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Special Issue: New Approaches to Teaching History","","Article in a special issue titled \"New Approaches to Teaching History\" argues that effective history instruction is grounded in engaging and developing students' \"historical imagination.\" It contrasts unproductive classroom practices that rely on memory work, recall, and passive lecturing with interactive strategies that invite students to role-play historians, participate in discussion, and connect historical narratives to real local contexts, fostering curiosity and lifelong learning.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/canadian-social-studies-special-issue-new-approaches-to-teaching-history/597739/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/canadian-social-studies-special-issue-new-approaches-to-teaching-history/597739.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the author mean by students' \"historical imagination\"?","Question",{"text":112,"@type":113},"It refers to the ability to engage imaginatively with past events and perspectives, so history becomes vivid rather than reduced to memorized names and dates.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why does the author criticize traditional history teaching methods?",{"text":117,"@type":113},"He argues that approaches centered on recall, lists, and teacher talk do not build historical context or involve students in imaginative recreation, critical thinking, or active participation.",{"name":119,"@type":110,"acceptedAnswer":120},"What strategies does the author say make history teaching effective?",{"text":121,"@type":113},"He emphasizes providing opportunities for students to do and talk about history, encouraging them to take on the role of historian creatively and critically, and making stories real and relevant through connection to learners' communities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597739,1792085609,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":46,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","CANADIAN SOCIAL STUDIES  \nVOLUME 39 NUMBER 2, WINTER 2005  \n[www.quasar.ualberta.ca/css](www.quasar.ualberta.ca/css)  \nSpecial Issue: New Approaches to Teaching History  \nEngaging Students in Learning History.  \nJohn Fielding  \nQueen's University (Retired, 2002)  \nReturn to Articles  \nAbstract  \nThere are two distinct sections to this article. In the first part, the author's relates, in a personal way, his conviction that the teaching of history is about the engagement and development of the \"historical imagination\" . In the second part Fielding presents not only many strategies for teaching history but also his analysis of these various activities in terms of how effectively they engage  \nstudents' \"historical imagination.\"  \nThe context  \nIt is easier to comment on how not to teach history than it is on how to teach it. I only have to recall the hundreds of negative reactions from adults when I told them I am a history teacher.\"Oh! That was my worse subject.\" \"I hated history.\" \"History was boring.\" \"Names and dates, that's all it was.\" and \"I can't remember any of it!\"  \nTo my question, why didn't they like history, their response was one of the following: memory work, recall, list of names and dates, not relevant, didn't interest them, teacher talked all the time, and we didn't do anything.  \nOn the other hand, one can also learn how history was taught effectively from the 1 or 2 people out of 10 who loved history in school. Their teachers took them on field trips, they recreated history through drama, the teacher was a great storyteller, they had great discussions  \nthe teachers made it interesting. These people often described their history learning with the word engaging.  \nHere is the reason I studied history and why I became a History teacher. In grade four an austere woman teacher, who slapped with a ruler any unsuspecting child who looked sideways, one day did a very unusual thing. She told us to get out of our seats and go to the huge windows at the side of the classroom. There we were instructed to observe the Grand River. Paris Central School sat on a hill overlooking the Grand, which flowed through the little town of Paris, Ontario. She said, \"Try to imagine Father Marquette and his partner in  \nexploration Louis Joliet in their birch bark canoes paddling down our river through the forested wilderness past our school.\"  \n\"Of course our school would not have been there,\" she exclaimed!  \nAfter a few minutes of scene setting, dreamy gazing for some, but rather intense imaging forme,(probably a first, since I was a very weak student in my early school years, I even failed grade 2) we were smartly whisked back to our desks. Here the rest ofthe story with dates and details continued. From that moment on, however, I was fascinated with these explorers. I had imagined that I actually saw them. My historical imagination had been engaged and it has never been turned off. History came alive for me that day! Later in grade 12 and 13 when I was confronted with deciding what to do for the rest of my life I couldn't get that moment with history out of my head. That unusual day, the teacher did 4 important things. She made history active we moved out of our desks. She asked us to use our imaginations. She told the story of Marquette and Joliet's travel and explorations. And she made it real and relevant we looked at the river in our own community.  \nI think that the first priority in how to teach history effectively is to develop learning strategies that arouse and engage the historical imaginations of our students. How we do that is by providing them with opportunities to do and to talk about history. We need to encourage students to take on the role of the historian in a creative and critical way. It is not by filling them with a narrative of names and dates for recall and test purposes. They will learn lots of solid history, including names and dates, just as I have, but they will learn it through involvement. Ever since I ","cbCairXQSUUsucLB","https://ap.wps.com/l/cbCairXQSUUsucLB","pdf",300099,"English","# The context\n## Negative reactions to history teaching\n## Why some students loved history\n# A personal origin story: engaging historical imagination\n## The Grand River classroom moment\n## Four actions that made history active\n# Priorities for effective history teaching\n## Learning strategies and opportunities to do and talk\n## Not filling students with names and dates","[{\"question\":\"What does the author mean by students' \\\"historical imagination\\\"?\",\"answer\":\"It refers to the ability to engage imaginatively with past events and perspectives, so history becomes vivid rather than reduced to memorized names and dates.\"},{\"question\":\"Why does the author criticize traditional history teaching methods?\",\"answer\":\"He argues that approaches centered on recall, lists, and teacher talk do not build historical context or involve students in imaginative recreation, critical thinking, or active participation.\"},{\"question\":\"What strategies does the author say make history teaching effective?\",\"answer\":\"He emphasizes providing opportunities for students to do and talk about history, encouraging them to take on the role of historian creatively and critically, and making stories real and relevant through connection to learners' communities.\"}]","Canadian Social Studies - Special Issue: New Approaches to Teaching History | PDF"]