Foreword |
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ix | |
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Acknowledgments |
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xi | |
Introduction |
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1 | (4) |
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1 A New Vision of History Teaching |
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5 | (6) |
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6 | (1) |
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7 | (1) |
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7 | (1) |
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Section and Chapter Organization |
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8 | (1) |
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Knowing and Doing Citizenship |
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9 | (2) |
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PART I DEFENDING CIVIL RIGHTS: LOOKING OUT FOR ONE ANOTHER |
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11 | (20) |
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2 John Adams, Josiah Quincy Jr., and the Boston Massacre Trial |
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13 | (9) |
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Students 'Background Knowledge |
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13 | (1) |
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Historical Background for Teachers and Students |
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13 | (1) |
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Historical Thinking Skills: Corroboration |
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14 | (1) |
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15 | (2) |
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17 | (5) |
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3 Harriet Tubman and the Underground Railroad |
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22 | (9) |
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Students' Background Knowledge |
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22 | (1) |
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Historical Background for Teachers and Students |
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22 | (1) |
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Historical Thinking Skills: Historiography |
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23 | (1) |
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24 | (2) |
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26 | (5) |
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PART II COLLABORATIVE PROBLEM-SOLVING: MAKING A DIFFERENCE BY COMING TOGETHER |
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31 | (20) |
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4 Committees of Correspondence |
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33 | (9) |
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Students' Background Knowledge |
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33 | (1) |
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Historical Background for Teachers and Students |
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33 | (1) |
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Historical Thinking Skills: Contextualization |
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34 | (1) |
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35 | (2) |
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37 | (5) |
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5 Samuel Gompers and the American Federation of Labor |
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42 | (9) |
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Students' Background Knowledge |
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42 | (1) |
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Historical Background for Teachers and Students |
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42 | (2) |
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Historical Thinking Skills: Historical Empathy |
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44 | (1) |
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44 | (2) |
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46 | (5) |
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PART III COMPROMISE: SACRIFICING FOR THE COMMON GOOD |
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51 | (20) |
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53 | (9) |
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Students' Background Knowledge |
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53 | (1) |
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Historical Background for Teachers and Students |
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53 | (2) |
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Historical Thinking Skills: Historical Perspective Taking |
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55 | (1) |
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55 | (2) |
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57 | (5) |
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7 Compromise and the Civil Rights Act of 1964 |
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62 | (9) |
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Students' Background Knowledge |
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62 | (1) |
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Historical Background for Teachers and Students |
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63 | (1) |
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Historical Thinking Skills: Change and Continuity |
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64 | (1) |
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64 | (2) |
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66 | (5) |
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PART IV GETTING ALONG WITH ADVERSARIES |
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71 | (26) |
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8 Lincoln's Plan for Reconstruction: Binding a Nation's Wounds |
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73 | (11) |
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Students' Background Knowledge |
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73 | (1) |
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Historical Background for Teachers and Students |
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73 | (2) |
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Historical Thinking Skills: Ethical Judgment |
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75 | (1) |
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75 | (3) |
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78 | (6) |
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9 Reagan and Gorbachev: Adversaries and Friends |
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84 | (13) |
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Students' Background Knowledge |
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84 | (1) |
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Historical Background for Teachers and Students |
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84 | (1) |
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Historical Thinking Skills: Argumentative Writing |
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85 | (2) |
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87 | (2) |
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89 | (8) |
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PART V DEMONSTRATING DISAPPROVAL: COURAGEOUSLY TAKING A STAND |
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97 | (20) |
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10 Alice Paul and the Silent Sentinels |
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99 | (1) |
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Students' Background Knowledge |
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99 | (1) |
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Historical Background for Teachers and Students |
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99 | (2) |
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Historical Thinking Skills: Photograph Analysis |
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101 | (1) |
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102 | (2) |
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104 | (5) |
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11 Tommie Smith, John Carlos, and the 1968 Olympic Protests |
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109 | (1) |
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Students' Background Knowledge |
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109 | (1) |
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Historical Background for Teachers and Students |
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109 | (1) |
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Historical Thinking Skills: Contextualization |
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110 | (1) |
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111 | (2) |
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113 | (4) |
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PART VI CIVIL DISOBEDIENCE: WHEN ALL ELSE FAILS |
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117 | (21) |
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12 Susan B. Anthony and the Election of 1872 |
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119 | (9) |
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Students' Background Knowledge |
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119 | (1) |
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Historical Background for Teachers and Students |
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119 | (1) |
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Historical Thinking Skills: Identifying Historical Significance |
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120 | (1) |
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121 | (2) |
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123 | (5) |
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13 James Farmer Jr. and the Freedom Riders |
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128 | (10) |
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Students' Background Knowledge |
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128 | (1) |
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Historical Background for Teachers and Students |
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128 | (1) |
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Historical Thinking Skills: Sourcing |
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129 | (1) |
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130 | (2) |
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132 | (6) |
References |
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138 | (5) |
Index |
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143 | (10) |
About the Author |
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153 | |