像史家一般閱讀：在課堂裡教歷史閱讀素養

by Sam Wineburg, Daisy Martin, Chauncey Monte-San

歷史不等於背誦，更重要的是──思考。

　　當「網路上找到的事物」被偽裝成知識，
　　該如何從龐雜且真偽難辨的訊息中抽絲剝繭，找出事實的脈絡？
　　本書以真實歷史事件為本並佐以史料，引領讀者批判性地重新解讀歷史，真正地──像史家一般閱讀。

　　歷史不是人名、地名、年代、事件的堆砌，閱讀歷史更非背誦強記。本書顛覆你對歷史的認知，幫助你批判性地閱讀史料，提出關於歷史證據性質的深入問題，有助於提升閱讀素養，培養歷史思維。

　　本書共有八章，每章環繞著一個美國的歷史問題（起始於開拓、殖民與詹姆士鎮的事件，結束於古巴飛彈危機），由實例教導讀者如何探究史源與史料脈絡化，為歷史學的閱讀、教學與思考作出示範。

　　每章附有該主題所需要的教材──一手文獻、表格、圖像與政治漫畫、網路上哪裡可以找到額外資源的諸多建議，以及指導讀者如何貼近核心歷史觀念。讀者可一步步學習本書的取徑，強化思考力、判斷力，大幅提升閱讀素養。

　　像史家一般閱讀，當面對過往史實或今日的新聞事件，乃至工作及生活瑣事，你將更能看清事件的來龍去脈及透析本質，有效地處理過去及現在的複雜性。歷史從不是腐舊片段的沉積，而能面對今日，面向明天。

　　本書教你──
　　1. 創造性地運用教科書，不受政治風潮的影響。
　　2. 區分歷史與迷思，了解歷史知識是被建構出來的。
　　3. 質疑史料，判斷史料的可信度及代表性。
　　4. 探究文獻的史源與史料脈絡化。
　　5. 綜合多重的歷史記述。
　　6. 進行以證據為基礎的思考與論證。
　　7. 活用視覺史料來探究歷史。
　　8. 以複數的歷史（histories）解釋事件。
　　9. 區分虛構小說與歷史。
　　10. 激發對當代議題的進一步研究。

作者簡介

Sam Wineburg

　　史丹佛大學瑪格麗特．傑克斯教育與（榮譽）歷史講座教授，著有《歷史思維與其他不自然的舉動：導向歷史教育的未來》（Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past）。

Daisy Martin

　　美國教育部所支持的全國歷史教育信息交換所（National History Education Clearinghouse, teachinghistory.org）之歷史教育部門主任。此交換所位於喬治‧梅森大學羅伊‧羅森維格歷史與新媒體中心。Chauncey Monte-Sano，密西根大學的教育學副教授。

譯者簡介

宋家復

　　國立臺灣大學歷史系畢業，哈佛大學東亞語言與文化系博士，現任臺大歷史系助理教授。

Genres: Education, Teaching, History, Reference, Nonfiction, School, Professional Development

352 pages, ebook

First published May 1, 2011

Reviews

[Song · Rating 5 out of 5]

如果美国人都像书中所示范的那样教授美国中学生学习历史，那么美国的民智开启程度无疑是惊人的。

[Michael Loveless · Rating 4 out of 5]

When it comes to books on education, I particularly like books that are present practical, actionable ideas. Reading like a Historian is that type of book. Its eight chapters are eight historical questions that can be taught as lessons that make use of primary and secondary sources. The chapters allow the teacher and students to move through American history chronologically with eight lessons. Each chapter begins with four or five pages of context on the historical episode in question. I thought these introductions were well researched, informative, and interesting. After the introduction, each chapter included a section of about half a page that explained why the question is worth answering, or what could be learned by examining it. Then the authors provided three options for how to teach the lesson. The different options varied in the number of documents that would be examined, the time necessary to teach them, and the issues and skills that would be the focus of the lesson. Each chapter then included documents and teaching materials on which the lesson was based. At the end of each chapter there were several websites listed where a teacher could find documents and teaching materials.

One oddity was that the about this book is the copyright situation. Many books are designed as "reproducible" lessons, that are intended for the teacher to copy pages and hand them out to students. This book appears to be written with that intent. The explanation of the lessons is clearly aimed at teachers, so this isn't a book that you would buy for each student in your class. However, the materials are formatted as if they are ready to be copied and used. However when I checked the copyright statement at the beginning of the book, it said - all rights reserved, don't copy. I try to respect the creative work of others and honor copyright, but I just don't understand the mixed signals I was getting. I may actually email the authors to find out what I'm missing.

Copyright issues aside, the book has a lot of great ideas for how a teacher could create lessons to get kids dig into documents and begin to not only learn about the past, but also learn about how the past is studied. It is definitely worth reading for anyone who teaches history.

[Zachary · Rating 4 out of 5]

Excellent resource, of course, but fails to instruct one in how to bring about original units along the same investigative lines. Also, I feel that the book’s marketing should make its American History focus more obvious. Teachers of World will find less use here.

[Luc · Rating 4 out of 5]

简明易懂，但实践起来估计就是另一回事啦……

文本与叙事必须放在其特有背景与语境之下，同时警惕由于人类对于因果关系的偏好而导致的错误归因，偏见，误导，以及忽略非事件（non-events)的倾向。最重要的是，能够忍受认知的复杂性，并根据事实适度地修改自己的认知

[Alexandra · Rating 5 out of 5]

I'm sure that if you're an American teacher, this book feels like a godsend. Every chapter looks at a different aspect of American history - from Pocohontas to the Dust Bowl, Abraham Lincoln as a racist to the Cuban Missile Crisis - and provides documents, context, and ways of approaching lessons on these topics that teach a variety of historical thinking skills. As an Australian, the only chapter that was directly relevant was the one on the Cuban Missile Crisis - I certainly intend to change my lessons around next year to use and incorporate the information suggested here. The book as a whole is actually still useful to me, on two levels: 1. I learnt a lot about American history (well, bits of it anyway), so that was quite fun. 2. The way Wineburg etc explain why to teach the different historical thinking skills, as well as suggestions for how to do so, are obviously transferable to any historical period, topic, or issue. So with a little bit of effort, I can use every concept here to inform (and hopefully improve) my teaching, which is a remarkably exciting thing. First revelation: include a 'word bank' with sources that you give kids. OF COURSE. Also, Wineburg et al are very big on context - students have to understand where documents and ideas fit into the bigger picture (this matches with Tovani and her ideas about teaching kids to be fully literate, which I'm also reading at the moment).

I enjoyed reading this book, and I look forward to implementing its ideas.

[Chris · Rating 4 out of 5]

Pretty helpful for the classroom if you end up going over any of the seven or so topics covered. Overpriced for a dozen lesson plans though. Includes some great primary and secondary sources for document analysis. Very interesting ideas for taking topics that students probably have some prior knowledge of (Pocahontas, Dust Bowl, Cuban Missile Crisis) and teaching students to questions what they think they know, how primary sources can be biased, and look at the influence of perspective. Some worksheets also included. Multiple variations of lesson plans available to allow teachers to customize what works for their classes.

[Chelsey M. Ortega · Rating 5 out of 5]

This is the perfect book for social studies teachers! It discusses how to use primary and secondary sources to expand a story past the textbook. The very best thing about this book is that it provides several primary sources that I didn't even know existed - or I wouldn't have thought to look for and use in my classroom; it also provides worksheets that you can use with those sources if you wish. Even if you don't want to use those exact worksheets they can jump start you into your own ideas. I will definitely be using these in my own classroom.