This book offers the tools teachers need to get started with a more thoughtful and compelling approach to teaching history, one that develops literacy and higher-order thinking skills, connects the past to students' lives today, and meets social studies 3C standards and most state standards (grades 6-12). The author provides over 90 primary sources organized into seven thematic units, each structured around an essential question from world history. As students analyze carefully excerpted documents--including speeches by queens and rebels, ancient artifacts, and social media posts--they build an understanding of how diverse historical figures have approached key issues. At the same time, students learn to participate in civic debates and develop their own views on what it means to be a 21st-century citizen of the world. Each unit connects to current events with dynamic classroom activities that make history come alive. In addition to the documents themselves, this teaching manual provides strategies to assess student learning; mini-lectures designed to introduce documents; activities and reproducibles to help students process, display, and integrate their learning; guidance to help teachers create their own units; guidelines for respectful student debate and discussion; and more. Book Features: A timely aid for secondary school teachers tasked with meeting standards and other state-level quality requirements. An approach that promotes student engagement and critical thinking to replace or augment a traditional textbook. Challenges to the "master narrative" of world history from figures like Queen Nzinga and Huda Sha'arawi, as well as traditionally recognized historical figures such as Pericles and Napoleon. Essential questions to help students explore seven of the most important recurring themes in world history. Role-plays and debates to promote interaction among students. Printable copies of the documents included in the book can be downloaded at tcpress.com.
This book offers the tools teachers need to get started with an innovative approach to teaching history, one that develops literacy and higher-order thinking skills, connects the past to students' lives today, and meets Common Core State ...
Using essential questions can be challenging—for both teachers and students—and this book provides guidance through practical and proven processes, as well as suggested "response strategies" to encourage student engagement.
Shanker, T. (August 23, 2007, corrected August 25, 2007) “Historians question Bush's reading of lessons of Vietnam War for Iraq,” The New York Times. Online. ... Walzer, M. (2004) Arguing about War, New Haven, CT: Yale University Press.
This practical handbook is designed to help anyone who is preparing to teach a world history course - or wants to teach it better.
Sadker, M. and Sadker, D. (1994) Failing at Fairness, New York: Scribner's. Stone, l. (1996) “Feminist political theory: Contributions to a conception of citizenship,” Theory and Research in Social Education 24 (1): 36–53.
Montreuil-Bellay, FR.: Editions C.M.D. Heilbroner, R. 1967. The worldly philosophers. New York: Simon and Schuster. Henretta, J. et al. 2014. America's history: For the AP® course eighth edition. New York: Bedford/St. Martins. Hergé.
This four-part volume identifies the problems and issues in late 20th and early 21st-century history education, working towards an understanding of this evolving field.
This engaging book offers effective, creative strategies for integrating primary source materials and providing cross-curricular ideas. This resource is aligned to the interdisciplinary themes from the Partnership for 21st Century Skills.
teach United States history through New Jersey's rest stops. Note the names and dates of the persons honored below. For teachers in the Northeastern Corridor whose students have likely traveled or will travel the famous roadway, ...
... by no means a new concept to American history, but its significance is understood in the last decade of the twentieth century perhaps better than and differently from the way it was understood in Frederick Jackson Turner's heyday.