History

How can teachers incorporate the richness of historical resources into classrooms in ways that are true to the discipline of history and are pedagogically sound? This book explores the notion of historical literacy, adopts a research-supported stance on literacy processes, and promotes the integration of content-area literacy instruction into history content teaching.

Content Matters explains the content of nine areas in social studies. If teachers know what history, biographical studies, and the United States Constitution mean for instruction, they can increase the probability of better-focused content in their social studies instruction.

A cognitive psychologist, Wineburg has been engaged in studying what is intrinsic to historical thinking, how it might be taught, and why most students still adhere to the "one damned thing after another" concept of history. Whether he is comparing how students and historians interpret documentary evidence or analyzing children's drawings, Wineburg's essays offer "rough maps of how ordinary people think about the past and use it to understand the present." Arguing that we all absorb lessons about history in many settings -- in kitchen table conversations, at the movies, or on the world-wide web, for instance -- these essays acknowledge the role of collective memory in filtering what we learn in school and shaping our historical thinking.

Featuring an expanded introduction, this award-winning bestseller has been updated to link curriculum to the Common Core State Standards.

Teaching History in the Digital Age serves as a guide for practitioners on how to fruitfully employ the transformative changes of digital media in the research, writing, and teaching of history.

Teaching History with Film provides a fresh, engaging, and clear overview of teaching with film to effectively enhance social studies instruction.

Technology in the Middle and Secondary Social Studies Classroom introduces pre-service teachers to the research underpinning the effective integration of technology into the social studies curriculum.

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.

In his book "Why Won't You Just Tell Us the Answer?" he shows teachers how to successfully implement his teaching methods in the classroom.