Teaching History with Big Ideas

Cases of Ambitious Teachers

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, History
Cover of the book Teaching History with Big Ideas by Andrew Beiter, Mary Beth Bruce, Julie Doyle, Sarah Foels, S G. Grant, Joseph Karb, Michael Meyer, Megan Sampson, Trish Davis, R&L Education
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Author: Andrew Beiter, Mary Beth Bruce, Julie Doyle, Sarah Foels, S G. Grant, Joseph Karb, Michael Meyer, Megan Sampson, Trish Davis ISBN: 9781607097679
Publisher: R&L Education Publication: July 16, 2010
Imprint: R&L Education Language: English
Author: Andrew Beiter, Mary Beth Bruce, Julie Doyle, Sarah Foels, S G. Grant, Joseph Karb, Michael Meyer, Megan Sampson, Trish Davis
ISBN: 9781607097679
Publisher: R&L Education
Publication: July 16, 2010
Imprint: R&L Education
Language: English

In the case studies that make up the bulk of this book, middle and high school history teachers describe the decisions and plans and the problems and possibilities they encountered as they ratcheted up their instruction through the use of big ideas. Framing a teaching unit around a question such as 'Why don't we know anything about Africa?' offers both teacher and students opportunities to explore historical actors, ideas, and events in ways both rich and engaging. Such an approach exemplifies the construct of ambitious teaching, whereby teachers demonstrate their ability to marry their deep knowledge of subject matter, students, and the school context in ways that fundamentally challenge the claim that history is 'boring.'

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In the case studies that make up the bulk of this book, middle and high school history teachers describe the decisions and plans and the problems and possibilities they encountered as they ratcheted up their instruction through the use of big ideas. Framing a teaching unit around a question such as 'Why don't we know anything about Africa?' offers both teacher and students opportunities to explore historical actors, ideas, and events in ways both rich and engaging. Such an approach exemplifies the construct of ambitious teaching, whereby teachers demonstrate their ability to marry their deep knowledge of subject matter, students, and the school context in ways that fundamentally challenge the claim that history is 'boring.'

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