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Holt McDougal World History Textbook: A Comprehensive Guide for Students and Educators
Are you grappling with the complexities of world history? Feeling overwhelmed by the sheer volume of information and struggling to find a reliable resource? This comprehensive guide dives deep into the Holt McDougal World History textbook, exploring its strengths, weaknesses, supplemental resources, and how best to utilize it for effective learning. We'll provide you with insights to navigate this widely used textbook, making your study journey smoother and more rewarding. Whether you're a student seeking to ace your exams or an educator looking for ways to enhance your teaching, this post is your ultimate resource for everything Holt McDougal World History textbook.
Understanding the Holt McDougal World History Textbook's Structure
The Holt McDougal World History textbook is known for its structured approach to presenting historical information. It typically follows a chronological order, covering major historical periods and events across various civilizations and regions. Key features often include:
H2: Chapter Structure and Key Features
Each chapter typically begins with an engaging introduction, setting the stage for the historical period under discussion. The chapters then break down into smaller sections focusing on specific events, individuals, and themes. Look for these key elements within each chapter:
Key Terms and Concepts: These are crucial for understanding the chapter's main ideas. Make sure you understand and can define each term.
Maps and Charts: Visual aids are essential for understanding geographical contexts and data representation. Utilize these thoroughly.
Primary Source Documents: These firsthand accounts provide invaluable insights into the past. Analyze them critically.
Review Questions and Activities: Regularly engaging with these will reinforce your understanding of the material.
H2: Strengths of the Holt McDougal World History Textbook
The Holt McDougal World History textbook offers several advantages:
Comprehensive Coverage: It attempts to provide a broad overview of world history, covering major civilizations and events across diverse geographical regions.
Accessibility: The writing style is generally accessible to high school students. The text often incorporates various learning aids to enhance comprehension.
Abundant Resources: The textbook usually comes with online resources, including interactive exercises, quizzes, and videos, greatly supplementing the core text.
H2: Potential Weaknesses and Considerations
While the Holt McDougal World History textbook is a valuable resource, it’s important to be aware of potential limitations:
Eurocentric Bias: Like many history textbooks, it can sometimes unintentionally exhibit a Eurocentric bias, potentially underrepresenting or misrepresenting the perspectives of non-European cultures. Be critical of the narratives presented and seek out diverse perspectives from other sources.
Oversimplification: The need for brevity can lead to oversimplification of complex historical events and processes. Always delve deeper into topics that pique your interest using additional resources.
Lack of Nuance: Historical events are rarely simple, and a textbook can struggle to capture the complexities and multiple interpretations of past events. Be aware of this limitation and seek diverse perspectives.
Maximizing Your Learning with the Holt McDougal World History Textbook
To effectively utilize the Holt McDougal World History textbook, consider the following strategies:
H3: Active Reading Techniques
Engage in active reading. Don’t just passively read the text. Take notes, highlight key concepts, and summarize each section in your own words.
H3: Utilizing Supplemental Resources
Explore the online resources accompanying the textbook. Interactive exercises and videos can significantly enhance your understanding.
H3: Seeking Diverse Perspectives
Supplement the textbook with additional readings from diverse authors and perspectives to counter potential biases and gain a more complete picture of historical events.
Conclusion
The Holt McDougal World History textbook can be a valuable asset in your journey of learning world history. However, it's crucial to approach it critically, actively engage with the material, and supplement your learning with additional resources to gain a comprehensive and nuanced understanding of the past. Remember that history is constantly being reinterpreted and that your understanding will evolve as you learn more.
FAQs
1. Is the Holt McDougal World History textbook suitable for self-study? While possible, self-study requires strong discipline and resourcefulness. Supplement the textbook with additional learning materials.
2. Where can I find supplementary resources for the Holt McDougal World History textbook? Check the textbook's accompanying website, explore online databases like JSTOR, and utilize your local library’s resources.
3. How can I identify potential biases in the Holt McDougal World History textbook? Pay attention to the language used, the narratives presented, and the amount of coverage given to different cultures and perspectives. Compare the textbook's account with information from other sources.
4. What are some effective note-taking strategies for using this textbook? Use Cornell notes, mind mapping, or create flashcards to help you remember key information.
5. Are there different editions of the Holt McDougal World History textbook? Yes, there are often multiple editions published over time, each with potentially minor revisions and updates. Ensure you have the correct edition for your course.
| holt mcdougal world history textbook: World History Grades 9-12 , 2007-04-30 |
| holt mcdougal world history textbook: World History & Geography Jackson J. Spielvogel, 2020 |
| holt mcdougal world history textbook: U.S. History P. Scott Corbett, Volker Janssen, John M. Lund, Todd Pfannestiel, Sylvie Waskiewicz, Paul Vickery, 2024-09-10 U.S. History is designed to meet the scope and sequence requirements of most introductory courses. The text provides a balanced approach to U.S. history, considering the people, events, and ideas that have shaped the United States from both the top down (politics, economics, diplomacy) and bottom up (eyewitness accounts, lived experience). U.S. History covers key forces that form the American experience, with particular attention to issues of race, class, and gender. |
| holt mcdougal world history textbook: World History Stanley Mayer Burstein, Richard Hon-Chun Shek, Holt, Rinehart, and Winston, inc, 2008 |
| holt mcdougal world history textbook: Ancient World History Roger B. Beck, 2005 In telling the history of our world, this book pays special attention to eight significant and recurring themes. These themes are presented to show that from America, to Africa, to Asia, people are more alike than they realize. Throughout history humans have confronted similar obstacles, have struggled to achieve similar goals, and continually have strived to better themselves and the world around them. The eight themes in this book are: power and authority, religious and ethical systems, revolution, interaction with environment, economics, cultural interaction, empire building, science and technology. - p. xxx-[xxxi]. |
| holt mcdougal world history textbook: World History Holt McDougal, 2010-12-31 |
| holt mcdougal world history textbook: The Wiley International Handbook of History Teaching and Learning Scott Alan Metzger, Lauren McArthur Harris, 2018-04-10 A comprehensive review of the research literature on history education with contributions from international experts The Wiley International Handbook of History Teaching and Learning draws on contributions from an international panel of experts. Their writings explore the growth the field has experienced in the past three decades and offer observations on challenges and opportunities for the future. The contributors represent a wide range of pioneering, established, and promising new scholars with diverse perspectives on history education. Comprehensive in scope, the contributions cover major themes and issues in history education including: policy, research, and societal contexts; conceptual constructs of history education; ideologies, identities, and group experiences in history education; practices and learning; historical literacies: texts, media, and social spaces; and consensus and dissent. This vital resource: Contains original writings by more than 40 scholars from seven countries Identifies major themes and issues shaping history education today Highlights history education as a distinct field of scholarly inquiry and academic practice Presents an authoritative survey of where the field has been and offers a view of what the future may hold Written for scholars and students of education as well as history teachers with an interest in the current issues in their field, The Wiley International Handbook of History Teaching and Learning is a comprehensive handbook that explores the increasingly global field of history education as it has evolved to the present day. |
| holt mcdougal world history textbook: Holt World History , 2002-06 |
| holt mcdougal world history textbook: The Trouble with Textbooks Gary A. Tobin, Dennis R. Ybarra, 2008-07-31 School textbooks in Iran, Saudi Arabia, Egypt and elsewhere in the Arab and Muslim worlds are filled with anti-Western and anti-Israel propaganda. Most readers will be shocked to discover that history and geography textbooks widely used in America's elementary and secondary classrooms contain some of the very same inaccuracies about Jews, Judaism, and Israel. Did you know that 'there is no record of any important Jewish contribution to the sciences?' (World Civilizations, Thomson Wadsworth). Or that 'Christianity was started by a young Palestinian named Jesus?' (The World, Scott Foresman/Pearson). Supplemental materials and other classroom influences are even worse. The Trouble with Textbooks exposes the poor scholarship and untruths in textbooks about Jews and Israel. The problems uncovered in this ground-breaking analysis are instructive, and illustrate the need for reform in the way textbooks are developed, written, marketed, and distributed. Substitute another area_how we teach American history, Western civilization, or comparative religion_and we have another, equally intriguing case study. The Trouble with Textbooks shows what can go terribly wrong in discussing religion, geography, culture, or history_and in this case_all of them. The Trouble with Textbooks tells a cautionary tale for all readers, whatever their background, of how textbooks that Americans depend on to infuse young people with the values for good citizenship and to help acculturate students into the multicultural salad that is American life, instead disparage some groups and teach historical distortions. With millions of young people using these textbooks each year, the denigration of some should be a concern for all. |
| holt mcdougal world history textbook: History Textbooks American Textbook Council, 1994 Based on expert review and research, this book provides an innovative standard and guide to social studies textbooks used in kindergarten through 12th grade classrooms for content, style, and design. The standards provide a foundation for individuals to select satisfactory textbooks and to help educators and school boards in the adoption of instructional materials. Chapter 1 addresses the problems of textbook content and style. Chapter 2 discusses the vast business of social studies publishing and the increased complexity of textbook packaging with the movement away from state-level adoption of textbooks. Chapter 3 focuses on the content of social studies textbooks with a comparison of past and present textbooks, a discussion of revisionism and reality, and a look at religion in textbooks. Chapter 4 examines the style and story of textbooks and finds that although the content of past textbooks may be flawed, the prose is superior to recent textbooks. Ideas on narrative, readability, vocabulary, instructional design, history, and style provide ways for textbooks to improve. Chapter 5 addresses the issue of format and proposes clarity and simplicity in technical design of books. Chapter 6 provides an outline to review textbooks for content and style and instructional activities and teacher guidance materials for usefulness. Chapter 7 includes an annotated list of the major U.S. and world history textbooks. (CK) |
| holt mcdougal world history textbook: World History Stanley Mayer Burstein, Richard Shek, 2006 Students study the social, cultural, and technological changes that occurred in Europe, Africa, and Asia in the years AD 500-1789. |
| holt mcdougal world history textbook: Holt Mcdougal Middle School World History Holt McDougal, 2011 |
| holt mcdougal world history textbook: Glencoe World History, Student Edition McGraw-Hill Education, 2009-01-21 Glencoe World History is a full-survey world history program authored by a world-renowned historian, Jackson Spielvogel, and the National Geographic Society. Experiencing world history and understanding its relevance to the modern world is the goal of this program. The program addresses the importance of motivating students and engaging them in meaningful learning - learning that links the past with issues confronting young people today. Glencoe World History addresses student learning on many levels and encourages the reader to become actively involved with the beautifully presented content. |
| holt mcdougal world history textbook: Student Edition 2018 Hmh Hmh, 2017 |
| holt mcdougal world history textbook: The Ancient World, Grade 6 , 2001-07-01 |
| holt mcdougal world history textbook: World History Susan E. Ramírez, 2008 |
| holt mcdougal world history textbook: Advanced Placement World History: Modern Editors, 2019-09 |
| holt mcdougal world history textbook: Holt McDougal World History: Patterns of Interaction (C) 2012 Holt Mcdougal, 2019-08-16 |
| holt mcdougal world history textbook: World History : People and nations Teacher's ed , 1993 |
| holt mcdougal world history textbook: United States History Civil War to Present 2012 Holt McDougal, 2010-12-31 |
| holt mcdougal world history textbook: The New Politics of the Textbook Heather Hickman, Brad J. Porfilio, 2012-10-13 In an age of unprecedented corporate and political control over life inside of educational institutions, this book provides a needed intervention to investigate how the economic and political elite use traditional artifacts in K-16 schools to perpetuate their interests at the expense of minoritized social groups. The contributors provide a comprehensive examination of how textbooks, the most dominant cultural force in which corporations and political leaders impact the schooling curricula, shape students’ thoughts and behavior, perpetuate power in dominant groups, and trivialize social groups who are oppressed on the structural axes of race, class, gender, sexuality, and (dis)ability. Several contributors also generate critical insight in how power shapes the production of textbooks and evaluate whether textbooks still perpetuate dominant Western narratives that normalize and privilege patriotism, militarism, consumerism, White supremacy, heterosexism, rugged individualism, technology, and a positivistic conception of the world. Finally, the book highlights several textbooks that challenge readers to rethink their stereotypical views of the Other, to reflect upon the constitutive forces causing oppression in schools and in the wider society, and to reflect upon how to challenge corporate and political dominance over knowledge production. |
| holt mcdougal world history textbook: The Trouble with Textbooks Gary A. Tobin, Dennis R. Ybarra, 2008 Our elementary, middle, and high school teaching about Jews, Judaism, and Israel is driven by textbook misstatements about Jewish theology, social structure, and the history of Israel that comprise an unsavory picture of Jews and Israel. This book will be an extremely valuable reference tool for educators and members of the public interested in religion and the Middle East. |
| holt mcdougal world history textbook: World History California Ancient Civilizations Core Text Grade 6 McDougal Littell, 2005-02-04 Combines motivating stories with research-based instruction that helps students improve their reading and social studies skills as they discover the past. Every lesson of the textbook is keyed to California content standards and analysis skills. |
| holt mcdougal world history textbook: The Cold War in the Classroom Barbara Christophe, Peter Gautschi, Robert Thorp, 2019-10-23 This book is open access under a CC BY 4.0 license. This book explores how the socially disputed period of the Cold War is remembered in today’s history classroom. Applying a diverse set of methodological strategies, the authors map the dividing lines in and between memory cultures across the globe, paying special attention to the impact the crisis-driven age of our present has on images of the past. Authors analysing educational media point to ambivalence, vagueness and contradictions in textbook narratives understood to be echoes of societal and academic controversies. Others focus on teachers and the history classroom, showing how unresolved political issues create tensions in history education. They render visible how teachers struggle to handle these challenges by pretending that what they do is ‘just history’. The contributions to this book unveil how teachers, backgrounding the political inherent in all memory practices, often nourish the illusion that the history in which they are engaged is all about addressing the past with a reflexive and disciplined approach. |
| holt mcdougal world history textbook: A People's Curriculum for the Earth Bill Bigelow, Tim Swinehart, 2014-11-14 A People’s Curriculum for the Earth is a collection of articles, role plays, simulations, stories, poems, and graphics to help breathe life into teaching about the environmental crisis. The book features some of the best articles from Rethinking Schools magazine alongside classroom-friendly readings on climate change, energy, water, food, and pollution—as well as on people who are working to make things better. A People’s Curriculum for the Earth has the breadth and depth ofRethinking Globalization: Teaching for Justice in an Unjust World, one of the most popular books we’ve published. At a time when it’s becoming increasingly obvious that life on Earth is at risk, here is a resource that helps students see what’s wrong and imagine solutions. Praise for A People's Curriculum for the Earth To really confront the climate crisis, we need to think differently, build differently, and teach differently. A People’s Curriculum for the Earth is an educator’s toolkit for our times. — Naomi Klein, author of The Shock Doctrine and This Changes Everything: Capitalism vs. the Climate This volume is a marvelous example of justice in ALL facets of our lives—civil, social, educational, economic, and yes, environmental. Bravo to the Rethinking Schools team for pulling this collection together and making us think more holistically about what we mean when we talk about justice. — Gloria Ladson-Billings, Kellner Family Chair in Urban Education, University of Wisconsin-Madison Bigelow and Swinehart have created a critical resource for today’s young people about humanity’s responsibility for the Earth. This book can engender the shift in perspective so needed at this point on the clock of the universe. — Gregory Smith, Professor of Education, Lewis & Clark College, co-author with David Sobel of Place- and Community-based Education in Schools |
| holt mcdougal world history textbook: America's Last Stand? David Pimentel, 2011-11 Wasn't school-sponsored prayer banned in 1962? Wasn't the Bible banned from public schools in 1963? Didn't the Supreme Court rule that both forms of religious expression and belief violated the U.S. Constitution? Didn't the ACLU convince everyone that there should be no religion whatsoever promoted or supported by the public school system. Then why are Islamic prayer and Islamic religious exercises allowed to take place in America's public schools? Could the public schools in America really be the place of America's last stand? The author suggests that while the country is being assaulted on many fronts, such as the military, financial and ideological, many Americans are not aware that perhaps the most dangerous assault is taking place in the schools. This book discusses these and many other issues that all Americans should be concerned about, especially if their children are in public schools. |
| holt mcdougal world history textbook: The Patchwork of World History in Texas High Schools Stephen Jackson, 2022-11-30 This book traces the historical development of the World History course as it has been taught in high school classrooms in Texas, a populous and nationally influential state, over the last hundred years. Arguing that the course is a result of a patchwork of competing groups and ideas that have intersected over the past century, with each new framework patched over but never completely erased or replaced, the author crucially examines themes of imperialism, Eurocentrism, and nationalism in both textbooks and the curriculum more broadly. The first part of the book presents an overview of the World History course supported by numerical analysis of textbook content and public documents, while the second focuses on the depiction of non-Western peoples, and persistent narratives of Eurocentrism and nationalism. It ultimately offers that a more global, accurate, and balanced curriculum is possible, despite the tension between the ideas of professional world historians, who often de-center the nation-state in their quest for a truly global approach to the subject, and the historical core rationale of state-sponsored education in the United States: to produce loyal citizens. Offering a new, conceptual understanding of how colonial themes in World History curriculum have been dealt with in the past and are now engaged with in contemporary times, it provides essential context for scholars and educators with interests in the history of education, curriculum studies, and the teaching of World History in the United States. |
| holt mcdougal world history textbook: World History Stanley M. Burstein, 2006 Students expand their understanding of history by studying the people and events that ushered in the dawn of the major Western and non-Western ancient civilizations. |
| holt mcdougal world history textbook: Marking the "Invisible" Andrea M. Hawkman, Sarah B. Shear, 2020-04-01 Substantial research has been put forth calling for the field of social studies education to engage in work dealing with the influence of race and racism within education and society (Branch, 2003; Chandler, 2015; Chandler & Hawley, 2017; Husband, 2010; King & Chandler, 2016; Ladson-Billings, 2003; Ooka Pang, Rivera & Gillette, 1998). Previous contributions have examined the presence and influence of race/ism within the field of social studies teaching and research (e.g. Chandler, 2015, Chandler & Hawley, 2017; Ladson-Billings, 2003; Woyshner & Bohan, 2012). In order to challenge the presence of racism within social studies, research must attend to the control that whiteness and white supremacy maintain within the field. This edited volume builds from these previous works to take on whiteness and white supremacy directly in social studies education. In Marking the “Invisible”, editors assemble original contributions from scholars working to expose whiteness and disrupt white supremacy in the field of social studies education. We argue for an articulation of whiteness within the field of social studies education in pursuit of directly challenging its influences on teaching, learning, and research. Across 27 chapters, authors call out the strategies deployed by white supremacy and acknowledge the depths by which it is used to control, manipulate, confine, and define identities, communities, citizenships, and historical narratives. This edited volume promotes the reshaping of social studies education to: support the histories, experiences, and lives of Students and Teachers of Color, challenge settler colonialism and color-evasiveness, develop racial literacy, and promote justice-oriented teaching and learning. Praise for Marking the “Invisible” As the theorization of race and racism continues to gain traction in social studies education, this volume offers a much-needed foundational grounding for the field. From the foreword to the epilogue, Marking the “Invisible” foregrounds conversations of whiteness in notions of supremacy, dominance, and rage. The chapters offer an opportunity for social studies educators to position critical theories of race such as critical race theory, intersectionality, and settler colonialism at the forefront of critical examinations of whiteness. Any social studies educator -researcher concerned with the theorization or teaching of race should engage with this text in their work. Christopher L. Busey, University of Florida |
| holt mcdougal world history textbook: Classroom Conversations Alexandra Miletta, 2008-10-07 In Classroom Conversations, two generations of educators—a mother and daughter—point us to the great thinkers who have shaped their beliefs and practices in education, and who continue to influence teachers today. Nineteen essays by educators from Dewey to Delpit offer parents and new educators an education degree in a nutshell. The Milettas frame these touchstone texts with commentary explaining why these writers resonate for them, sharing not only the personal meanings they have derived from the selections but why these writings have endured in the field over time. Brief biographies set each author in context for the lay reader. As educational fads and jargon come and go, parents and teachers alike will appreciate and find value in the wisdom distilled here. Classroom Conversations will help experienced teachers find renewed meaning in these seminal essays and will help younger teachers discover just how important the work they do can be. For parents, the book will inform and enrich their understanding of their children's educational experience. |
| holt mcdougal world history textbook: Wilsonian Approaches to American Conflicts Ashley Cox, 2017-07-14 This book explores US foreign policy, specifically the history of America’s entry into the War of 1812, the First World War, the Korean War and the First Gulf War. Using a historical case study approach, it demonstrates how the Wilsonian Framework can give us a unique understanding of why the United States chose to go to war in those four conflicts. Cox argues that the Wilsonian Framework is an important concern for decision makers in the US and that democracy promotion and the concept of international law are driving factors in each of these decisions to go to war. The realist and economic explanations of these conflicts are not sufficient and we must draw on Wilsonianism to gain a clear understanding of these conflicts. Drawing on the history of American liberalism and the work of Walter Russel Mead and Tony Smith, the book presents a definition of Wilsonianism that represents a broad span of the history of The Republic, in order to show consistency across time. It also establishes why the realist and economic explanations fail to provide sufficient explanatory power and how the Wilsonian Framework can give important insights into these conflicts. This book will be of interest to international historians and international relations scholars at both postgraduate and scholar level. It will also be of use to those wishing to conduct future research into the motivations that drive the foreign and security policies of the United States. |
| holt mcdougal world history textbook: Children's Books in Print, 2007 , 2006 |
| holt mcdougal world history textbook: Still Failing at Fairness David Sadker, Karen R. Zittleman, 2009-04-28 Despite decades of effort to create fair classrooms and schools, gender bias is alive and well, and in some ways growing. School practices continue to send boys and girls down different life paths, too often treating them not as different genders but as different species. Teachers and parents often miss the subtle signs of sexism in classrooms. Through firsthand observations and up-to-the-minute research, Still Failing at Fairness brings the gender issue into focus. The authors provide an in-depth account of how girls' and boys' educations are compromised from elementary school through college, and offer practical advice for teachers and parents who want to make a positive difference. The authors examine today's pressing issues -- the lack of enforcement for Title IX, the impact of the backlash against gender equity, the much-hyped boys' crisis, hardwired brain differences, and the recent growth of singlesex public schools. This book documents how teaching, current testing practices, and subtle cultural attitudes continue to short-circuit both girls and boys of every race, social class, and ethnicity. Hard-hitting and remarkably informative, Still Failing at Fairness is a fascinating look into America's classrooms (National Association of School Psychologists). |
| holt mcdougal world history textbook: War, Nation, Memory Keith A. Crawford, Stuart J. Foster, 2007-12-01 The Second World War stands as the most devastating and destructive global conflict in human history. More than 60 nations representing 1.7 billion people or three quarters of the world’s population were consumed by its horror. Not surprisingly, therefore, World War II stands as a landmark episode in history education throughout the world and its prominent place in school history textbooks is almost guaranteed. As this book demonstrates, however, the stories that nations choose to tell their young about World War II do not represent a universally accepted “truth” about events during the war. Rather, wartime narratives contained in school textbooks typically are selected to instil in the young a sense of national pride, common identify, and shared collective memory. To understand this process War, Nation, Memory describes and evaluates school history textbooks from many nations deeply affected by World War II including China, France, Germany, Japan, USA, and the United Kingdom. It critically examines the very different and complex perspectives offered in many nations and analyses the ways in which textbooks commonly serve as instruments of socialisation and, in some cases, propaganda. Above all, War, Nation, Memory demonstrates that far from containing “neutral” knowledge, history textbooks prove fascinating cultural artefacts consciously shaped and legitimated by powerful ideological, cultural, and sociopolitical forces dominant in the present. |
| holt mcdougal world history textbook: Mediterranean Trade Routes John Micklos, Jr., 2017-07-15 In ancient times, the Mediterranean Sea allowed Greeks, Phoenicians, Egyptians, and the people of Mesopotamia to trade goods and make cultural connections. In fact, trade routes through the Mediterranean allowed both Greeks and Phoenicians to establish new colonies, extending their reach and leading to immense wealth. Mediterranean Trade Routes provides context for how these routes fostered political relationships, private business, and advances in science. |
| holt mcdougal world history textbook: The Politics of the Textbook Michael Apple, Linda Christian-Smith, 2017-09-08 The Politics of the Texbook analyzes the factors that shape production, distribution and reception of school texts through original essays which emphasize the double-edged quality of textbooks. Textbooks are viewed as systems of moral regulation in the struggle of powerful groups to build political and cultural accord. They are also regarded as the site of popular resistance around discloding the interest underlying schoolknowledge and incorporating alternative traditions. |
| holt mcdougal world history textbook: History and Theory in Anthropology Alan Barnard, 2021-12-16 An updated and expanded edition of Barnard's classic overview of the history and theory of anthropology. |
| holt mcdougal world history textbook: The Textbook as Discourse Eugene F. Provenzo, Jr., Annis N. Shaver, Manuel Bello, 2011-01-24 This book is about the social, political and cultural content of elementary and secondary textbooks in American education. It focuses on the nature of the discourses—the content and context—that represent what is included in textbooks. |
| holt mcdougal world history textbook: Teaching Global History Alan J. Singer, 2012-04-27 Teaching Global History challenges prospective and beginning social studies teachers to formulate their own views about what is important to know in global history and why. It explains how to organize the curriculum around broad social studies concepts and themes and student questions about humanity, history, and the contemporary world. All chapters include lesson ideas, a sample lesson plan with activity sheets, primary source documents, and helpful charts, graphs, photographs, and maps. High school students’ responses are woven in throughout. Additional material corresponding to each chapter is posted online at http://people.hofstra.edu/alan_j_singer. The traditional curriculum tends to highlight the Western heritage, and to race through epochs and regions, leaving little time for an in-depth exploration of concepts and historical themes, for the evaluation of primary and secondary sources, and for students to draw their own historical conclusions. Offering an alternative to such pre-packaged textbook outlines and materials, this text is a powerful resource for promoting thoughtful reflection and debate about what the global history curriculum should be and how to teach it. |
| holt mcdougal world history textbook: Religion and American Education Warren A. Nord, 2014-07-01 Warren Nord's thoughtful book tackles an issue of great importance in contemporary America: the role of religion in our public schools and universities. According to Nord, public opinion has been excessively polarized by those religious conservatives who would restore religious purposes and practices to public education and by those secular liberals for whom religion is irrelevant to everything in the curriculum. While he maintains that public schools and universities must not promote religion, he also argues that there are powerful philosophical, political, moral, and constitutional reasons for requiring students to study religion. Indeed, only if religion is included in the curriculum will students receive a truly liberal education, one that takes seriously a variety of ways of understanding the human experience. Intended for a broad audience, Nord's comprehensive study encompasses American history, constitutional law, educational theory and practice, theology, philosophy, and ethics. It also discusses a number of current, controversial issues, including multiculturalism, moral education, creationism, academic freedom, and the voucher and school choice movements. |
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