{"title":"Social Studies, History \u0026 Civics","description":"","products":[{"product_id":"ai-in-social-studies-education_9780807786680","title":"AI in Social Studies Education","description":"\u003cp\u003e\u003cb\u003eWhether skeptical or enthusiastic about AI, every social studies educator will find something useful for their practice in this book.\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eThe introduction of widely available generative AI tools has caused a frenzy of both positive and negative reactions. Between utopian visions and apocalyptic predictions of AI’s impact on education, there is a need to thoughtfully consider what education in the age of AI can and should look like. \u003c\/p\u003e\u003cp\u003eThis volume focuses on \u003cb\u003ethe implications of AI technology for teachers in K–12 and university settings\u003c\/b\u003e, providing a careful look at its affordances and drawbacks for social studies curriculum and teaching. 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Chapters are written by well-known and new scholars who are enacting teaching and research that center the needs, interests, and experiences of EBML youth. \u003c\/p\u003e\u003cp\u003eDrawing from multiple, intersecting, and interdisciplinary frameworks that focus on culture \u003ci\u003eand\u003c\/i\u003e language, chapters highlight social studies in varying disciplinary and nondisciplinary spaces (e.g., community, geography, family, civics, history) both inside and outside the classroom. \u003cb\u003e Examples of frameworks include culturally relevant and sustaining pedagogies, linguistically responsive teaching, LatCrit and critical pedagogy, translanguaging pedagogy, and transnational citizenship\u003c\/b\u003e. This insightful volume also directly challenges oppressive structures, policies, and practices that continually marginalize EBML students and are rooted in racism, linguicism, and xenophobia. \u003c\/p\u003e\u003cp\u003eThis unique collection is designed for scholars, teachers, and teacher educators to actively read, reflect on, and \u003cb\u003eenact the approaches shared by educators who are doing this work\u003c\/b\u003e. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eHighlights research conducted with youth and teachers in elementary, middle, and secondary school contexts, as well as with preservice teachers and teacher educators.\u003c\/li\u003e\n\u003cli\u003eWritten in a user-friendly format for quick and informative access to theoretical and practical approaches. \u003c\/li\u003e\n\u003cli\u003eOutlines specific ideas for how to prepare pre- and inservice teachers for working with EBML students. \u003c\/li\u003e\n\u003cli\u003eIncludes case studies, unit and lesson plan examples, and vignettes.\u003c\/li\u003e\n\u003cli\u003eConcludes with expert commentaries on where the field of social studies must go next to best meet the dynamic and multifaceted needs of EBML students.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Ashley Taylor Jaffee","offers":[{"title":"Default Title","offer_id":43037200449638,"sku":"9780807786055","price":150.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807786055.jpg?v=1771608215"},{"product_id":"teaching-data-literacy-in-social-studies_9780807786277","title":"Teaching Data Literacy in Social Studies","description":"\u003cp\u003e\u003cb\u003e\u003ci\u003e“Shreiner demonstrates how we use data visualizations to understand and construct arguments about the world around us and provides concrete ideas for how to approach teaching it in social studies classrooms. This book makes teaching data literacy feel relevant, urgent, and—most importantly—doable.” \u003c\/i\u003e\u003c\/b\u003e\u003cb\u003e—Sarah McGrew, University of Maryland\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eReaders will find practical advice and strategies for teaching data literacy in today's K–12 social studies classroom. \u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eWe are surrounded by data and data visualizations in our everyday lives. To \u003cb\u003ehelp ensure that students can critically evaluate data\u003c\/b\u003e—and use it to promote social justice—this book outlines principles and practices for teaching data literacy as part of social studies education. \u003c\/p\u003e\u003cp\u003eThe author shows how social studies content and skills can enhance both data literacy and its importance in supporting students’ historical thinking and civic engagement. Shreiner also provides a rationale for including data literacy in the social studies curriculum and highlights the special knowledge and skills social studies teachers offer in promoting a critical, humanistic form of data literacy. \u003c\/p\u003e\u003cp\u003eRecognizing that many social studies teachers feel poorly equipped to teach data literacy, this book offers practical advice, summaries of the benefits and challenges to students, guidance for incorporating data literacy across elementary and secondary grades, and strategies to help students analyze, use, and create data visualizations.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eHelps social studies teachers and teacher educators understand the value of teaching data literacy.\u003c\/li\u003e\n\u003cli\u003eHighlights the special role social studies teachers can play in supporting critical, humanistic data literacy.\u003c\/li\u003e\n\u003cli\u003eSynthesizes research and scholarship on teaching data literacy in social studies.\u003c\/li\u003e\n\u003cli\u003eProvides a suggested scope and sequence for incorporating data literacy into the social studies curriculum across grade levels.\u003c\/li\u003e\n\u003cli\u003eOffers multiple ideas for resources and tools that can support data literacy instruction in social studies.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Tamara L. Shreiner","offers":[{"title":"Default Title","offer_id":43037198876774,"sku":"9780807786277","price":120.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807786277.jpg?v=1771608216"},{"product_id":"teaching-data-literacy-in-social-studies_9780807786260","title":"Teaching Data Literacy in Social Studies","description":"\u003cp\u003e\u003cb\u003e\u003ci\u003e“Shreiner demonstrates how we use data visualizations to understand and construct arguments about the world around us and provides concrete ideas for how to approach teaching it in social studies classrooms. This book makes teaching data literacy feel relevant, urgent, and—most importantly—doable.” \u003c\/i\u003e\u003c\/b\u003e\u003cb\u003e—Sarah McGrew, University of Maryland\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eReaders will find practical advice and strategies for teaching data literacy in today's K–12 social studies classroom. \u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eWe are surrounded by data and data visualizations in our everyday lives. To \u003cb\u003ehelp ensure that students can critically evaluate data\u003c\/b\u003e—and use it to promote social justice—this book outlines principles and practices for teaching data literacy as part of social studies education. \u003c\/p\u003e\u003cp\u003eThe author shows how social studies content and skills can enhance both data literacy and its importance in supporting students’ historical thinking and civic engagement. Shreiner also provides a rationale for including data literacy in the social studies curriculum and highlights the special knowledge and skills social studies teachers offer in promoting a critical, humanistic form of data literacy. \u003c\/p\u003e\u003cp\u003eRecognizing that many social studies teachers feel poorly equipped to teach data literacy, this book offers practical advice, summaries of the benefits and challenges to students, guidance for incorporating data literacy across elementary and secondary grades, and strategies to help students analyze, use, and create data visualizations.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eHelps social studies teachers and teacher educators understand the value of teaching data literacy.\u003c\/li\u003e\n\u003cli\u003eHighlights the special role social studies teachers can play in supporting critical, humanistic data literacy.\u003c\/li\u003e\n\u003cli\u003eSynthesizes research and scholarship on teaching data literacy in social studies.\u003c\/li\u003e\n\u003cli\u003eProvides a suggested scope and sequence for incorporating data literacy into the social studies curriculum across grade levels.\u003c\/li\u003e\n\u003cli\u003eOffers multiple ideas for resources and tools that can support data literacy instruction in social studies.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Tamara L. Shreiner","offers":[{"title":"Default Title","offer_id":43037198647398,"sku":"9780807786260","price":39.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807786260.jpg?v=1771608216"},{"product_id":"the-theory-story-reader-for-social-studies_9780807786406","title":"The Theory-Story Reader for Social Studies","description":"\u003cp\u003e\u003cb\u003e\u003ci\u003e“If I believe that democracy is for everyone, that students should learn to think and act in the community, and that it is not enough just to learn one story from history, then this book is a wonderful place to begin conversations about building that world.” \u003c\/i\u003e\u003c\/b\u003e\u003cb\u003e\u003ci\u003e—Teachers College Record\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003eTheory holds the capacity to help educators see the world differently, challenge problematic assumptions and practices that cultivate harm, and illuminate pathways toward access, equity, justice, joy, and love. \u003c\/b\u003eWhile it is easy to underestimate the role of theory in such pursuits throughout social studies education, this book shows that theory is always-already present in \u003ci\u003eall\u003c\/i\u003e productions of teaching and learning. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eIn this collection, well-established scholars highlight a broad range of theories that are currently used to alter the landscape of social studies instruction.\u003c\/b\u003e Important to these efforts is the position that theory does not exist in a vacuum, but rather is the reflection of a certain set of concepts \u003ci\u003eand \u003c\/i\u003ethe relationship that one holds to those ideas. Taking these further, each chapter author employs storytelling as a means to share their personal history and unpack how they came to understand their selected theoretical topic. They address a breadth of concepts, such as Black feminism, psychoanalysis, racial capitalism, settler colonialism, sustainability, and technoskepticism. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eThe only resource of its kind that pairs storying with a far-reaching range of theories actively used by scholars in the field of social studies education and research.\u003c\/li\u003e\n\u003cli\u003eBrief chapters, arranged alphabetically by concept, provide structure while also staying true to the book’s framing of theory as being curious, fragmented, nomadic, and discursive.\u003c\/li\u003e\n\u003cli\u003eEmbedded connections within each chapter will help readers understand the relational and entangled nature of theory.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Bretton A. Varga","offers":[{"title":"Default Title","offer_id":43037196910694,"sku":"9780807786406","price":49.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807786406.jpg?v=1771608205"},{"product_id":"teaching-villainification-in-social-studies_9780807769683","title":"Teaching Villainification in Social Studies","description":"\u003cp\u003eIn this collection, scholars from the United States, Canada, and Australia examine the concepts of villainification and antivillainification in social studies curriculum and popular culture, as well as within broader sociocultural contexts. Villainification is the process of identifying an individual or a small group of individuals as the sole source of a larger evil. Antivillainification considers the messy space in between individual and group culpability in order to help students develop a sense of responsibility to each other as humans in communities on this planet. Chapter authors examine topics related to U.S. politics, financial education, Holocaust education, difficult histories, apocalypse fiction, the Marvel Cinematic Universe, technology use, LGBTQ school experiences, rape culture, geographies of invasion, and the female body. 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Contributors take on a host of tall tales, including the supposed agrarian origins of summer vacation; exaggerated stories of declining student behavior and academic performance; persistent claims that some people are born to be teachers; idealistic notions that the 1954 \u003ci\u003eBrown\u003c\/i\u003e decision ended segregation in American schools; misleading beliefs that classrooms operate in ways designed to fit the industrial era; and more. \u003ci\u003e23 Myths About the History of American Schools\u003c\/i\u003e will awaken the inner history nerd of everyone who ever asked, “How did we get this irrational school system?” It will affirm the truth that its readers are as entitled to think critically about schooling as anyone else. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eExamines how the history of American education has been distorted and misrepresented, either intentionally or unintentionally. \u003c\/li\u003e\n\u003cli\u003eProvides important stories that can help guide discussion about the future of education. \u003c\/li\u003e\n\u003cli\u003eAnticipates what local and state politicians are likely to say (and misstate) about schooling.\u003c\/li\u003e\n\u003cli\u003eProvides engaging chapters that highlight why real history is important and more fascinating than the myths.\u003c\/li\u003e\n\u003cli\u003eAccessible to a wide range of readers from undergraduates to career educators.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Sherman Dorn","offers":[{"title":"Default Title","offer_id":43037200351334,"sku":"9780807769270","price":129.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807769270.jpg?v=1771608232"},{"product_id":"23-myths-about-the-history-of-american-schools_9780807782170","title":"23 Myths About the History of American Schools","description":"\u003cp\u003eIn this fascinating collection, some of the foremost historians of education—including Barbara Beatty, Larry Cuban, Linda Eisenmann, Yoon K. 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Chapters are written by well-known and new scholars who are enacting teaching and research that center the needs, interests, and experiences of EBML youth. \u003c\/p\u003e\u003cp\u003eDrawing from multiple, intersecting, and interdisciplinary frameworks that focus on culture \u003ci\u003eand\u003c\/i\u003e language, chapters highlight social studies in varying disciplinary and nondisciplinary spaces (e.g., community, geography, family, civics, history) both inside and outside the classroom. \u003cb\u003e Examples of frameworks include culturally relevant and sustaining pedagogies, linguistically responsive teaching, LatCrit and critical pedagogy, translanguaging pedagogy, and transnational citizenship\u003c\/b\u003e. This insightful volume also directly challenges oppressive structures, policies, and practices that continually marginalize EBML students and are rooted in racism, linguicism, and xenophobia. \u003c\/p\u003e\u003cp\u003eThis unique collection is designed for scholars, teachers, and teacher educators to actively read, reflect on, and \u003cb\u003eenact the approaches shared by educators who are doing this work\u003c\/b\u003e. \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eHighlights research conducted with youth and teachers in elementary, middle, and secondary school contexts, as well as with preservice teachers and teacher educators.\u003c\/li\u003e\n\u003cli\u003eWritten in a user-friendly format for quick and informative access to theoretical and practical approaches. \u003c\/li\u003e\n\u003cli\u003eOutlines specific ideas for how to prepare pre- and inservice teachers for working with EBML students. \u003c\/li\u003e\n\u003cli\u003eIncludes case studies, unit and lesson plan examples, and vignettes.\u003c\/li\u003e\n\u003cli\u003eConcludes with expert commentaries on where the field of social studies must go next to best meet the dynamic and multifaceted needs of EBML students.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Ashley Taylor Jaffee","offers":[{"title":"Default Title","offer_id":43037197893734,"sku":"9780807782569","price":49.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807782569.jpg?v=1771608216"},{"product_id":"what-kind-of-citizen_9780807769737","title":"What Kind of Citizen?","description":"\u003cp\u003e\u003cb\u003e2024 Greater Good Magazine Favorite Books for Educators\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eAs democracy faces increasing struggles around the globe, there has never been a more important time to talk about civic education and the core democratic purposes of schooling. \u003ci\u003eWhat Kind of Citizen?\u003c\/i\u003e asks readers to imagine the society they would like to live in and then shows how schools can make that vision a reality. This updated edition responds to the many challenges that have occurred since this book was first published, such as a global pandemic, social justice protests, a rise in autocratic leaders, anti-woke laws, and more. Westheimer brings his now-classic text up to date with groundbreaking analyses of current policies, including those in Florida, Texas, and Arizona; standardized testing; prohibitions on teaching about race and racism; plus a new section on teacher education. There are many ways to teach children and young adults to engage critically with their world, but instead teachers are forced to test-prep for a narrow set of academic subjects. 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This updated edition responds to the many challenges that have occurred since this book was first published, such as a global pandemic, social justice protests, a rise in autocratic leaders, anti-woke laws, and more. Westheimer brings his now-classic text up to date with groundbreaking analyses of current policies, including those in Florida, Texas, and Arizona; standardized testing; prohibitions on teaching about race and racism; plus a new section on teacher education. There are many ways to teach children and young adults to engage critically with their world, but instead teachers are forced to test-prep for a narrow set of academic subjects. 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How can teacher preparation be place-based? What did we learn from the Flint crisis and where do we go from here? Individual chapters investigate the inquiry question by examining Flint and the Flint water crisis more specifically, as well as the lessons we can learn from Flint educators. 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In particular, it \u003cb\u003eexamines ways to break through the inclination and perception expressed by many teachers that “my kids cannot do that.” \u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eDrawing on 22 years as a high school history teacher, 7 years as a state-level curriculum specialist, and extensive work with inservice teachers across the country, the author provides \u003cb\u003eresearch-based guidance for engaging students in investigating the past\u003c\/b\u003e. Lesh examines ways to develop effective questions that guide historical inquiries, utilize discussion in the classroom, and align assessment to inquiry. He also shows teachers how to incorporate difficult histories within an inquiry framework. Each chapter uses a specific lesson, framed by student work, to illuminate approaches in real classroom scenarios. \u003cb\u003eTopics include the Pullman Strike of 1894, the Marcus Garvey question, Dust Bowl Migrants, the LGBTQ+ fight for rights, and multiple lessons from World War I. \u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eThis follow-up to the author’s book \u003ci\u003e\"Why Won't You Just Tell Us the Answer?\"\u003c\/i\u003e fills in gaps and expands tools and classroom examples to assist today’s teachers.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eOffers ways to promote teacher growth as it pertains to historical thinking.\u003c\/li\u003e\n\u003cli\u003eDemonstrates how to align investigating the past with the needs of reluctant readers and students with special needs.\u003c\/li\u003e\n\u003cli\u003eProvides lesson materials and instructional guidance.\u003c\/li\u003e\n\u003cli\u003eAddresses how to teach difficult subjects, such as LGBTQ+ history.\u003c\/li\u003e\n\u003cli\u003eAligns historical literacy with inquiry-based instruction.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Bruce A. 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This updated edition responds to the many challenges that have occurred since this book was first published, such as a global pandemic, social justice protests, a rise in autocratic leaders, anti-woke laws, and more. Westheimer brings his now-classic text up to date with groundbreaking analyses of current policies, including those in Florida, Texas, and Arizona; standardized testing; prohibitions on teaching about race and racism; plus a new section on teacher education. There are many ways to teach children and young adults to engage critically with their world, but instead teachers are forced to test-prep for a narrow set of academic subjects. 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Many teachers also feel that primary source analysis and the construction of evidence-based narratives are too difficult for students to complete in the traditional classroom. Waring argues that this is not the case and, with this handbook, provides teacher candidates and inservice teachers with detailed and specific perspectives, activities, approaches, and resources to help them effectively and authentically use primary sources in their classrooms.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eIntroduces teaching with primary sources, including detailed examples of authentic and tested instructional ideas and approaches.\u003c\/li\u003e\n\u003cli\u003eDesigned to meet the needs of classroom teachers and teacher candidates in social studies, English and language arts, mathematics, science, and other fields.\u003c\/li\u003e\n\u003cli\u003eOffers dozens of primary sources and links to resources throughout the book.\u003c\/li\u003e\n\u003cli\u003eAligns to national standards, frameworks, and the C3 framework for social studies.\u003c\/li\u003e\n\u003cli\u003eCan be used to meet the needs of emerging English learners and students with special needs.\u003c\/li\u003e\n\u003cli\u003eFocuses on ways in which educators are utilizing a variety of emerging technologies to engage students in deeper and more authentic ways of learning.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Scott M. 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How can teacher preparation be place-based? What did we learn from the Flint crisis and where do we go from here? Individual chapters investigate the inquiry question by examining Flint and the Flint water crisis more specifically, as well as the lessons we can learn from Flint educators. Social studies teachers (pre-K–16) can use these experiences to inform their own approach to understanding their own places.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eEmploys narrative inquiry, including interviews with school officials, teachers, parents, and teacher educators.\u003c\/li\u003e\n\u003cli\u003eOffers key “takeaways” in every chapter to assist educators in applying place-based education principles to their classrooms.\u003c\/li\u003e\n\u003cli\u003eWritten in an accessible journalistic style that is both scholarly and personal.\u003c\/li\u003e\n\u003cli\u003eIncludes photographs taken by the author of real people and places in Flint that illustrate the story.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Annie McMahon Whitlock","offers":[{"title":"Default Title","offer_id":43037201236070,"sku":"9780807769744","price":42.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807769744.jpg?v=1771608255"},{"product_id":"teaching-villainification-in-social-studies_9780807782385","title":"Teaching Villainification in Social Studies","description":"\u003cp\u003eIn this collection, scholars from the United States, Canada, and Australia examine the concepts of villainification and antivillainification in social studies curriculum and popular culture, as well as within broader sociocultural contexts. Villainification is the process of identifying an individual or a small group of individuals as the sole source of a larger evil. Antivillainification considers the messy space in between individual and group culpability in order to help students develop a sense of responsibility to each other as humans in communities on this planet. Chapter authors examine topics related to U.S. politics, financial education, Holocaust education, difficult histories, apocalypse fiction, the Marvel Cinematic Universe, technology use, LGBTQ school experiences, rape culture, geographies of invasion, and the female body. Taken together, these inquiries into villainification offer thoughtful and powerful insights for teaching about historical wrongdoing in more nuanced ways, addressing the responsibility we all have to create a better world.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003ePushes the field of social studies to develop a more nuanced understanding of the villains of the past and present.\u003c\/li\u003e\n\u003cli\u003eInvites educators to become more thoughtful about not only curriculum but also the world around us.\u003c\/li\u003e\n\u003cli\u003eHelps readers to more deeply understand how easily forms of banal evil can touch our lives within and beyond the classroom, and what we might do about it.\u003c\/li\u003e\n\u003cli\u003eExamines how systemic forces can influence “average” individuals to cause or contribute to great societal harm.\u003c\/li\u003e\n\u003cli\u003eIncludes teacher-friendly engagements with theory, using examples from middle and high school classrooms.\u003c\/li\u003e\n\u003cli\u003eOffers a wide range of contexts related to social studies education, including civics, economics, geography, and history.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Cathryn van Kessel","offers":[{"title":"Default Title","offer_id":43037201367142,"sku":"9780807782385","price":49.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807782385.jpg?v=1771608256"},{"product_id":"developing-historical-thinkers_9780807768761","title":"Developing Historical Thinkers","description":"\u003cp\u003e\u003cb\u003e“Filled with excellent examples of model lessons and units, any social studies educator will find this book a valuable addition to their professional library.” —\u003c\/b\u003e\u003cb\u003e\u003ci\u003eCHOICE\u003c\/i\u003e\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003e\u003cb\u003e2024 American Historical Association (AHA) James Harvey Robinson Prize for Teaching Aids\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eThis practical book addresses the consistent questions that were posed by secondary social studies teachers during professional learning sessions. In particular, it \u003cb\u003eexamines ways to break through the inclination and perception expressed by many teachers that “my kids cannot do that.” \u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eDrawing on 22 years as a high school history teacher, 7 years as a state-level curriculum specialist, and extensive work with inservice teachers across the country, the author provides \u003cb\u003eresearch-based guidance for engaging students in investigating the past\u003c\/b\u003e. Lesh examines ways to develop effective questions that guide historical inquiries, utilize discussion in the classroom, and align assessment to inquiry. He also shows teachers how to incorporate difficult histories within an inquiry framework. Each chapter uses a specific lesson, framed by student work, to illuminate approaches in real classroom scenarios. \u003cb\u003eTopics include the Pullman Strike of 1894, the Marcus Garvey question, Dust Bowl Migrants, the LGBTQ+ fight for rights, and multiple lessons from World War I. \u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eThis follow-up to the author’s book \u003ci\u003e\"Why Won't You Just Tell Us the Answer?\"\u003c\/i\u003e fills in gaps and expands tools and classroom examples to assist today’s teachers.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eOffers ways to promote teacher growth as it pertains to historical thinking.\u003c\/li\u003e\n\u003cli\u003eDemonstrates how to align investigating the past with the needs of reluctant readers and students with special needs.\u003c\/li\u003e\n\u003cli\u003eProvides lesson materials and instructional guidance.\u003c\/li\u003e\n\u003cli\u003eAddresses how to teach difficult subjects, such as LGBTQ+ history.\u003c\/li\u003e\n\u003cli\u003eAligns historical literacy with inquiry-based instruction.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Bruce A. Lesh","offers":[{"title":"Default Title","offer_id":43037206806630,"sku":"9780807768761","price":39.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807768761.jpg?v=1771608283"},{"product_id":"civic-engagement-in-communities-of-color_9780807768570","title":"Civic Engagement in Communities of Color","description":"\u003cp\u003eSituated at the intersection of race and civics, this volume discusses how communities of color interpret and enact civics both within and beyond the classroom. Chapters focus on historical and contemporary topics ranging from issues facing Asian immigrant communities to the Black Lives Matter at School curriculum. \u003ci\u003eCivic Engagement in Communities of Color\u003c\/i\u003e will help classroom teachers, teacher candidates, and teacher educators identify where whitewashed civics curricula fail students of color and begin to understand how marginalized communities conceive and enact civics without the deficit lens. It will also help education researchers understand the various frameworks that communities of color use to approach civics and civic education. Chapter authors include established and emerging civic education scholars, including Leilani Sabzalian, ArCasia D. James-Gallaway, Jesús Tirado, and Brittany Jones.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eReimagines civics teaching and learning in communities of color, expanding current frameworks for what civic education is and can be.\u003c\/li\u003e\n\u003cli\u003eDisrupts the idea that civics is a singular notion that should only be viewed through one specific lens.\u003c\/li\u003e\n\u003cli\u003eProvides specific examples showing how racially marginalized people have created their own civic spaces.\u003c\/li\u003e\n\u003cli\u003eIncludes chapters on Black, Indigenous, Arab, Immigrant, South Asian American, and Southeast Asian American communities.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Kristen E. Duncan","offers":[{"title":"Default Title","offer_id":43037203988582,"sku":"9780807768570","price":126.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807768570.jpg?v=1771608269"},{"product_id":"teaching-u-s-history-thematically_9780807768853","title":"Teaching U.S. History Thematically","description":"\u003cp\u003e\u003cb\u003eGet started with an innovative approach to teaching history that develops literacy and higher-order thinking skills, connects the past to students’ lives, and meets state and national standards (grades 7–12). \u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eNow in a second edition, this popular book provides an introductory unit to help teachers build a trustful classroom climate; \u003cb\u003eover 70 primary sources (including a dozen new ones)\u003c\/b\u003e \u003cb\u003eorganized into thematic units structured around an essential question from U.S. history\u003c\/b\u003e; and a new final unit focusing on periodization and chronology. As students analyze carefully excerpted documents, 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 American. Each unit connects to current events with dynamic classroom activities that make history come alive. \u003c\/p\u003e\u003cp\u003eIn addition to the documents, this teaching manual provides strategies to assess student learning; mini-lectures designed to introduce documents; activities to help students process, display, and integrate their learning; guidance to help teachers create their own units; and more.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eAddresses the politicization of history head-on with updated material that allows students entry points into timely topics like vaccination mandates, election denial, and climate change, as well as debates swirling around their own education, like the one about critical race theory. \u003c\/li\u003e\n\u003cli\u003eMakes document-based teaching easy with a curated collection of primary sources (speeches by presidents and protesters, Supreme Court cases, political cartoons) excerpted into manageable chunks for students. \u003c\/li\u003e\n\u003cli\u003eChallenges the “master narrative” of U.S. history with texts from Frederick Douglass, Susan B. Anthony, Malcolm X, Dolores Huerta, Jeanne Wakatsuki Houston, and Judy Heumann.\u003c\/li\u003e\n\u003cli\u003eOffers printable copies of the documents included in the book, which can be downloaded at tcpress.com.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Rosalie Metro","offers":[{"title":"Default Title","offer_id":43037207134310,"sku":"9780807768853","price":117.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807768853.jpg?v=1771608286"},{"product_id":"the-educators-handbook-for-teaching-with-primary-sources_9780807782088","title":"The Educator's Handbook for Teaching With Primary Sources","description":"\u003cp\u003eEducators across subject areas are striving to integrate primary sources into their pedagogy and teaching. Yet, despite their importance to authentic disciplined inquiry, the implementation of primary source activities in the pre-K–12 classroom has been limited. This lack of utilization can largely be attributed to the perception that these activities are too complex to design, implement, and grade. Many teachers also feel that primary source analysis and the construction of evidence-based narratives are too difficult for students to complete in the traditional classroom. Waring argues that this is not the case and, with this handbook, provides teacher candidates and inservice teachers with detailed and specific perspectives, activities, approaches, and resources to help them effectively and authentically use primary sources in their classrooms.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eIntroduces teaching with primary sources, including detailed examples of authentic and tested instructional ideas and approaches.\u003c\/li\u003e\n\u003cli\u003eDesigned to meet the needs of classroom teachers and teacher candidates in social studies, English and language arts, mathematics, science, and other fields.\u003c\/li\u003e\n\u003cli\u003eOffers dozens of primary sources and links to resources throughout the book.\u003c\/li\u003e\n\u003cli\u003eAligns to national standards, frameworks, and the C3 framework for social studies.\u003c\/li\u003e\n\u003cli\u003eCan be used to meet the needs of emerging English learners and students with special needs.\u003c\/li\u003e\n\u003cli\u003eFocuses on ways in which educators are utilizing a variety of emerging technologies to engage students in deeper and more authentic ways of learning.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Scott M. Waring","offers":[{"title":"Default Title","offer_id":43037204283494,"sku":"9780807782088","price":49.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807782088.jpg?v=1771608273"},{"product_id":"toward-a-stranger-and-more-posthuman-social-studies_9780807781685","title":"Toward a Stranger and More Posthuman Social Studies","description":"\u003cp\u003e\u003cb\u003e2023 AERA Division B Curriculum Studies Outstanding Book Award Honorable Mention\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003ePosthumanism has seen a surge across the humanities and offers a unique perspective, seeking to illuminate the role that more-than-human actors (e.g., affect, artifacts, objects, flora, fauna, other materials) play in the human experience \u003ci\u003e. \u003c\/i\u003eThis book challenges the field of social studies education to think differently about the precarious status of the world (i.e., climate crisis, ongoing fights for racial equity, and Indigenous sovereignty). By cultivating a greater sense of attunement to the more-than-human, educators and scholars can foster more ethical ways of teaching, learning, researching, being, and becoming. In an effort to push the boundaries of what constitutes social studies, chapter authors engage with a wide range of disciplines and offer unique perspectives from various locations across the globe. This volume asks: How can thinking with posthumanism disrupt normative approaches to social studies education and research in ways that promote imaginativeness, speculation, and nonconformity? How can a posthumanist lens be used to interrogate neoliberal, systemic, and oppressive conditions that reproduce and perpetuate in-humanness? \u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003e● A collection of essays that explore the phenomenon of posthuman approaches to social studies scholarship.\u003c\/li\u003e\n\u003cli\u003e● Contributions by many prominent social studies education scholars representing seven countries—Canada, Norway, Russia, Spain, Sweden, the United Kingdom, and the United States.\u003c\/li\u003e\n\u003cli\u003e● A foreword by Boni Wozolek and an afterword by Nathan Snaza, both of who have made significant contributions to critical posthumanism in education. \u003c\/li\u003e\n\u003cli\u003e● Provocation chapters that push readers’ thinking about the various ways that posthumanism connects to teaching and learning social studies.\u003c\/li\u003e\n\u003cli\u003e● Images of more-than-human entanglements (i.e., artwork, photography, poetry).\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Bretton A. Varga","offers":[{"title":"Default Title","offer_id":43037208248422,"sku":"9780807781685","price":49.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807781685.jpg?v=1771608128"},{"product_id":"critical-race-theory-and-social-studies-futures_9780807767672","title":"Critical Race Theory and Social Studies Futures","description":"\u003cp\u003eNow more than ever, we need to teach the truth about history. This volume assembles a team of critical social studies Scholars of Color and co-conspirators who share both their nightmares and dreams for the future. The authors engage critical race theory (CRT) and its many branches and offshoots to better understand the permanence of racism in the teaching of social studies. The book’s first section, A Dream Deferred, outlines the endemic systemic issues and the ways in which the field and national organizations attempt to remain racially neutral in the face of the biases that permeate curriculum, disciplines, and the world. The second section, Racial Realities in Classroom Spaces, examines the various ways scholars and educators are applying CRT in PreK–12 spaces. In the third section, Possibilities of Praxis, chapter authors critically reflect on their own experiences and stories using CRT to work with young people and future teachers. In the final section, Dreaming of Social Studies Futures, contributors outline their dreams for the future of social studies, envisioning an unapologetically Indigenous field that centers Black futures and liberation and is free from the violence that has plagued the field and communities for centuries.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eOffers race-focused analyses from a wide range of perspectives and contexts of study related to social studies education.\u003c\/li\u003e\n\u003cli\u003eHighlights innovations, branches, and future directions of critical race theories and methods. \u003c\/li\u003e\n\u003cli\u003eExplores how race and racism have been situated within the field of social studies since the publication of Gloria Ladson-Billings’s 2003 edited volume, Critical Race Theory Perspectives on the Social Studies.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Amanda E. Vickery","offers":[{"title":"Default Title","offer_id":43037211525222,"sku":"9780807767672","price":120.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807767672.jpg?v=1771608161"},{"product_id":"toward-a-stranger-and-more-posthuman-social-studies_9780807768266","title":"Toward a Stranger and More Posthuman Social Studies","description":"\u003cp\u003e\u003cb\u003e2023 AERA Division B Curriculum Studies Outstanding Book Award Honorable Mention\u003c\/b\u003e\u003c\/p\u003e\u003cp\u003ePosthumanism has seen a surge across the humanities and offers a unique perspective, seeking to illuminate the role that more-than-human actors (e.g., affect, artifacts, objects, flora, fauna, other materials) play in the human experience \u003ci\u003e. \u003c\/i\u003eThis book challenges the field of social studies education to think differently about the precarious status of the world (i.e., climate crisis, ongoing fights for racial equity, and Indigenous sovereignty). By cultivating a greater sense of attunement to the more-than-human, educators and scholars can foster more ethical ways of teaching, learning, researching, being, and becoming. In an effort to push the boundaries of what constitutes social studies, chapter authors engage with a wide range of disciplines and offer unique perspectives from various locations across the globe. This volume asks: How can thinking with posthumanism disrupt normative approaches to social studies education and research in ways that promote imaginativeness, speculation, and nonconformity? 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Varga","offers":[{"title":"Default Title","offer_id":43037209755750,"sku":"9780807768266","price":49.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807768266.jpg?v=1771608127"},{"product_id":"the-educators-handbook-for-teaching-with-primary-sources_9780807769089","title":"The Educator's Handbook for Teaching With Primary Sources","description":"\u003cp\u003eEducators across subject areas are striving to integrate primary sources into their pedagogy and teaching. Yet, despite their importance to authentic disciplined inquiry, the implementation of primary source activities in the pre-K–12 classroom has been limited. This lack of utilization can largely be attributed to the perception that these activities are too complex to design, implement, and grade. Many teachers also feel that primary source analysis and the construction of evidence-based narratives are too difficult for students to complete in the traditional classroom. 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Waring","offers":[{"title":"Default Title","offer_id":43037203038310,"sku":"9780807769089","price":49.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807769089.jpg?v=1771608272"},{"product_id":"education-for-liberal-democracy_9780807781647","title":"Education for Liberal Democracy","description":"\u003cp\u003eOur democracy is in crisis. Both political trust and a shared standard of truth are broken. In this book, Walter Parker shows why and how civic education can help. Offering a centrist approach suitable for a polarized society, Parker focuses on two linked curriculum objectives: disciplinary knowledge and voice. He illustrates how classroom discussion, alongside concept formation and deep reading, expand students’ minds while developing their ability to speak with others and form opinions. When children come to school, they emerge from the private chrysalis of babyhood and kin to interact with a diverse student body along with teachers, curriculum, instruction, and the school’s unique mission: education. Parker argues that these assets make school the ideal place to teach young people the liberal arts of studying and discussing public issues and academic controversies, both in and beyond school. The chapters in this collection, spanning 20 years and coming from one of civic education’s most influential scholars, show that voice can be taught right alongside disciplinary knowledge. Drawing students into dialogue with one another on the curriculum’s central questions is a teacher’s most ambitious goal and, when it happens, teaching’s greatest accomplishment.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eArgues that the proper aim of civic education in schools is to shore up liberal democracy.\u003c\/li\u003e\n\u003cli\u003eShows how discussion can be a main course, and not a side dish, of classroom instruction. \u003c\/li\u003e\n\u003cli\u003eDemonstrates how to use discussion to develop voice, defined as the freedom to make and express uncoerced decisions, and disciplinary knowledge, defined as the knowledge that results from a public process of error-seeking, contestation, and validation.\u003c\/li\u003e\n\u003cli\u003eExplains why students need to learn both disciplinary knowledge and voice if they are to take their place on the public stage and hold the “office of citizen” in a democracy.\u003c\/li\u003e\n\u003cli\u003eTreats subject-centered and student-centered instruction as partners, not opponents.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Walter C. 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In particular, it \u003cb\u003eexamines ways to break through the inclination and perception expressed by many teachers that “my kids cannot do that.” \u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eDrawing on 22 years as a high school history teacher, 7 years as a state-level curriculum specialist, and extensive work with inservice teachers across the country, the author provides \u003cb\u003eresearch-based guidance for engaging students in investigating the past\u003c\/b\u003e. Lesh examines ways to develop effective questions that guide historical inquiries, utilize discussion in the classroom, and align assessment to inquiry. He also shows teachers how to incorporate difficult histories within an inquiry framework. Each chapter uses a specific lesson, framed by student work, to illuminate approaches in real classroom scenarios. \u003cb\u003eTopics include the Pullman Strike of 1894, the Marcus Garvey question, Dust Bowl Migrants, the LGBTQ+ fight for rights, and multiple lessons from World War I. \u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eThis follow-up to the author’s book \u003ci\u003e\"Why Won't You Just Tell Us the Answer?\"\u003c\/i\u003e fills in gaps and expands tools and classroom examples to assist today’s teachers.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eOffers ways to promote teacher growth as it pertains to historical thinking.\u003c\/li\u003e\n\u003cli\u003eDemonstrates how to align investigating the past with the needs of reluctant readers and students with special needs.\u003c\/li\u003e\n\u003cli\u003eProvides lesson materials and instructional guidance.\u003c\/li\u003e\n\u003cli\u003eAddresses how to teach difficult subjects, such as LGBTQ+ history.\u003c\/li\u003e\n\u003cli\u003eAligns historical literacy with inquiry-based instruction.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Bruce A. 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When children come to school, they emerge from the private chrysalis of babyhood and kin to interact with a diverse student body along with teachers, curriculum, instruction, and the school’s unique mission: education. Parker argues that these assets make school the ideal place to teach young people the liberal arts of studying and discussing public issues and academic controversies, both in and beyond school. The chapters in this collection, spanning 20 years and coming from one of civic education’s most influential scholars, show that voice can be taught right alongside disciplinary knowledge. Drawing students into dialogue with one another on the curriculum’s central questions is a teacher’s most ambitious goal and, when it happens, teaching’s greatest accomplishment.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eArgues that the proper aim of civic education in schools is to shore up liberal democracy.\u003c\/li\u003e\n\u003cli\u003eShows how discussion can be a main course, and not a side dish, of classroom instruction. \u003c\/li\u003e\n\u003cli\u003eDemonstrates how to use discussion to develop voice, defined as the freedom to make and express uncoerced decisions, and disciplinary knowledge, defined as the knowledge that results from a public process of error-seeking, contestation, and validation.\u003c\/li\u003e\n\u003cli\u003eExplains why students need to learn both disciplinary knowledge and voice if they are to take their place on the public stage and hold the “office of citizen” in a democracy.\u003c\/li\u003e\n\u003cli\u003eTreats subject-centered and student-centered instruction as partners, not opponents.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Walter C. 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Through this exposure, students can develop questions that seek to build empathy for others, which ultimately positions young people to be change agents in their communities and in the larger world. This book translates ideas from theorists in critical literacy, student motivation, and culturally responsive pedagogy into practical approaches for the English language arts and social studies classroom (6–12). Each chapter poses questions designed to get teachers thinking about how to use mind-opening texts with students to address social problems.\u003c\/p\u003e\u003cp\u003e\u003cb\u003eBook Features:\u003c\/b\u003e\u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eShows teachers how to use literature to help students navigate a shifting world.\u003c\/li\u003e\n\u003cli\u003eEquips students with the skills to advocate for themselves and others, including using digital tools in meaningful, effective ways. \u003c\/li\u003e\n\u003cli\u003eAsks students to face controversial points-of-view head on and interrogate the world in which they live. \u003c\/li\u003e\n\u003cli\u003eIncludes examples of discussions that lead to projects and opportunities that allow youth to do work in the community.\u003c\/li\u003e\n\u003cli\u003eDemonstrates how to move theory into practice, providing teachers with the rationale for using inquiry as disruption if questioned by stakeholders.\u003c\/li\u003e\n\u003cli\u003eContains a scope and sequence that outlines an entire year devoted to inquiry, as well as how to break it down into individual units and lessons.\u003c\/li\u003e\n\u003c\/ul\u003e","brand":"Robyn Seglem","offers":[{"title":"Default Title","offer_id":43037212475494,"sku":"9780807767559","price":111.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0650\/4051\/5174\/files\/9780807767559.jpg?v=1771608178"},{"product_id":"teaching-u-s-history-thematically_9780807781975","title":"Teaching U.S. History Thematically","description":"\u003cp\u003e\u003cb\u003eGet started with an innovative approach to teaching history that develops literacy and higher-order thinking skills, connects the past to students’ lives, and meets state and national standards (grades 7–12). \u003c\/b\u003e\u003c\/p\u003e\u003cp\u003eNow in a second edition, this popular book provides an introductory unit to help teachers build a trustful classroom climate; \u003cb\u003eover 70 primary sources (including a dozen new ones)\u003c\/b\u003e \u003cb\u003eorganized into thematic units structured around an essential question from U.S. history\u003c\/b\u003e; and a new final unit focusing on periodization and chronology. 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