is more interesting to use very different
books. Within my sample, the inquiry texts, Allan O. Kownslar and Donald B.
Frizzle, Discovering American History (New York: Holt, Rinehart and
Winston, 1974), and Social Science Staff of the Educational Research Council
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(Ron)
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