history, social memory, identity

An inquiry posted on the xmca list asks for bibliographic references to help a student who

… wants to study how memories of significant events (in this case events during the period of political violence here during the 80s) are transmitted between the generation that experienced them and the generation following. He also would like to explore how this affects “identity” but I have suggested that he simply focus on the transmission of the memories of events that affected the entire group of community members with whom he’s working. I suspect that questions of identity (us/them) will emerge in the process of exploring this process.

I think there are potentially helpful chapters in this book:

Knowing, teaching, and learning history : national and international perspectives
by Peter N Stearns; Peter C Seixas; Samuel S Wineburg

(Click on the linked title above for full bibliographic info @ WorldCat.org, which also provides information on library holdings in local areas.)

You can click here to view contents in the Amazon.com reader.

Sam Wineburg has a chapter there that’s directly on point. It includes discussion of his study of where U.S. high school students get their “memory” of the war in Vietnam (from Forrest Gump, it turns out, more than any other source, for the subjects that he interviewed). Wineburg interviewed fifteen students, their parents, and their teachers.

Wineburg includes reference to Halbwachs’s Collective Memory and other relevant literature.

One of the other chapters is by James Wertsch, using Bakhtinian concepts in discussion of his work on the vexed issues of history learning in Estonia around the time of the dissolution of the USSR.

Here is the Table of Contents:

Acknowledgments ix

Introduction 1

part i Current Issues in History Education 15

1 Schweigen! die Kinder! or, Does Postmodern HistoryHave a Place in the Schools? 19
Peter Seixas

2 Is It Possible to Teach Beliefs, as Well as Knowledgeabout History? 38
James V. Wertsch

3 Teaching and Learning History in Canada 51
Desmond Morton

4 Dilemmas and Delights of Learning History 63
David Lowenthal

5 The Caliph’s Coin: The Currency of NarrativeFrameworks in History Teaching 83
Denis Shemilt

6 The Convergence Paradigm in Studying EarlyAmerican History in the Schools 102
Gary B. Nash

7 Constructing World History in the Classroom 121
Ross E. Dunn

part ii Changes Needed to Advance Good
History Teaching 141

8 The Educational Backgrounds of History Teachers 143
Diane Ravitch

9 A Catwalk across the Great Divide: Redesigning theHistory Teaching Methods Course 156
G. Williamson McDiarmid and Peter Vinten-Johansen

10 What’s This New Crap? What’s Wrong withthe Old Crap? Changing History Teachingin Oakland, California 178
Shelly Weintraub

part iii Research on Teaching and Learningin History 195
11 Progression in Historical Understanding amongStudents Ages 7Ð14 199Peter Lee and Rosalyn Ashby

12 Lessons on Teaching and Learning in History fromPaul’s Pen 223
Gaea Leinhardt

13 Methods and Aims of Teaching History in Europe:A Report on Youth and History 246
Bodo von Borries

14 How Americans Use and Think about the Past:Implications from a National Survey forthe Teaching of History 262
Roy Rosenzweig

15 Articulating the Silences: TeachersÕ and AdolescentsÕConceptions of Historical Significance 284
Linda S. Levstik

16 Making Historical Sense 306
Sam Wineburg

part iv Models for Teaching 327
17 Into the Breach: Using Research and Theory to ShapeHistory Instruction 331
Robert B. Bain

18 Making Connections: The InterdisciplinaryCommunity of Teaching and Learning History 353
Christine Gutierrez

19 A Case Study of Developing Historical Understandingvia Instruction: The Importance of Integrating TextComponents and Constructing Arguments 375
James F. Voss and Jennifer Wiley

20 Historical Understanding: Beyond the Past and intothe Present 390
Veronica Boix-Mansilla

21 Getting Specific about Training in Historical Analysis:A Case Study in World History 419
Peter N. Stearns

22 The Sourcer’s Apprentice: A Tool forDocument-Supported Instruction 437
M. Anne Britt, Charles A. Perfetti, Julie A. Van Dyke,and Gareth Gabrys

Postlogue 471

Contributors 477


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