Chad William Timm

Teaching History with Popular Media

Strategies for Inquiry-Based Learning

• Broschiertes Buch

Produktbeschreibung

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.

Produktdetails

• Verlag: McFarland & Co Inc
• Seitenzahl: 267
• Erscheinungstermin: 17. Juni 2025
• Englisch
• ISBN-13: 9781476696713
• ISBN-10: 1476696713
• Artikelnr.: 73874857

Autorenporträt

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.

Inhaltsangabe

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