Why Learn History (When It's Already on Your Phone)
(eBook)

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Published
The University of Chicago Press, 2018.
Format
eBook
ISBN
9780226357355
Status
Available Online

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Language
English

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APA Citation, 7th Edition (style guide)

Sam Wineburg., & Sam Wineburg|AUTHOR. (2018). Why Learn History (When It's Already on Your Phone) . The University of Chicago Press.

Chicago / Turabian - Author Date Citation, 17th Edition (style guide)

Sam Wineburg and Sam Wineburg|AUTHOR. 2018. Why Learn History (When It's Already On Your Phone). The University of Chicago Press.

Chicago / Turabian - Humanities (Notes and Bibliography) Citation, 17th Edition (style guide)

Sam Wineburg and Sam Wineburg|AUTHOR. Why Learn History (When It's Already On Your Phone) The University of Chicago Press, 2018.

MLA Citation, 9th Edition (style guide)

Sam Wineburg, and Sam Wineburg|AUTHOR. Why Learn History (When It's Already On Your Phone) The University of Chicago Press, 2018.

Note! Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy. Citation formats are based on standards as of August 2021.

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Grouped Work IDfde8268e-e42a-6fce-8d8a-c394f6dba02e-eng
Full titlewhy learn history when its already on your phone
Authorwineburg samuel s
Grouping Categorybook
Last Update2024-05-14 23:01:27PM
Last Indexed2024-05-18 03:48:50AM

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Image Sourcesyndetics
First LoadedMay 22, 2023
Last UsedMay 9, 2024

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    [synopsis] => A look at how to teach history in the age of easily accessible-but not always reliable-information.

Let's start with two truths about our era that are so inescapable as to have become clichés: We are surrounded by more readily available information than ever before. And a huge percent of it is inaccurate. Some of the bad info is well-meaning but ignorant. Some of it is deliberately deceptive. All of it is pernicious.

With the Internet at our fingertips, what's a teacher of history to do? In Why Learn History (When It's Already on Your Phone), Professor Sam Wineburg has the answers, beginning with this: We can't stick to the same old read-the-chapter, answer-the-question snoozefest. If we want to educate citizens who can separate fact from fake, we have to equip them with new tools. Historical thinking, Wineburg shows, has nothing to do with the ability to memorize facts. Instead, it's an orientation to the world that cultivates reasoned skepticism and counters our tendency to confirm our biases. Wineburg lays out a mine-filled landscape, but one that with care, attention, and awareness, we can learn to navigate.

The future of the past may rest on our screens. But its fate rests in our hands.
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