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Descriptors:
College Faculty; Community Colleges; Elementary Secondary Education; Financial Support; History Instruction; Partnerships in Education; Professional Development; Program Content; Program Effectiveness; Social Studies; Student Improvement; Teacher Collaboration

Abstract:
Contends that college and university faculty must strengthen the ties between teachers in precollegiate and postsecondary institutions. Describes the Marathon County (Wisconsin) History Teaching Alliance, a collaborative professional development program that aims to enhance student learning through improved history instruction. Addresses the roles of financial, institutional, and personal support in maintaining successful collaboration. (CMK) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
College School Cooperation; Compensatory Education; Educational Innovation; Extension Education; Higher Education; History Instruction; Nontraditional Education; Refresher Courses; Remedial Programs; Secondary Education; Supplementary Education; Transfer Students; Transitional Programs; Two Year Colleges; Undergraduate Study

Abstract:
Describes a University of Wisconsin program that maintains summer institutes and seminars between university, college, and high school history teachers. Priorities have included upgrading the critical-thinking and research skills of secondary school students. A serendipitous benefit has been an increased mastery of the recent literature by secondary school faculty. (MJP)

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Descriptors:
College Role; College School Cooperation; High Schools; Higher Education; History Instruction; Multicampus Colleges; Secondary Schools; Two Year Colleges

Abstract:
This document discusses the roles of secondary schools, two-year colleges, and the upper level university in the University of Wisconsin System. Because of close ties with the host communities, Wisconsin's two-year institutions are uniquely situated to function as community resources. The paper discusses the advantages of a collaborative relationship between secondary school history faculties and the history departments at the two-year schools. Significant numbers of students are deficient in the essential skills of critical thinking and writing. In an attempt to solve this problem, university historians and secondary school history teachers in Marathon County, Wisconsin, have established a history teaching alliance. As a result of close contact, university professors have been able to encourage a stronger discipline orientation in secondary education and assist pre-collegiate teachers in maintaining their command of the literature, a primary concern. They have been able to promote the concept that history and history instruction must involve critical thinking more than the simple accumulation of a set of disconnected facts. Interaction with high school teachers has helped strengthen the content, course materials, and standards introduced in the feeder institutions, while it has improved the understanding of the techniques employed by pre-collegiate teachers in the preparation of students for the university. The role of the history instructors at the two-year institutions also must be to prepare students to go on to advanced level history studies. Professors at four-year campuses need to recognize the connective relationship between general education and the major. (DK) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (234K)

Descriptors:
Basic Skills; Content Analysis; Critical Reading; Evaluation; Higher Education; Historiography; History Instruction; Literary Criticism; Primary Sources; Questioning Techniques; Teaching Methods

Abstract:
This paper examines the historian's method of handling evidence and explores some approaches to the improvement of college students' reasoning skills through the analysis of historical documents. The starting point in the development of the reasoning skills should be an exploration of the historian's task and the nature of the evidence, preferably in a small group discussion format. The student must be made to understand that an effective assessment of a piece of evidence can only be made against an informed background. Recognizing that a historical document does not exist in a vacuum, the student must inquire into the events surrounding the piece of evidence under consideration and place it in its social, political, and economic context. A concern for context also necessitates an exploration of the background of the witness whose writings are under consideration in the classroom. The instructor should then raise the question of whether contemporary attitudes or the students' own values influence criticism and understanding of the source. The next step should be an intensified focus on the text itself. Careful attention should be devoted to the words, their meanings, and their implications. One good guideline for students is that they accept as historical fact only those particulars that may be confirmed by the testimony of two or more reliable sources. The instructor should then introduce the concept of reasoned interpretation as inherent in the historian's work. Suggestions for the use of historical documents in the classroom are made. (Author/RM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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 ERIC Full Text (207K)

Descriptors:
College Freshmen; Educational Assessment; Educational Innovation; Educational Needs; Higher Education; History Instruction; Relevance (Education); Student Evaluation; Teaching Methods

Abstract:
Suggests that caution should be used by college level history teachers in employing nontraditional teaching methods. Suggests that a topical approach involving lecture and discussion can increase student interest and nurture that interest with personalized instruction. (Author/DB)

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