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ERIC Number: EJ812508
Record Type: Journal
Publication Date: 2008
Pages: 9
Abstractor: As Provided
Reference Count: 8
ISBN: N/A
ISSN: ISSN-0037-7996
Teaching Students How to Analyze and Evaluate Arguments in History
Swartz, Robert J.
Social Studies, v99 n5 p208-216 Sep-Oct 2008
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.)
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
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A