Description
Book SynopsisThe question that animates volume, 16th in the Service-Learning in the Disciplines Series, is: Why connect service-learning to history courses? The contributors answer that question in different ways and illustrate and highlight a diversity of historical approaches and interpretations. All agree, however, that they do their jobs better as teachers (and in some cases as researchers) by engaging their students in service-learning. An interesting read with a compelling case for the importance of history and how service-learning can improve the historian’s craft.
Table of ContentsAbout This Series—Edward Zlotkowski Introduction—Ira Harkavy and Bill M. Donovan Part One. Perspectives on History and Service-Learning Service-Learning as a Strategy for Advancing the Contemporary University and the Discipline of History—Bill M. Donovan Service-Learning, Academically Based Community Service, and the Historic Mission of the American Urban Research University—Ira Harkavy Emerson's Prophecy—John Saltmarsh Service-Learning and History. Training the Metaphorical Mind—J. Matthew Gallman Part Two. Case Studies—American History The Turnerian Frontier. A New Approach to the Study of the American Character—Michel Zuckerman Reflections of a Historian on Teaching a Service-Learning Course About Poverty and Homelessness in America—Albert Camarillo History as Public Work—Elisa von Joeden-Forgey and John Puckett Reclaiming the Historical Tradition of Service in the African-American Community—Beverly W. Jones Part Three. Case Studies—Latin-American and European History Service-Learning as a Tool of Engagement. From Thomas Aquinas to Che Guevara—Bill M. Donovan Serving and Learning in the Chilean Desert—Marshall C. Eakin Classical Studies and the Search for Community—Ralph M. Rosen The Unspoken Purposes of Service-Learning. Teaching the Holocaust—Steve Hochstadt Appendix Annotated Bibliography—Bill M. Donovan and John Saltmarsh Contributors to This Volume
