Teaching history for the common good
This book reviews research on elementary & middle schools students' historical thinking.Grounded in the theoretical context of mediated action,it addresses the breadth of social practices, settings, purposes & tools that influence students.
Uložené v:
| Hlavní autori: | , |
|---|---|
| Médium: | E-kniha Kniha |
| Jazyk: | English |
| Vydavateľské údaje: |
Mahwah, NJ
Erlbaum
2004
Lawrence Erlbaum Associates, Inc., Publishers Taylor and Francis Lawrence Erlbaum Associates Taylor & Francis Group Routledge Lawrence Erlbaum |
| Vydanie: | 1 |
| Predmet: | |
| ISBN: | 9780805839302, 9780805839319, 0805839313, 0805839305 |
| On-line prístup: | Získať plný text |
| Tagy: |
Pridať tag
Žiadne tagy, Buďte prvý, kto otaguje tento záznam!
|
| Abstract | This book reviews research on elementary & middle schools students' historical thinking.Grounded in the theoretical context of mediated action,it addresses the breadth of social practices, settings, purposes & tools that influence students. |
|---|---|
| AbstractList | In Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking. In many cases, disagreements about what should be taught to the nation's children and how it should be presented reflect fundamental differences that will not easily be resolved. A central premise of this book, though, is that systematic theory and research can play an important role in such debates by providing evidence of how students think, how their ideas interact with the information they encounter both in school and out, and how these ideas differ across contexts. Such evidence is needed as an alternative to the untested assumptions that plague so many discussions of history education. The authors review research on students' historical thinking and set it in the theoretical context of mediated action--an approach that calls attention to the concrete actions that people undertake, the human agents responsible for such actions, the cultural tools that aid and constrain them, their purposes, and their social contexts. They explain how this theory allows educators to address the breadth of practices, settings, purposes, and tools that influence students' developing understanding of the past, as well as how it provides an alternative to the academic discipline of history as a way of making decisions about teaching and learning the subject in schools. Beyond simply describing the factors that influence students' thinking, Barton and Levstik evaluate their implications for historical understanding and civic engagement. They base these evaluations not on the disciplinary study of history, but on the purpose of social education--preparing students for participation in a pluralist democracy. Their ultimate concern is how history can he This book reviews research on elementary & middle schools students' historical thinking.Grounded in the theoretical context of mediated action,it addresses the breadth of social practices, settings, purposes & tools that influence students. In Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking. In many cases, disagreements about what should be taught to the nation's children and how it should be presented reflect fundamental differences that will not easily be resolved. A central premise of this book, though, is that systematic theory and research can play an important role in such debates by providing evidence of how students think, how their ideas interact with the information they encounter both in school and out, and how these ideas differ across contexts. Such evidence is needed as an alternative to the untested assumptions that plague so many discussions of history education. The authors review research on students' historical thinking and set it in the theoretical context of mediated action --an approach that calls attention to the concrete actions that people undertake, the human agents responsible for such actions, the cultural tools that aid and constrain them, their purposes, and their social contexts. They explain how this theory allows educators to address the breadth of practices, settings, purposes, and tools that influence students' developing understanding of the past, as well as how it provides an alternative to the academic discipline of history as a way of making decisions about teaching and learning the subject in schools. Beyond simply describing the factors that influence students' thinking, Barton and Levstik evaluate their implications for historical understanding and civic engagement. They base these evaluations not on the disciplinary study of history, but on the purpose of social education--preparing students for participation in a pluralist democracy. Their ultimate concern is how history can help citizens engage in collaboration toward the common good. In Teaching History for the Common Good, Barton and Levstik: *discuss the contribution of theory and research, explain the theory of mediated action and how it guides their analysis, and describe research on children's (and adults') knowledge of and interest in history; *lay out a vision of pluralist, participatory democracy and its relationship to the humanistic study of history as a basis for evaluating the perspectives on the past that influence students' learning; *explore four principal "stances" toward history (identification, analysis, moral response, and exhibition), review research on the extent to which children and adolescents understand and accept each of these, and examine how the stances might contribute to--or detract from--participation in a pluralist democracy; *address six of the principal "tools" of history (narrative structure, stories of individual achievement and motivation, national narratives, inquiry, empathy as perspective-taking, and empathy as caring); and *review research and conventional wisdom on teachers' knowledge and practice, and argue that for teachers to embrace investigative, multi-perspectival approaches to history they need more than knowledge of content and pedagogy, they need a guiding purpose that can be fulfilled only by these approaches--and preparation for participatory democracy provides such purpose. Teaching History for the Common Good is essential reading for history and social studies professionals, researchers, teacher educators, and students, as well as for policymakers, parents, and members of the general public who are interested in history education or in students' thinking and learning about the subject. Contents: Preface. A Sociocultural Perspective on History Education. Participatory Democracy and Democratic Humanism. The Identification Stance. The Analytic Stance. The Moral Response Stance. The Exhibition Stance. Narrative Structure and History Education. Narratives of Individual Achievement and Motivation. The Story of National Freedom and Progress. Inquiry. Historical Empathy as Perspective Recognition. Empathy as Caring. Teacher Education and the Purposes of History. In Teaching History for the Common Good,Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking. In many cases, disagreements about what should be taught to the nation's children and how it should be presented reflect fundamental differences that will not easily be resolved. A central premise of this book, though, is that systematic theory and research can play an important role in such debates by providing evidence of how students think, how their ideas interact with the information they encounter both in school and out, and how these ideas differ across contexts. Such evidence is needed as an alternative to the untested assumptions that plague so many discussions of history education. The authors review research on students' historical thinking and set it in the theoretical context of mediated action--an approach that calls attention to the concrete actions that people undertake, the human agents responsible for such actions, the cultural tools that aid and constrain them, their purposes, and their social contexts. They explain how this theory allows educators to address the breadth of practices, settings, purposes, and tools that influence students' developing understanding of the past, as well as how it provides an alternative to the academic discipline of history as a way of making decisions about teaching and learning the subject in schools. Beyond simply describing the factors that influence students' thinking, Barton and Levstik evaluate their implications for historical understanding and civic engagement. They base these evaluations not on the disciplinary study of history, but on the purpose of social education--preparing students for participation in a pluralist democracy. Their ultimate concern is how history can help citizens engage in collaboration toward the common good. In Teaching History for the Common Good,Barton and Levstik:*discuss the contribution of theory and research, explain the theory of mediated action and how it guides their analysis, and describe research on children's (and adults') knowledge of and interest in history; *lay out a vision of pluralist, participatory democracy and its relationship to the humanistic study of history as a basis for evaluating the perspectives on the past that influence students' learning; *explore four principal "stances" toward history (identification, analysis, moral response, and exhibition), review research on the extent to which children and adolescents understand and accept each of these, and examine how the stances might contribute to--or detract from--participation in a pluralist democracy; *address six of the principal "tools" of history (narrative structure, stories of individual achievement and motivation, national narratives, inquiry, empathy as perspective-taking, and empathy as caring); and *review research and conventional wisdom on teachers' knowledge and practice, and argue that for teachers to embrace investigative, multi-perspectival approaches to history they need more than knowledge of content and pedagogy, they need a guiding purpose that can be fulfilled only by these approaches--and preparation for participatory democracy provides such purpose. Teaching History for the Common Goodis essential reading for history and social studies professionals, researchers, teacher educators, and students, as well as for policymakers, parents, and members of the general public who are interested in history education or in students' thinking and learning about the subject. In Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking. In many cases, disagreements about what should be taught to the nation's children and how it should be presented reflect fundamental differences that will not easily be resolved. A central premise of this book, though, is that systematic theory and research can play an important role in such debates by providing evidence of how students think, how their ideas interact with the information they encounter both in school and out, and how these ideas differ across contexts. Such evidence is needed as an alternative to the untested assumptions that plague so many discussions of history education. The authors review research on students' historical thinking and set it in the theoretical context of mediated action--an approach that calls attention to the concrete actions that people undertake, the human agents responsible for such actions, the cultural tools that aid and constrain them, their purposes, and their social contexts. They explain how this theory allows educators to address the breadth of practices, settings, purposes, and tools that influence students' developing understanding of the past, as well as how it provides an alternative to the academic discipline of history as a way of making decisions about teaching and learning the subject in schools. Beyond simply describing the factors that influence students' thinking, Barton and Levstik evaluate their implications for historical understanding and civic engagement. They base these evaluations not on the disciplinary study of history, but on the purpose of social education--preparing students for participation in a pluralist democracy. Their ultimate concern is how history can help citizens engage in collaboration toward the common good. In Teaching History for the Common Good, Barton and Levstik: *discuss the contribution of theory and research, explain the theory of mediated action and how it guides their analysis, and describe research on children's (and adults') knowledge of and interest in history; *lay out a vision of pluralist, participatory democracy and its relationship to the humanistic study of history as a basis for evaluating the perspectives on the past that influence students' learning; *explore four principal "stances" toward history (identification, analysis, moral response, and exhibition), review research on the extent to which children and adolescents understand and accept each of these, and examine how the stances might contribute to--or detract from--participation in a pluralist democracy; *address six of the principal "tools" of history (narrative structure, stories of individual achievement and motivation, national narratives, inquiry, empathy as perspective-taking, and empathy as caring); and *review research and conventional wisdom on teachers' knowledge and practice, and argue that for teachers to embrace investigative, multi-perspectival approaches to history they need more than knowledge of content and pedagogy, they need a guiding purpose that can be fulfilled only by these approaches--and preparation for participatory democracy provides such purpose. Teaching History for the Common Good is essential reading for history and social studies professionals, researchers, teacher educators, and students, as well as for policymakers, parents, and members of the general public who are interested in history education or in students' thinking and learning about the subject. |
| Author | Barton, Keith C Levstik, Linda S |
| Author_xml | – sequence: 1 fullname: Barton, Keith C – sequence: 2 fullname: Levstik, Linda S |
| BackLink | http://www.fachportal-paedagogik.de/fis_bildung/suche/fis_set.html?FId=740602$$DAccess content in the German Education Portal https://cir.nii.ac.jp/crid/1130282270078763648$$DView record in CiNii |
| BookMark | eNqNkk1rGzEQhlXalCapj730tIeQUKjb0bd0TI37AYFeQq9C1mpj1WvJlTYJ_vfVekshUKjnoGHgeWeGV3OGXsQUPUJvMHxglLCPWirMMAgMHNQzNBtrTLlgHDP2_FCDAq6opkBO0BkBoMC1YPQlOmWS6ypW6hWalfITahAuMJan6OLWW7cO8a5ZhzKkvG-6lJth7RuXttsUm7uU2tfopLN98bM_-Rz9-Ly8XXyd33z_8m1xfTO3StTxc8_blZVKg3faOamE8w5T6iXDjjEqW42V1U5bq5RdeXDMA-vcynaVxbyl5-j91Pg--uKSGVObnLF5Y5gihJpdd9gesNCk4u8m3JaNfyzr1A_FPPR-ldKmmCeWHcH-tfN4lsrKXk3sLqdf974M5oA5H4dse7P8tOBEE42hkpf_IQllRI2rXkxgDMG4ML51IJBqgASQSgoq2IixCQux_tnWPqbct2aw-z7lLtvoQvm3EcvjZBjMeHpP5ebB5xJSHM1_O_Vpw64zuxy2Nu-NZCCA0N_bx8qW |
| ContentType | eBook Book |
| Copyright | Copyright © 2004 by Lawrence Erlbaum Associates, Inc. |
| Copyright_xml | – notice: Copyright © 2004 by Lawrence Erlbaum Associates, Inc. |
| DBID | 9S6 RYH AEWAE |
| DEWEY | 372.89 |
| DOI | 10.4324/9781410610508 |
| DatabaseName | FIS Bildung Literaturdatenbank CiNii Complete UNESDOC – UNESCO Digital Library |
| DatabaseTitleList | |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Education Geography |
| EISBN | 9781135645144 1135645140 9781410610508 1135645132 1410610500 9781135645137 9780805839302 0805839305 |
| Edition | 1 1st edition. |
| ExternalDocumentID | ark_48223_pf0000201692 9781410610508 9781135645144 9781135645137 EBC5292910 EBC234288 BA68097686 10_4324_9781410610508_version2 740602 |
| GeographicLocations | USA |
| GeographicLocations_xml | – name: USA |
| GroupedDBID | -VX 089 17Z 1FK 1FL 2.1 20A 38. 9S6 A4I A4J AABBV ABARN ABEQL ABQPQ ABYSD ACEEQ ADVEM AERYV AEUHU AFXGA AIXPE AIXXW AJFER ALLRM ALMA_UNASSIGNED_HOLDINGS AMYDA AZZ BBABE BC- BDHCZ CABBG CJWYM CUESX CZZ DUGUG EBATF EBSCA ECOWB INALI JJU JTX KAH MYL ONAOG PLCCB PQEST PQQKQ US2 XI1 ABMRC ACLGV AHWGJ ALKVF ARICS RYH AEWAE |
| ID | FETCH-LOGICAL-a86808-e5dba7890ec9cc786cec133e741c4437d918a9c9aa88abe0c4e04fcbaf78615d3 |
| ISBN | 9780805839302 9780805839319 0805839313 0805839305 |
| IngestDate | Wed Nov 26 01:04:45 EST 2025 Wed Jun 04 05:48:17 EDT 2025 Fri Nov 08 01:50:33 EST 2024 Fri Nov 08 03:26:42 EST 2024 Fri May 30 12:03:26 EDT 2025 Wed Nov 26 06:57:00 EST 2025 Thu Jun 26 21:02:19 EDT 2025 Tue Jul 22 03:50:49 EDT 2025 Fri Mar 28 05:27:15 EDT 2025 Mon Jun 19 15:29:46 EDT 2023 |
| IsDoiOpenAccess | true |
| IsOpenAccess | true |
| IsPeerReviewed | false |
| IsScholarly | false |
| Keywords | college Historical Empathy education Sam Wineburg Contemporary Society Emancipation Proclamation northern Civic Education Bruce VanSledright Common Languages Information Age Publishing teachers press bruce Salem Witch Trials jere Citizenship Education High School History Teacher Elementary Student Teachers Professional Development vansledright History Education Elementary Social Studies Teachers Perspective Recognition Specific Actions Students Pneumonic Plague Evaluation Technical Report Social Studies Methods brophy Eric Document Reproduction Service Lexington Green Van Hover Pedagogical Content Knowledge ireland University Of Wisconsin |
| LCCN | 2003059643 |
| LCCallNum_Ident | LB1582.U6 |
| Language | English |
| LinkModel | OpenURL |
| MergedId | FETCHMERGED-LOGICAL-a86808-e5dba7890ec9cc786cec133e741c4437d918a9c9aa88abe0c4e04fcbaf78615d3 |
| Notes | Includes bibliographical references and indexes |
| OCLC | 475941088 1027206608 |
| OpenAccessLink | https://unesdoc.unesco.org/ark:/48223/pf0000201692 |
| PQID | EBC234288 |
| PageCount | XI, 288 |
| ParticipantIDs | unesco_unesdoc_ark_48223_pf0000201692 askewsholts_vlebooks_9781410610508 askewsholts_vlebooks_9781135645144 askewsholts_vlebooks_9781135645137 proquest_ebookcentral_EBC5292910 proquest_ebookcentral_EBC234288 nii_cinii_1130282270078763648 informaworld_taylorfrancisbooks_9781410610508 informaworld_taylorfrancisbooks_10_4324_9781410610508_version2 dipf_primary_740602 |
| PublicationCentury | 2000 |
| PublicationDate | 2004 20040713 2004-07-13 2004-04-14 |
| PublicationDateYYYYMMDD | 2004-01-01 2004-07-13 2004-04-14 |
| PublicationDate_xml | – year: 2004 text: 2004 |
| PublicationDecade | 2000 |
| PublicationPlace | Mahwah, NJ |
| PublicationPlace_xml | – name: Mahwah, NJ – name: Mahwah, N.J – name: Oxford – name: Milton – name: US |
| PublicationYear | 2004 |
| Publisher | Erlbaum Lawrence Erlbaum Associates, Inc., Publishers Taylor and Francis Lawrence Erlbaum Associates Taylor & Francis Group Routledge Lawrence Erlbaum |
| Publisher_xml | – name: Erlbaum – name: Lawrence Erlbaum Associates, Inc., Publishers – name: Taylor and Francis – name: Lawrence Erlbaum Associates – name: Taylor & Francis Group – name: Routledge – name: Lawrence Erlbaum |
| SSID | ssj0000256117 ssib013890432 ssib026746964 |
| Score | 2.6466446 |
| Snippet | In Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the... This book reviews research on elementary & middle schools students' historical thinking.Grounded in the theoretical context of mediated action,it addresses the... In Teaching History for the Common Good,Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public... |
| SourceID | unesco askewsholts proquest nii informaworld dipf |
| SourceType | Aggregation Database Publisher |
| SubjectTerms | Civic education Civics Civics -- Study and teaching (Elementary) -- United States Civics -- Study and teaching (Middle school) -- United States Democracy Elementary Education Geography History History -- Study and teaching (Elementary) -- United States History -- Study and teaching (Middle school) -- United States History education Primary Sociology of Education Study and teaching (Elementary) United States USA |
| TableOfContents | Affordances and Constraints of the Narrative of Freedom and Progress -- Conclusions -- 10. Inquiry -- Inquiry as Reflective Thought -- Affordances of Inquiry as a Tool -- Students Engaging in Inquiry: Problems and Possibilities -- The Tool of Inquiry and Its Component Parts -- Conclusions -- 11. Historical Empathy as Perspective Recognition -- The Components of Historical Empathy -- A Sense of "Otherness" -- Shared Normalcy -- Historical Contextualization -- Multiplicity of Historical Perspectives -- Contextualization of the Present -- The Constraint of Empathy as Perspective Recognition -- Conclusions -- 12. Empathy as Caring -- Varieties of Care in History Education -- Caring About -- Caring That -- Caring For -- Caring To -- The Place of Care in the Tool Kit of History Education -- Conclusions -- 13. Teacher Education and the Purposes of History -- Teacher Knowledge and Education Reform -- The Pedagogical Content Knowledge of History Teachers -- Pedagogical Content Knowledge and Classroom Practice -- The Practice of History Teaching -- The Role of Purpose in History Teaching -- Changing the Practice of History Teaching -- Author Index -- Subject Index Front Cover -- Teaching History for the Common Good -- Copyright Page -- Contents -- Preface -- 1. A Sociocultural Perspective on History Education -- Using Theory and Research to Make Sense of History Education -- The Four Stances: Purpose and Practice in Learning History -- Tools for Making Sense of the Past -- Children and Adults as Active Agents of Historical Learning -- Contexts of Historical Learning -- Conclusions -- 2. Participatory Democracy and Democratic Humanism -- The Need for a Rationale for History Education -- Public Education and Democratic Citizenship -- Education for Democratic Participation -- Conclusions -- 3. The Identification Stance -- Identification With Personal and Family History -- National Identification -- Identification of the Present With the National Past -- Identification, Participation, and Pluralism -- Conclusions -- 4. The Analytic Stance -- The History of the Present -- Learning Lessons From the Past -- Learning How Historical Accounts Are Created -- Conclusions -- 5. The Moral Response Stance -- Remembrance and Forgetting -- Fairness and Justice -- Heroes and Heroism -- Conclusions -- 6. The Exhibition Stance -- Exhibition as Personal Fulfillment -- Exhibition as Accountability -- Exhibition as Service to Others -- Conclusions -- 7. Narrative Structure and History Education -- The Meaning of Narrative -- Students and Historical Narratives -- Affordances and Constraints of Narrative -- Narrative Structure as a Cultural Tool -- Conclusions -- 8. Narratives of Individual Achievement and Motivation -- The Role of Individual Narratives in History Education -- The Appeal and Limitations of Individual Narratives -- Individual Narratives as a Cultural Tool -- Conclusions -- 9. The Story of National Freedom and Progress -- Appropriation of the U.S. National Narrative -- Diversity in Use of the National Narrative |
| Title | Teaching history for the common good |
| URI | http://www.fachportal-paedagogik.de/fis_bildung/suche/fis_set.html?FId=740602 https://www.taylorfrancis.com/books/9781410610508 https://www.taylorfrancis.com/books/9781135645137 https://cir.nii.ac.jp/crid/1130282270078763648 https://ebookcentral.proquest.com/lib/[SITE_ID]/detail.action?docID=234288 https://ebookcentral.proquest.com/lib/[SITE_ID]/detail.action?docID=5292910 https://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9781135645137 https://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9781135645144&uid=none https://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9781410610508 https://unesdoc.unesco.org/ark:/48223/pf0000201692 |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| link | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwtV1Bb9MwFLag5cBOMEAU2Bah9RgRx3adXDhQOk1CTBwqtJvlOLYUDYXQdtX497wXu6HJNAYHLmmTWs_t-17t9-zn7xFyipxW1lgdO-t0zG2SxIVOROxcQgtBSyeMbotNyIuL7PIy_xIKaK3bcgKyrrObm7z5r1DDMwAbj87-A9ydUHgA7wF0uALscB14xN1tQHyXGOmpP352GYR4CATJM0JdeL9wuQp5858srsTOe9E_H0T_y1uFOPbWrHZRIqZygpckWgKFW2MmUvL5NIl-uwEN9eLDXKTgS9Fkys6aHzHW7cL97Sn76HX4kIxTLpgYkTHMqIvP3UoXelWUSk9wir296_V1QA70-gpGdBjtN0i-WlaNGxDHwsRfV1U_CLiGqcDsOwPLJ2Rs8YTIU_LA1odY9jqkyDwjpzsIogBBBMIjgCDyEEQIwXPy9WyxnJ_HoQxFrDMsTBJbURYaDwxbkxsjs5mxBkJ7C86Y4ZzJMqeZzk2udZbpwiYGTJ47U2gHbako2Qsyqr_X9iWJJI5ydKY5RI08Z0VuLZUwCJaOYyqAnJC3e8pQ22_tlvlaocYoQ-Yfyv6mEed_atTpfkIOUduq8cwmSoJ7l6QT8n5f-WrTGpnz9uWlQOiISPalqa1f4gUB8X0CBl_jCOBVpsIrxa10cFsleq8w-804fH6yA161PyMkLiswypRBAA0tojtbBLOdkKk3GYUvWHNHr64Uh56Yalxrp8hMlL66X9Rr8vj3f_ENGW1W1_aIPDLbTbVeHQf7_wUSRYmy |
| linkProvider | ProQuest Ebooks |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.title=Teaching+History+for+the+Common+Good&rft.au=Barton%2C+Keith+C&rft.date=2004-01-01&rft.pub=Taylor+%26+Francis+Group&rft.isbn=9781410610508&rft_id=info:doi/10.4324%2F9781410610508&rft.externalDocID=EBC5292910 |
| thumbnail_m | http://cvtisr.summon.serialssolutions.com/2.0.0/image/custom?url=https%3A%2F%2Fvle.dmmserver.com%2Fmedia%2F640%2F97811356%2F9781135645137.jpg http://cvtisr.summon.serialssolutions.com/2.0.0/image/custom?url=https%3A%2F%2Fvle.dmmserver.com%2Fmedia%2F640%2F97811356%2F9781135645144.jpg http://cvtisr.summon.serialssolutions.com/2.0.0/image/custom?url=https%3A%2F%2Fvle.dmmserver.com%2Fmedia%2F640%2F97814106%2F9781410610508.jpg http://cvtisr.summon.serialssolutions.com/2.0.0/image/custom?url=https%3A%2F%2Funesdoc.unesco.org%2Fin%2Frest%2FThumb%2Fimage%3Fid%3Dp%3A%3Ausmarcdef_0000201692%26mat%3DBKS |