Teaching History for the Common Good

Monte-Sano,Chauncey

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Teaching History for the Common Good

reviewed by Chauncey Monte-Sano - September 28, 2006

Title: Teaching History for the Common Good
Author(s): Keith Barton and Linda Levstik
Publisher: Lawrence Erlbaum Associates, Inc., Mahwah, NJ
ISBN: 0805839305 , Pages: 288, Year: 2004
Search for book at Amazon.com

In Teaching History for the Common Good, Keith Barton and Linda Levstik explain the connections between the purposes and practices of teaching history. In particular, the authors make a case for history education as a vehicle for “preparing students for participatory democracy” (p. 28). As a teacher educator and a history education researcher, I enjoyed reading this volume. I especially appreciated the authors’ use of examples from research on students’ historical thinking to illustrate the opportunities and drawbacks inherent in particular approaches to history. From the beginning, Barton and Levstik situate themselves in a sociocultural perspective and emphasize the concept of mediated action. Instead of arguing for the value of the historical discipline in and of itself, the authors explicitly link disciplinary understandings and ways of thinking to citizenship education. With this synthesis of purposes and tools of history education, the authors make a worthwhile contribution to the body of... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: September 28, 2006
https://www.tcrecord.org ID Number: 12744, Date Accessed: 2/25/2021 11:38:43 AM

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About the Author
Chauncey Monte-Sano University of Maryland�College Park E-mail Author CHAUNCEY MONTE-SANO is Assistant Professor in the College of Education at the University of Maryland�College Park. A National Board Certified high school history teacher and current teacher educator, her teaching interests include preparing candidates to teach all students to think historically. Her research examines how high school students learn to think historically and write evidence-based essays, as well as the kinds of teaching practices that foster growth in these areas.

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