"An important value of this book is that it helps the student analyze history critically. To put it simply, the book aims to develop student's thinking and analytical skills versus providing ready-made opinions."
Aghasi Tadevosyan, PhD
Cultural anthropologist, Yerevan State University
THE BOOK FOR ACTIVE HISTORICAL THINKING
How to establish historical significance, use primary source evidence, identify continuity and change, analyze cause and consequence, take historical perspectives, and understand the ethical dimension of historical interpretations?
1 chapter on the concept of active historical thinking literacy and 60+ strategies on strategies to develop active historical thinking skills based on Russel Tarr's "A History Teaching Toolbox: Practical Classroom Strategies"
Recommended by the Ministry of Education, Science, Culture & Sport as a Teaching Resource
Developed & published with the support from Calouste Gulbenkian Foundation
THE VISION BEHIND THE BOOK
The book is vital to the Foundation's mission to introduce critical thinking in history teaching. With the support from Calouste Gulbenkian Foundation, Paradigma has donated 2000 copies of the book to history teachers across the country via its "Lived History" program.
THE BOOK IN THE LEADING MEDIA
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MEET THE TEAM
Narek
Manukyan
Project initiation, editing, classification of learning strategies
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Co-founder at Paradigma Educational Foundation
Zohrab
Gevorgyan
Adaptation of learning strategies to the content of Armenian history and teaching
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Researcher at the Institute of History at Armenia's National Academy of Sciences, lecturer at the American University of Armenia
Talin
Saghdasaryan
Co-editing, translation, project management, academic citations
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Project Manager at Paradigma Educational Foundation
Arthur
Chapman
Author of the chapter on Developing Historical Thinking.
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Associate Professor in History Education at UCL IOE, Managing editor of the History Education Research Journal,
THE BOOK IN VIDEO INTERVIEWS
EXTENDED BOOK REVIEWS
"Why and How? presents an innovative and brilliant work that will certainly get any history instructor to rethink their pedagogic approaches. The book allows readers not only to question their philosophical approaches in the classroom but also provides concrete practical guidance on how to design both in and out of class assignments in order to enhance active student learning and target specific student learning outcomes. The multiple assignments presented are specific enough for an instructor to directly apply them in the classroom, but their strength particularly lies in that they serve as models, which can be modified to fit any historical topic of choice."
Dzovinar Derderian, PhD
American University of Armenia