This practical book addresses the consistent questions that were posed by secondary social studies teachers during professional learning sessions. In particular, it examines ways to break through the inclination and perception expressed by many teachers that "my kids cannot do that." Drawing on 22 years as a high school history teacher, 7 years as a state level curriculum specialist, and extensive work with in-service teachers across the country, the author provides research-based guidance for engaging students in investigating the past. Lesh examines ways to develop effective questions that guide historical inquires, how to utilize discussion in the classroom, and how to align assessment to inquiry. He also shows teachers how to incorporate difficult histories within an inquiry framework. Each chapter uses a specific lesson, framed by student work, to illuminate approaches in real classroom scenarios. Topics include The Pullman Strike of 1894, the Marcus Garvey question, Dust Bowl Migrants, Mao and Communist China, the LGBTQ+ fight for rights, and multiple lessons from World War I. This follow-up to the author's book "Why Won't You Just Tell Us the Answer?" fills in gaps and expands tools and classroom examples to assist today's teachers. Book Features: Offers ways to promote teacher growth as it pertains to historical thinking. Demonstrates how to align investigating the past with the needs of reluctant readers and students with special needs. Provides lesson materials and instructional guidance. Addresses how to teach difficult subjects, such as LGBTQ+ history. Aligns historical literacy with inquiry-based instruction.

Along with the infamous "Reviewer 2," journal editors are a leading cause of angst among scholars. When editors are bad at their jobs, careers are damaged, reputations of journals suffer, and the overall scholarship within a field is weakened. Yet, despite their importance to the practice of academia, most editors do not receive any formal training on the editing process. Even well-published authors face a steep learning curve when navigating all of the moving parts of a scholarly journal and providing quality feedback to authors. This book is intended to be a guide for scholarly journal editors. It walks current and prospective editors through the various steps of the editing process, including establishing an editorial vision, creating editorial teams/boards, interpreting reviewers' comments and writing decision letters, and publicizing published articles and improving journal metrics. A secondary goal of the book is to provide authors with a peek inside the process of journal editing. By better understanding the decisions that editors make, authors can make more informed choices about which journals they should submit their work, as well as improve their chances for publication.

Along with the infamous "Reviewer 2," journal editors are a leading cause of angst among scholars. When editors are bad at their jobs, careers are damaged, reputations of journals suffer, and the overall scholarship within a field is weakened. Yet, despite their importance to the practice of academia, most editors do not receive any formal training on the editing process. Even well-published authors face a steep learning curve when navigating all of the moving parts of a scholarly journal and providing quality feedback to authors. This book is intended to be a guide for scholarly journal editors. It walks current and prospective editors through the various steps of the editing process, including establishing an editorial vision, creating editorial teams/boards, interpreting reviewers' comments and writing decision letters, and publicizing published articles and improving journal metrics. A secondary goal of the book is to provide authors with a peek inside the process of journal editing. By better understanding the decisions that editors make, authors can make more informed choices about which journals they should submit their work, as well as improve their chances for publication.

Teaching controversial social issues can be a daunting, and oftentimes terrifying, prospect for social studies teachers. In many ways, this fear is warranted given the politically polarized nature of American society in the 21st century. However, effective social studies instruction requires that students begin to grapple with difficult issues in tolerant ways. The chapters in this book, many of which are written by leading scholars within the field of social studies education, cover a range of 21st century social issues, including politically volatile issues such as gun control, marriage equality, the Black Lives Matter movement, and immigration. This book offers both a theoretical justification for engaging students with controversial social issues and practical suggestions for how to successfully implement discussions of these types of issues in K-12 classroom settings.

The terrorist attacks of September 11, 2001 dramatically changed many aspects of American society, and the ramifications of that horrific event are still impacting the domestic and foreign policies of the United States. Yet, fifteen years after 9/11-an event that was predicted to change the scope of public education in the United States-we find that the social studies curriculum remains virtually the same as before the attacks. For a discipline charged with developing informed citizens prepared to enter a global economy, such curricular stagnation makes little sense. This book, which contains chapters from many leading scholars within the field of social studies education, both assesses the ways in which the social studies curriculum has failed to live up to the promises of progressive citizenship education made in the wake of the attacks and offers practical advice for teachers who wish to encourage a critical understanding of the post-9/11 global society in which their students live.

The terrorist attacks of September 11, 2001 dramatically changed many aspects of American society, and the ramifications of that horrific event are still impacting the domestic and foreign policies of the United States. Yet, fifteen years after 9/11-an event that was predicted to change the scope of public education in the United States-we find that the social studies curriculum remains virtually the same as before the attacks. For a discipline charged with developing informed citizens prepared to enter a global economy, such curricular stagnation makes little sense. This book, which contains chapters from many leading scholars within the field of social studies education, both assesses the ways in which the social studies curriculum has failed to live up to the promises of progressive citizenship education made in the wake of the attacks and offers practical advice for teachers who wish to encourage a critical understanding of the post-9/11 global society in which their students live.

As online learning continues to become more prominent in K-12 education, it will be important that teachers are knowledgeable about both the potential of online learning and the challenges associated with moving curricula online. This book, written by a former secondary online teacher who now teaches online instructional methods to practicing K-12 teachers, addresses those challenges and offers practical, research-based approaches to creating successful online learning experiences. Both novice and experienced K-12 teachers will benefit from the author s strategies for creating engaging, learner-centered instruction in an online format. This book is unique from other practitioner-oriented books on online learning in that it focuses exclusively on adolescents experiences with online instruction.

As online learning continues to become more prominent in K-12 education, it will be important that teachers are knowledgeable about both the potential of online learning and the challenges associated with moving curricula online. This book, written by a former secondary online teacher who now teaches online instructional methods to practicing K-12 teachers, addresses those challenges and offers practical, research-based approaches to creating successful online learning experiences. Both novice and experienced K-12 teachers will benefit from the author's strategies for creating engaging, learner-centered instruction in an online format. This book is unique from other practitioner-oriented books on online learning in that it focuses exclusively on adolescents' experiences with online instruction.

Teaching controversial social issues can be a daunting, and oftentimes terrifying, prospect for social studies teachers. In many ways, this fear is warranted given the politically polarized nature of American society in the 21st century. However, effective social studies instruction requires that students begin to grapple with difficult issues in tolerant ways. The chapters in this book, many of which are written by leading scholars within the field of social studies education, cover a range of 21st century social issues, including politically volatile issues such as gun control, marriage equality, the Black Lives Matter movement, and immigration. This book offers both a theoretical justification for engaging students with controversial social issues and practical suggestions for how to successfully implement discussions of these types of issues in K-12 classroom settings.

COVID-19 offers a unique opportunity to transform the K-12 social studies curriculum, but history suggests that changes to the formal curriculum will not come easily or automatically. This book was conceived in the space between the dismantling of our old way of life and the anticipation of what comes next. The authors in this volume-leading voices in social studies education-make the case that COVID-19 has exposed deficiencies in much of the traditional narrative found in textbooks and state curriculum standards, and they offer guidance for how educators can use the pandemic to pursue a more justice-oriented, critical examination of contemporary society. Divided into two sections, this volume first focuses on how elementary and secondary educators might teach about the pandemic, both as a contentious public issue and as a recent historical event. The second section asks teachers to reconsider many long-standing aspects of social studies teaching and learning, from content and instructional approaches to testing.Book Features: Guidance on how to teach about the COVID-19 crisis as a recent, controversial historical event. Examples of teaching approaches and classroom projects that align with the C3 Framework. Lessons about COVID-19 for use in K-12 classrooms, as well as chapters on the history of pandemics and on how teachers can help students cope with death and grief. A critical examination of the idea of American exceptionalism, the role of race and class in U.S. society, and fundamental practices within social studies education.