REBOOTING SOCIAL STUDIES
Strategies for Reimagining History Classes
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"Let's light some dynamite," says experienced teacher Greg Milo, as he makes a convincing argument for blowing up the traditional chronological method of teaching history and replacing it with something "refreshing and relevant."
Punctuated with numerous examples drawn from both his and his colleagues’ own teaching careers, Milo offers a roadmap for much greater student engagement and skill-building: rather than trying to cover a broad swath of time, select fewer topics that students can really "chew apart"; build independent studies that place ownership in the hands of the students; emphasize history as a "story" complete with colorful characters and plot twists; weave in experiential learning that presents students with the reality of their community; and more.
Rowman and Littlefield