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.'
R&L Education; July 2010
- ISBN: 9781607097679
- Read online, or download in secure PDF or secure ePub format
- Title: Teaching History with Big Ideas
- Author: S. G. Grant (ed.); Jill M. Gradwell (ed.); Andrew Beiter (contrib.); Mary Beth Bruce (contrib.); Trish Davis (contrib.); Julie Doyle (contrib.); Sarah Foels (contrib.); S G. Grant (contrib.); Joseph Karb (contrib.); Michael Meyer (contrib.); Megan Sampson (contrib.)
Imprint: R&L Education
In The Press
S. G. Grant and Jill Gradwell achieve their worthy goal of creating a road map for ambitious history teaching. This engaging, accessible book features narratives written by teachers who navigated a variety of instructional dilemmas and constraints, undertook the hard work of reflecting on their established practices, and decided to try something new that they believed would benefit their students. The teachers' insightful stories, combined with the editors' practical recommendations, leave no doubt that ambitious teaching is an arduous journey with changing itineraries and destinations. Fortunately, social studies educators now have an invaluable resource that shows us a variety of ways that such a journey can be undertaken.
About The Author
S. G. Grant is the founding dean of the School of Education at Binghamton University. His research interests include the intersection of curriculum and assessment policy. Jill M. Gradwell is an assistant professor and coordinator of social studies education in the Department of History and Social Studies at Buffalo State College, State University of New York. Her research centers on teaching, learning, and assessing history.