History Education and International Relations
May 12, 2012 | 
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History Education and International Relations
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History Education and International Relations
Instructional Strategies for Middle and Secondary Social Studies: Methods, Assessment, and Classroom Management
Instructional Strategies for Middle and Secondary Social Studies: Methods, Assessment, and Classroom Management Review
Instructional Strategies for Middle and Secondary Social Studies: Methods, Assessment, and Classroom Management Overview
Instructional Strategies for Middle and Secondary Social Studies is an exciting methods-based text that integrates appropriate management and assessment techniques with seven distinct teaching strategies. Writing explicitly for pre-service social studies teachers, veteran teacher educators Bruce E. Larson and Timothy A. Keiper offer detailed descriptions of a range of teaching techniques, from lectures to role plays to student-directed investigations. It provides a practical guide for considering when to use what strategy, how to determine that students meet learning objectives with a particular strategy, and how to keep the learning environment positive.
Special features include:
- Clear, step-by-step descriptions of the seven categories of instructional strategies that social studies teachers need most to engage all students and promote student learning.
- Practical ways to manage the learning environment and assess student learning for each of the instructional strategies.
- Rich, detailed and social studies-specific examples to illustrate each concept or teaching method described.
- Guidelines for deciding how each strategy might allow for diverse learners and differentiated learning environments.
- Clear and concrete guidelines for setting course goals and objectives as well as writing unit plans and lesson plans.
For any aspiring social studies teacher who wants to make the most informed decisions about day-to-day instructional strategies, the unique integration and contextualization of curriculum, instruction, assessment, and classroom management that this textbook offers will make this an invaluable resource.
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Stones into Schools: Promoting Peace with Education in Afghanistan and Pakistan
Stones into Schools: Promoting Peace with Education in Afghanistan and Pakistan Review
Stones into Schools: Promoting Peace with Education in Afghanistan and Pakistan Overview
In this dramatic first-person narrative, Greg Mortenson picks up where “Three Cups of Tea” left off in 2003, recounting his relentless, ongoing efforts to establish schools for girls in Afghanistan; his extensive work in Azad Kashmir and Pakistan after a massive earthquake hit the region in 2005; and the unique ways he has built relationships with Islamic clerics, militia commanders, and tribal leaders even as he was dodging shootouts with feuding Afghan warlords and surviving an eight-day armed abduction by the Taliban. He shares for the first time his broader vision to promote peace through education and literacy, as well as touching on military matters, Islam, and women – all woven together with the many rich personal stories of the people who have been involved in this remarkable two-decade humanitarian effort.
Stones into Schools: Promoting Peace with Education in Afghanistan and Pakistan Specifications
From Viking Press
In regards to the 60 Minutes episode that aired April 17, 2011: “Greg Mortenson’s work as a humanitarian in Afghanistan and Pakistan has provided tens of thousands of children with an education. 60 Minutes is a serious news organization and in the wake of their report, Viking plans to carefully review the materials with the author.”
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In Search of America’s Past: Learning to Read History in Elementary School
In Search of America’s Past: Learning to Read History in Elementary School Review
In Search of America’s Past: Learning to Read History in Elementary School Overview
Bruce VanSledright shows how young students can benefit from an investigative, inquiry-based approach to the study of history, as called for by the national standards. Addressing important questions about the teaching and learning of history in today’s diverse classrooms, this volume conveys the results of an innovative teacher-research project using engaging stories of VanSledright’s classroom experiences, provides examples and guidelines for teaching novices to engage in historical investigations (in contrast to memorizing details in a textbook), offers strong evidence that children do have the intellectual capacity to judge the validity, reliability, and perspective of historical documents and images, and wrestles with a number of issues facing history teachers who wish to embark on ambitious projects with their students that can take them against the grain of policy mandates (such as recall-based, high-stakes testing).
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