This book combines innovative inquiry-based teaching strategies with rich qualitative descriptions from middle and high school students to document how popular media can be effectively integrated into the history classroom. The first book to address teaching history with multiple forms of popular media, this work demonstrates how incorporating movies, music, and graphic narratives increases students' engagement, builds historical thinking skills and teaches critical media literacy.
Each chapter highlights a piece of popular media focusing on diverse topics including under-represented subjects like the Ludlow Massacre, the Harlem Hellfighters, and the internment of Japanese Americans during the Second World War while providing detailed lesson plans aligned with Common Core Standards. Also included are tips on teaching inquiry inductively, proactive planning, and specific examples of how to transfer the teaching tools to other forms of popular media.
Sprache
Verlagsort
Illustrationen
Halftones, black and white
ISBN-13
978-1-4766-9671-3 (9781476696713)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Chad William Timm is a professor of teacher education at Simpson College in Indianola, Iowa. With 30 years of experience teaching history, his work has been published in the International Journal of Qualitative Studies in Education, Popular Culture and Philosophy Series', and Poverty In American Popular Culture.
Table of Contents
Acknowledgments
Preface
Introduction
Part I. Using Music to Teach Historical Inquiry
1.¿Introducing Historical Thinking with Hamilton
The Mini-Unit in Practice
Inquiry Tip: Lesson Structure
Transferring the Tool: ÒThe Night They Drove Old Dixie DownÓ
2.¿Using Songs to Spark Compelling Questions About Causal Relationships
The Mini-Unit in Practice
Inquiry Tip: Question Formulation Technique
Transferring the Tools: Ò1913 MassacreÓ
3.¿Thinking Critically Through Songs About the Struggle for Rights
The First Mini-Unit in Practice: Civil Rights
The Second Mini-Unit in Practice: LGBTQ+ Rights
Proactive Planning: Better Arguments Project
Inquiry Tip: Embracing Uncertainty
Transferring the Tool: Songs About the Vietnam Conflict
Part II. Using Graphic Narratives to Teach Historical Inquiry
4.¿Historical Agency and The Life of Frederick Douglass
Proactive Planning: Person-First Language
The Mini-Unit in Practice
Inquiry Tip: Select Subjects Carefully
Transferring the Tool: Graphic Narratives That Highlight Agency
5.¿Teaching Argumentative Writing with The Harlem Hellfighters
The Mini-Unit in Practice
Inquiry Tip: Advice on Creating Your Own RIW Inquiry
Transferring the Tool: Trinity: A Graphic History of the First Atomic Bomb
6.¿They Called Us Enemy and Historical Empathy
Proactive Planning: Avoiding Missteps
The Mini-Unit in Practice
Teaching Tip: Poetry
Transferring the Process: A.D.: New Orleans After the Deluge
Part III. Using Movies to Teach Historical Inquiry
7.¿Determining Historical Accuracy in Lincoln
The Mini-Unit in Practice
Transferring the Tool: Thirteen Days and the Cuban Missile Crisis
8.¿Hidden Figures and Analyzing Subtext and Claims in Historical Movies
Inquiry Tip: Women's Histories
The Mini-Unit in Practice
Transferring the Tools: Films Highlighting Powerful Stories of Women in History
9.¿Selma, Democratic Processes, and Taking Informed Action
The Mini-Unit in Practice
Inquiry Tip: Facilitating Deliberative Democratic Processes
Transferring the Tools: Judas and the Black Messiah and The Trial of the Chicago 7
Concluding Thoughts
References
Index
