Drawing upon a considerable wealth of wisdom collected over a lifetime of learning, the author offers a humble but convincing argument for the central role of citizenship in social studies education while presenting and prescribing a core of timeless teaching practices.
Provides a multigenerational view of social studies throughout the twentieth century, while cautioning against the bureaucratic squeeze that relegates social studies to the margins of the curriculum.
Reviewing the ups and downs of social studies over the past fifty years, Finkelstein cites the many recent efforts to reinvent the social studies for the young child.
Offers a wide-lens perspective on social studies and shotry education across the twentieth century. Speaking from first-hand experience and from documented history, he cites the perspectives that shaped and changed the teaching of history and social studies as the twentieth century gives place to a new millennium.
Constructing public history as those elements of “good teaching” informed by best practices, the author applies the timeless teaching practices cited by other authors. He draws public history and social education from obscurity, from the margins of the curriculum and places them at the core of authentic learning as activated through hands-on experiences.