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Cover -- Half Title -- Title -- Copyright -- Contents -- List of Contributors -- A Foreword on Inheritance: Difficult History in Difficult Times -- Introduction: What Makes Difficult History Difficult? -- Part I Theorizing the Teaching and Learning of Difficult Histories -- 1 Teaching Difficult Histories: The Need for a Dynamic Research Tradition -- 2 Contextual Gatekeeping: Teacher Decision-Making in Multiple and Overlapping Milieus -- 3 Sublime Understanding: Cultivating the Emotional Past -- Part II Teaching Difficult History -- 4 An Inquiry-Based Curriculum Design for Difficult History -- 5 Ethical Judgments About the Difficult Past: Observations From the Classroom -- 6 When Past and Present Collide: Dilemmas in Teaching the History of the Israeli-Palestinian Conflict -- 7 Warts, Polyps, Blisters, and All? Problems in Learning to Teach a Provocative Past in a Troubling Way -- 8 Güeras, Indígenas y Negros: A Framework for Teaching Mexican American Racial/Ethnic Histories -- 9 Betrayal, Conversion, and Complicity in the Middle East Classroom -- Part III Learning Difficult Histories -- 10 Soft or Hard Biculturalism and Beyond: How New Zealand Adolescents Construct Contemporary Significance of the Nation's Founding Document -- 11 History Education, National Identity, and the Road to Brexit -- 12 "I Need to Hear a Good Ending": How Students Cope With Historical Violence -- 13 The Myth of "Black Confederates": Beliefs of Students and Implications for History Educators -- 14 "We've Been Screwed": French Québecers and Their Past -- 15 Student Motivation to Confront Difficult Local History -- 16 Sweetening the Past: Selling Heritage at Knott's Berry Farm -- 17 Learning History Through Culture: The Krakow Jewish Festival -- Afterword: What's Difficult About Difficult History? -- Index

Introduction: the challenge of identity-influenced teaching -- The fear of teachers' religious identity: the historical origins -- How Christianity animates a teacher's background beliefs -- How Christian teachers transform course aims and curricula -- Thinking and acting Christianly in the classroom -- Is there really Baptist, Catholic, or Quaker teaching? The unique contributions of particular theological traditions -- Christian teaching in the pluralistic university -- Identity-informed teaching in the pluralistic university: important virtues and practices -- In praise of diverse teaching contexts -- When Christian teaching is really outrageous.

Focusing on solutions specific to science and math education both for K-12 and college, this book explores how students learn in general and helps teachers develop successful techniques for the classroom On Teaching Science is a short, practical guide to key principles and strategies that will help students learn in any subject at any level but with special focus on the STEM (science, technology, engineering, and mathematics) subjects. Though aimed primarily at current and future teachers, the ideas covered will be of interest to anyone involved in education, including parents, school administ

Cover -- The Course Reflection Project -- Library of Congress Cataloging-in-Publication Data -- Contents -- INTRODUCTION: The Course Reflection Project -- PART I: YOUTH SERVING AGENCIES -- CHAPTER 1: Knowledge in Community -- CHAPTER 2: Mentoring in Middle School -- CHAPTER 3: Art and Community -- CHAPTER 4: Dance in Elementary Education -- CHAPTER 5: Examining Self as Teacher through Service-Learning -- PART II: POVERTY/HUMAN RIGHTS -- CHAPTER 6: Cultural Documentation in Service to Community -- CHAPTER 7: Race and Social Justice -- CHAPTER 8: Media and Society -- CHAPTER 9: Reflections on Service Learning in Athletic Training Education -- PART III: SUSTAINABILITY -- CHAPTER 10: The City as Ecosystem -- CHAPTER 11: Charts, Graphs, Tables, and the Environment -- CHAPTER 12: The Fair Trade Project -- About the Editors -- About the Contributors

Using history, politics and STEM as guides, this book provides a detailed account of how Earth's first war in space will be fought. As the authors show, it will begin not as an invasion of Earth by super-advanced aliens but by Earth starting a war with its Martian colony.

Introduction: reconciliation and history education / Elizabeth A. Cole -- As generations pass: the challenges of long-term reconciliation in history textbooks -- The trajectory of reconciliation through history education in postunification Germany / Julian Dierkes -- Advancing or obstructing reconciliation? Changes in history education and disputes over history textbooks in Japan / Takashi Yoshida -- Representations of aboriginal people in English Canadian history textbooks: toward reconcilation / Penney Clark -- Reconciliation in process -- History teaching and reconciliation in Northern Ireland / Alison Kitson -- The Spanish civil war and Franco dictatorship: the challenges of representing a conflictive past in secondary schools / Rafael Valls -- Historical memory and the limits of peace education: examining Guatemala's memory of silence and the politics of curriculum design / Elizabeth Oglesby -- Reconciliation jeopardized, undone or not yet attained: aspirational and counter-reconciliatory cases -- History and myth in the Soviet Empire and the Russian Republic / Thomas Sherlock -- On the use and abuse of of Korea's past : an inquiry into history teaching and reconciliation / Roland Bleiker -- The role of history textbooks in shaping collective identities in India and Pakistan / Thomas Sherlock and Jon Dorschner -- Afterward / Audrey Chapman -- Contributors

"Waring, author of a forthcoming TCP book on technology integration in social studies, pairs that book with this one to provide a means for teachers to implement the SOURCES framework in classrooms. SOURCES is an acronym that identifies how social studies classes can integrate and evaluate primary sources using a variety of research tools-Scrutinize the fundamental source; Organize thoughts; Understand the context; Read between the lines; Corroborate and refute; Establish a plausible narrative; Summarize final thoughts. Per the author, "! will outline a clearly delineated step-by-step process of how to progress through the seven stages of the SOURCES Framework for teaching with sources, provide anecdotal comments, examples, and explicit scaffolding, such as sources analysis sheets for various types of primary and secondary sources, flowcharts, and other resources to allow students to succeed throughout the SOURCES inquiry framework." Significantly, Waring demonstrates how this work can become integrated in other disciplinary areas, such as mathematics, science, and the arts. The intention is to provide a grounded means for conducting higher-order reasoning and inquiry"--

A Primer for Teaching Women, Gender, and Sexuality in World History is a guide for college and high school teachers who are teaching women, gender, and sexuality in history for the first time, for experienced teachers who want to reinvigorate their courses, for those who are training future teachers to prepare their own syllabi, and for teachers who want to incorporate these issues into their world history classes. Merry E. Wiesner-Hanks and Urmi Engineer Willoughby present possible course topics, themes, concepts, and approaches while offering practical advice on materials and strategies helpful for teaching courses from a global perspective in today's teaching environment for today's students. In their discussions of pedagogy, syllabus organization, fostering students' historical empathy, and connecting students with their community, Wiesner-Hanks and Willoughby draw readers into the process of strategically designing courses that will enable students to analyze gender and sexuality in history, whether their students are new to this process or hold powerful and personal commitments to the issues it raises

"To see if nonviolence could be taught, in 1982 Colman McCarthy became a volunteer teacher at one of the poorest high schools in Washington, DC. In the thirty-two years since then, he has taught peace studies courses for more than ten thousand college and high school students. Large numbers of those students have faithfully kept in touch with McCarthy, often with handwritten letters, and he has answered them with the same seriousness he brought to his columns and books. The exchanges rise to a rare kind of literature that blends personal warmth, intellectual honesty, and shared idealism. The discussions range from peace and war to a host of other issues of social justice, such as the death penalty, human rights, poverty, the living wage, animal rights, and vegetarianism. The wide-ranging letters suggest how teacher and students co-create a world of more love and less hate"--

With a focus on providing concrete teaching strategies for scholars, the Handbook on Teaching and Learning in Political Science and International Relations blends both theory and practice in an accessible and clear manner. In an effort to help faculty excel as classroom teachers, the expert contributors offer representation from various types of institutions located throughout the world. Split into three distinct parts, this book discusses: curriculum and course design, teaching subject areas, in class teaching techniques. This important Handbook is an essential guide for anyone looking to teach political science and international relations at the university level

Cover -- Teaching and Learning About Genocide and Crimes Against Humanity -- Library of Congress Cataloging-in-Publication Data -- Contents -- INTRODUCTION -- 1: Genocide: An Overview -- 2: Genocide: What It Is and Isn't -- 3: Crimes Against Humanity, Ethnic Cleansing, and Genocide -- 4: Misconceptions, Inaccuracies, and Myths That Often Plague Teaching and Learning About Genocide -- 5: The Prevention and Intervention of Genocide -- 6: Issues of Rationale -- 7: Teaching About Genocide and Crimes Against Humanity -- 8: Incorporating First Person Accounts Into a Study of Genocide and Crimes Against Humanity -- 9: Incorporating Primary Documents Into a Study of Genocide and Crimes Against Humanity -- 10: Denying Deniers the Opportunity to Deceive and Influence One's Students -- 11: Who Isn't a Bystander to Genocide and Crimes Against Humanity -- Appendix A: Convention on the Prevention and Punishment of the Crime of Genocide -- Appendix B: Crimes Against Humanity -- Appendix C: Implementing the Responsibility to Protect -- About the Author.