While many methods texts have an add-on chapter on technology, this book integrates the use of technology into every phase of the teaching profession. Filled with decision-making scenarios and reflective questions that help bring the material to life, it covers the development of teaching technologies, developing lesson plans, and actual instructional models in history and social studies. An appendix provides sample lessons, sample tests, a list of resources, and other practical materials.

While many methods texts have add-on chapters on teaching with technology, this book integrates the use of technology into every phase of the teaching profession. Filled with decision-making scenarios and reflective questions that help bring the material to life, it covers the development of teaching technologies and lesson plans, and includes actual instructional models in history and social studies. An appendix provides sample lessons, sample tests, a list of resources, and other practical materials.

Current educational reforms have given rise to various types of "educational Taylorism," which encourage the creation of efficiency models in pursuit of a unified way to teach. In history education curricula, this has been introduced through scripted textbook-based programs such as Teacher Curriculum Institute's History Alive! and completely online curricula. They include the jargon of authentic methods, such as primary sources, cooperative learning, differentiated instruction, and access to technology; yet the craft of teaching is removed, and an experience that should be marked by discovery and reflection is replaced with comparatively empty processes. This volume provides systematic models and examples of ways that history teachers can compete with and effectively halt this transformation. The alternatives the authors present are based on collaborative models that address the art of teaching for pre-service and practicing secondary history teachers as well as collegiate history educators. Relying on original research, and a maturing body of secondary literature on historical thinking, this book illuminates how collaboration can create real historical learning.

Current educational reforms have given rise to various types of "educational Taylorism," which encourage the creation of efficiency models in pursuit of a unified way to teach. In history education curricula, this has been introduced through scripted textbook-based programs such as Teacher Curriculum Institute's History Alive! and completely online curricula. They include the jargon of authentic methods, such as primary sources, cooperative learning, differentiated instruction, and access to technology; yet the craft of teaching is removed, and an experience that should be marked by discovery and reflection is replaced with comparatively empty processes. This volume provides systematic models and examples of ways that history teachers can compete with and effectively halt this transformation. The alternatives the authors present are based on collaborative models that address the art of teaching for pre-service and practicing secondary history teachers as well as collegiate history educators. Relying on original research, and a maturing body of secondary literature on historical thinking, this book illuminates how collaboration can create real historical learning.

In the future, contact between people and animals is forbidden. Because interaction between people and animals leads to pain and suffering, eliminating contact has the highest priority. Eating animal meat--animeat--is a heinous crime and punished severely. Everyone is vegan. The Order of the Prelate teaches Noameran citizens to reject human dominion over the animal world. Christianity and other religious traditions that had empowered people to believe they could use animals for whatever purposes they chose have been disbanded. Pet ownership has also been banned. The hypocrisy that had allowed people to kill some animals for food while saving others to be loved as pets no longer exists. Welcome to the moral order of 22d century Noamera. When Will'm Ashbee violates this moral order, can a defense for his actions be found in the annals of human-animal interactions?

In the future, contact between people and animals is forbidden. Because interaction between people and animals leads to pain and suffering, eliminating contact has the highest priority. Eating animal meat--animeat--is a heinous crime and punished severely. Everyone is vegan. The Order of the Prelate teaches Noameran citizens to reject human dominion over the animal world. Christianity and other religious traditions that had empowered people to believe they could use animals for whatever purposes they chose have been disbanded. Pet ownership has also been banned. The hypocrisy that had allowed people to kill some animals for food while saving others to be loved as pets no longer exists. Welcome to the moral order of 22d century Noamera. When Will'm Ashbee violates this moral order, can a defense for his actions be found in the annals of human-animal interactions?

Historians and teacher educators nationwide are now engaged in discussions about the importance of history teacher preparation. Interest within the history profession about the teaching of K-12 history has increased significantly during the past two decades, particularly since the controversy over the National Standards for History's publication. This attention is evident not only in the historical professions' various publications, but also in the federal government's multi-million dollar Teaching American History Program and the No Child Left Behind Act. Professional historians are increasingly committed to improving the teaching of history at the K-12 level through many forms of collaboration. History Education 101's thirteen essays are organized into three sections: context, practice, and new directions. The essays' contributors, tenured faculty who teach history teaching methods courses in colleges and universities throughout the United States, focus on how history education has, is, and will be taught to new K-12 teachers throughout the United States.Perhaps more than ever, it is critical for Americans to understand the role of higher education in the preparation of future middle and high school history teachers. This book provides important insights for academics in history and education departments as well as other individuals who are concerned with the status and improvement of history teaching in the schools, particularly current and future elementary and secondary teachers and administrators.

Historians and teacher educators nationwide are now engaged in discussions about the importance of history teacher preparation. Interest within the history profession about the teaching of K-12 history has increased significantly during the past two decades, particularly since the controversy over the National Standards for History's publication. This attention is evident not only in the historical professions' various publications, but also in the federal government's multi-million dollar Teaching American History Program and the No Child Left Behind Act. Professional historians are increasingly committed to improving the teaching of history at the K-12 level through many forms of collaboration. History Education 101's thirteen essays are organized into three sections: context, practice, and new directions. The essays' contributors, tenured faculty who teach history teaching methods courses in colleges and universities throughout the United States, focus on how history education has, is, and will be taught to new K-12 teachers throughout the United States.Perhaps more than ever, it is critical for Americans to understand the role of higher education in the preparation of future middle and high school history teachers. This book provides important insights for academics in history and education departments as well as other individuals who are concerned with the status and improvement of history teaching in the schools, particularly current and future elementary and secondary teachers and administrators.

From large-scale cattle farming to water pollution, meat- more than any other food-has had an enormous impact on our environment. Historically, Americans have been among the most avid meat-eaters in the world, but long before that meat was not even considered a key ingredient in most civilizations' diets. Labor historian Wilson Warren, who has studied the meat industry for more than a decade, provides this global history of meat to help us understand how it entered the daily diet, and at what costs and benefits to society. Spanning from the nineteenth century to current and future trends, Warren walks us through the economic theory of food, the discovery of protein, the Japanese eugenics debate around meat, and the environmental impact of livestock, among other topics. Through his comprehensive, multifaceted research, he provides readers with the political, economic, social, and cultural factors behind meat consumption over the last two centuries. With a special focus on East Asia, Meat Makes People Powerful reveals how national governments regulated and oversaw meat production, helping transform virtually vegetarian cultures into major meat consumers at record speed. As more and more Americans pay attention to the sources of the meat they consume, Warren's compelling study will help them not only better understand the industry, but also make more informed personal choices. Providing an international perspective that will appeal to scholars and nutritionists alike, this timely examination will forever change the way you see the food on your plate.