have assembled a collection of cases - both real mysteries and purposely constructed classroom problems - with techniques for solving them.

Teaching US History as Mystery

ZEVIN, JACK

Gerwin, David

History

Heinemann

Social Studies for the Twenty-First Century

"Now in its 5th edition, this popular text offers practical, interesting, exciting ways to teach social studies and a multitude of instructional and professional resources for teachers. Theory, curriculum, methods, and assessment are woven into a comprehensive model for setting objectives; planning lessons, units, and courses; choosing classroom strategies; and constructing tests for some of the fields most popular and enduring programs. "Build Your Own Lesson" additions to each chapter encourage improvisation and inquiry-based teaching and learning across subjects. A Companion Website offers additional resources for pre-service and practicing social studies teachers"--

Politics & Social Sciences

Social Sciences

Routledge

Now in its 5th edition, this popular text offers practical, interesting, exciting ways to teach social studies and a multitude of instructional and professional resources for teachers. Theory, curriculum, methods, and assessment are woven into a comprehensive model for setting objectives; planning lessons, units, and courses; choosing classroom strategies; and constructing tests for some of the field's most popular and enduring programs. The reflective and integrative framework emphasizes building imagination, insight, and critical thinking into everyday classrooms; encourages problem-solving attitudes and behavior; and provokes analysis, reflection, and debate. 
Throughout the text, all aspects of curriculum and instruction are viewed from a tripartite perspective that divides social studies instruction into didactic (factual), reflective (analytical), and affective (judgmental) components. These three components are seen as supporting one another, building the groundwork for taking stands on issues, past and present. At the center is the author's belief that the heart and soul of social studies instruction, perhaps all teaching, lies in stimulating the production of ideas; looking at knowledge from others' viewpoints; and formulating for oneself a set of goals, values, and beliefs that can be explained and justified in open discussion. 
This new edition is heavily revised and condensed to promote ease of use. "Build Your Own Lesson" additions to each chapter encourage improvisation and inquiry-based teaching and learning across subjects. A Companion Website offers additional activities, lessons, and resources for pre-service and practicing social studies teachers.

Social Studies for the Twenty-First Century: Methods and Materials for Teaching in Middle and Secondary Schools

Now in its 4th edition, this popular text offers practical, interesting, exciting ways to teach social studies and a multitude of instructional and professional resources for teachers. Theory, curriculum, methods, and assessment are woven into a comprehensive model for setting objectives; planning lessons, units, and courses; choosing classroom strategies; and constructing tests for some of the field's most popular and enduring programs. The reflective and integrative framework emphasizes building imagination, insight, and critical thinking into everyday classrooms; encourages problem-solving attitudes and behavior; and provokes analysis, reflection, and debate. The text includes separate chapters on teaching each of the major areas of the social studies curriculum. Throughout the text, all aspects of curriculum and instruction are viewed from a tripartite perspective that divides social studies instruction into didactic (factual), reflective (analytical), and affective (judgmental) components. These three components are seen as supporting one another, building the groundwork for taking stands on issues, past and present. At the center is the author's belief that the heart and soul of social studies instruction, perhaps all teaching, lies in stimulating the production of ideas; looking at knowledge from others' viewpoints; and formulating for oneself a set of goals, values, and beliefs that can be explained and justified in open discussion. New in the Fourth Edition: <ul>
<li>Clear links to the The National Council for the Social Studies College, Career and Civic Life C3 Framework for Social Studies State Standards</li> <li>Attention to impact of high-stakes testing, Common Core State Standards, and related ongoing developments</li> <li>Expanded and critical review of the use of internet, web, and PowerPoint technologies</li> <li>Coverage of how to incorporate the many social science, humanities, and STEM fields to enrich the social studies</li> <li>Updates and revisions throughout, including new research reports reflecting current findings, new examples, more media and materials resources, particularly digital resources, new and updated pedagogical features</li> <li>Companion Website - new for this edition</li> </ul>

Young Citizens of the World: Teaching Elementary Social Studies through Civic Engagement

Young Citizens of the World takes a clear stance: Social studies is about citizenship education that is informed, deliberative, and activist―citizenship not only as a noun, something one studies, but as a verb, something one DOES. Its holistic, multicultural approach is based on this clear curricular and pedagogical purpose. Straightforward, engaging, and highly interactive, the book encourages students (and their teachers) to become informed, think it through, and take action. Each chapter is written as a civic engagement which is teacher-ready for use in elementary classrooms. A set of six teaching strategies that are constructive, inquiry-driven, dramatic, and deliberative bring the curricular framework to life through intensive, integrated meaningful studies of special places, important people, and significant times. Readers are invited to rehearse the projects in their social studies education courses and then to reinterpret them for their classrooms. The projects are supported by important resources for teaching, including supportive children’s literature, links to internet sites, and visual sources and by a Companion Website that enhances and extends the text.

Boyle-Baise, Marilynne

Americas

Offering a philosophy, methodology, and examples for history instruction that are active, imaginative, and provocative, this text presents a fully developed pedagogy based on problem-solving methods that promote reasoning and judgment and restore a sense of imagination and participation to classroom learning. It is designed to draw readers into the detective process that characterizes the work of professional historians and social scientists ─ sharing raw data, defining terms, building interpretations, and testing competing theories. An inquiry framework drives both the pedagogy and the choice of historical materials, with selections favoring the unsolved, controversial, and fragmented rather than the neatly wrapped up analysis of past events. Teaching World History as Mystery: <ul>
<li>Provides a balanced combination of interestingly arranged historical content, and clearly explained instructional strategies</li> <li>Features case studies of commonly and not so commonly taught topics within a typical world/global history curriculum using combinations of primary and secondary documents </li> <li>Discusses ways of dealing with ethical and moral issues in world history classrooms, drawing students into persisting questions of historical truth, bias, and judgment</li> </ul>

Teaching World History as Mystery

Historical Study & Educational Resources

Teaching U.S. History as Mystery: Second Edition

Presenting U.S. history as contested interpretations of compelling problems, this text offers a clear set of principles and strategies, together with case studies and "Mystery Packets" of documentary materials from key periods in American history, that teachers can use with their students to promote and sustain problem-finding and problem-solving in history and social studies classrooms. Structured to encourage new attitudes toward history as hands-on inquiry, conflicting interpretation, and myriad uncertainties, the whole point is to create a user-friendly way of teaching history "as it really is" ─ with all its problems, issues, unknowns, and value clashes. Students and teachers are invited to think anew as active participants in learning history rather than as passive sponges soaking up pre-arranged and often misrepresented people and events. New in the Second Edition: New chapters on Moundbuilders, and the Origins of Slavery; expanded Gulf of Tonkin chapter now covering the Vietnam and Iraq wars; teaching tips in this edition draw on years of teacher experience in using mysteries in their classrooms.

Teaching U.S. History as Mystery

See the best price to sell, buy, or rent books by ZEVIN, JACK. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by ZEVIN, JACK

See the best price to sell, buy, or rent books by ZEVIN, JACK. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Teaching US History as Mystery

Social Studies for the Twenty-First Century

Social Studies for the Twenty-First Century

Social Studies for the Twenty-First Century: Methods and Materials for Teaching in Middle and Secondary Schools

Social Studies for the Twenty-First Century: Methods and Materials for Teaching in Middle and Secondary Schools

Young Citizens of the World: Teaching Elementary Social Studies through Civic Engagement

Teaching World History as Mystery

Teaching World History as Mystery

Teaching U.S. History as Mystery

Social Studies for the Twenty-First Century: Methods and Materials for Teaching in Middle and Secondary Schools