Study on the logic of learning historical concepts in the authentic historical learning: By using the lesson report of history class of B. A. Lesh as a cue

Abstract

The aim of this article is to reveal the logic of learning historical concepts in the authentic historical learning. This article focused on the teaching practice of B. A. Lesh who taught high school U.S. history in Maryland State, U.S. Lesh focused on six historical concepts in his classes. To reveal the logic of learning historical concepts in authentic historical learning, this article analyzed two lesson practices. First lesson practice was “Theodore Roosevelt and the Panama Canal”, which focuses on learning the concept of “text, context, subtext”. The other was “The Truman-MacArthur Debate”, which focuses on learning the concept of “Historical Empathy”. Results revealed three points of significance. First, students needed to continuously use the concept of “text, context, subtext” in reading historical sources. Second, students had to familiarize themselves with historical concepts. Third, students needed to interpret history by using historical concepts synthetically.