"Why Won't You Just Tell Us the Answer?": Teaching Historical Thinking in Grades 7-12

Students may think they want to be given the answer. Yet, when they are actively engaged in investigating the past the way professional historians do they find that history class is not about the boring memorization of names, dates, and facts. Instead, it s challenging fun. Historical study that centers on a question, where students gather a variety of historical sources and then develop and defend their answers to that question, allows students to become actual historians immersed in an interpretive study of the past.

Each chapter focuses on a key concept in understanding history and then offers a sample unit on how the concept can be taught. Readers will learn about the following:
 Exploring Text, Subtext, and Context: President Theodore Roosevelt and the Panama Canal
 Chronological Thinking and Causality: The Rail Strike of 1877
 Multiple Perspectives: The Bonus March of 1932
 Continuity and Change Over Time: Custer s Last Stand
 Historical Significance: The Civil Rights Movement
 Historical Empathy: The Truman-MacArthur Debate

By the end of the book, teachers will have learned how to teach history via a lens of interpretive questions and interrogative evidence that allows both student and teacher to develop evidence-based answers to history s greatest questions.