Neumann, Dave. “A Different Way of Viewing History Teaching: Balancing Competing Intellectual Challenges.” (2010)

This article argues that teachers can gain insight into planning effective instruction if they view the challenges they face as fundamentally intellectual (rather than practical),conceptual knowledge and historiography. Recasting these challenges as intellectual ones may seem to complicate the task history teachers face, but it deepens the wisdom of teachers’ planning by helping them to ask the right questions and thus focus on the most important elements of instruction. The author suggests that history teachers face three particular challenges - time, scale and pattern; each challenge is explained in some detail, with examples of instruction provided. The conclusion gives important suggestions for history teachers. First, teachers need substantial content knowledge for their pedagogical ability to develop. Next, the approach described in the article will only work if teachers engage in routine reflection. Finally, it is imperative that teachers routinely and systematically gauge their students’ knowledge and understanding - regularly asking “What will students take away from this lesson?” Substantial notes and suggestions for further reading are provided.