From the mongol empire to the reFormationVolume iii

Chris Edwards

Conn

eCting the Dots in

WorlD history,

a teaCher’s literaCy-BaseD CurriCulumE

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EDUCATION • WORLD HISTORY • CURRICULUM

ConneCting the Dots in WorlD history, a teaCher’s literaCy-BaseD CurriCulum

800-462-6420www.rowman.com

“Kudos to Chris Edwards for blending historical content, critical thinking, and methodology. The individual ‘dots,’ accessible and engaging on their own, are connected in such a way that students are presented with a broad view of overall world history. This is a gift to teachers who struggle with translating history into meaningful and manageable units without losing the larger picture.” —Charles Guthrie, professor emeritus of history, University of Indianapolis

In his previous articles and books, Chris Edwards has argued that teaching should be considered a field that is separate from both the field of education and content area fields, for teaching is a field that synthesizes content and method for classroom application. All of the other major intellectual fields have a canon of works that practitioners can learn from and add to, but teaching does not. The Connecting the Dots in World History, A Teacher’s Literacy-Based Curriculum series changes this by showing how effective a teacher-generated curriculum can be. These books will inspire other teachers to create their own curricula and inspire a change in the way that the public views teachers and teaching.

Chris eDWarDs, EdD, teaches world history and Advanced Placement world history at a high school in the Midwest and is the author of both Teaching Genius: Redefining Education with Lessons from Science and Philosophy (2012) and Novum Organum II: Going Beyond the Scientific Research Model (2014). He writes on the topics of philosophy, theoretical physics, law, logic, and psychology for the science and philosophy journals Skeptic and Free Inquiry, and his scholarship and teaching methodology have been published in journals produced by both the National Council for History Education and the National Council for Social Studies.

Volume iii