Interpreting National History

Terrie Epstein is Associate Professor in the Department of Curriculum and Teaching, Hunter College and an affiliated faculty member of the Ph. D. Program in Urban Education at the CUNY Graduate Center.

"Her [Epstein] book should appeal to several audiences. First, particularly for students of educational research, her analysis of how and why children and adolescents arrive at school with substantially different preconceived narratives about American history--and complete entire history courses with those dichotomous narratives substantially intact--makes a fascinating and instructive research case study (Yin, 2009) on the effects of pedagogy and curriculum materials on learning....Second, particularly for teachers of history, social studies, and race and ethnicity, her book provides several empirically-tested suggestions for how best to teach about and discuss issues of race, both to ethnically homogenous and multi-ethnic classes. Moreover, she provides numerous resources for curriculum and supplemental materials and activities that could well enrich both in-class and out-of-class learning about race in U.S. history." -- Teachers College Record, Date Published: January 22, 2009"Overall, this text serves as a great tool for those who wish to see the interplay between culturally responsive, culturally relevant, and social justice education. Epstein masterfully makes a case for the presence of these elements in the teaching of national history in order to enact altering learning experiences for all students, regardless of race." -- Alexandra Cuenca, Education Review, Date Published: April 23, 2009"Epstein’s work provides an in-depth and rich set of data and findings that would be suitable for a range of classes, from pre-service programs through doctoral-level classes. The writing is accessible and engaging, and at 146 pages, compact and approachable."—Jeremy Stoddard, Theory & Research in Social Education (Winter 2009): 140-143

• Series Editor's Introduction Lee Anne BellPrefaceAcknowledgmentsChapter 1: Whose History? The Role of Identity, Pedagogy, and Power in Teaching and Learning U.S. HistoryChapter 2: Mixed Messages and Missed Opportunities: Teachers’ Perspectives and Pedagogies on Race and Rights in U.S. HistoryChapter 3: The Racial Divide: Differences in White and Black Students’ Interpretations of U.S. HistoryChapter 4: Beyond the Classroom Door: Differences in Adolescents’ and Adults’ Interpretations of History and Society in Home and Community SettingsChapter 5: Re-envisioning the Racial Divide: Teaching and Learning History Across DifferencesAppendix A: Fifth Grade Picture CardsAppendix B: Picture Cards for Eighth and Eleventh GradersAppendix C: Research MethodsReferencesIndex