Mark Newman is professor of social science education at National College of Education, National Louis University. He has published books and articles on primary sources, visual culture, geography, and visual literacy. He has directed Library of Congress Teaching with Primary Sources and National Endowment for the Humanities grants. Newman won the National Louis Distinguished Teaching Award in 2016.

This slim volume is a gem of a pedagogical manual for effectively teaching middle and high school history courses within today’s technology-enhanced and politically fraught environment. Newman offers an immersive exploration into means and methods for teaching and learning history through the hybrid prism of inquiry-based learning, primary sources, and literacy education. Each of these social studies domains shares the promise of teachers “bringing subject matter and pedagogical knowledge together to create relevant, meaningful, and effective learning” (p. 149) within such modalities as the NCSS C3 framework. [Teaching History Today] is a valuable addition to the discipline of K–12 history education. Recommended. Undergraduates through faculty; practitioners.

Mark Newman is professor of social science education at National College of Education, National Louis University. He has published books and articles on primary sources, visual culture, geography, and visual literacy. He has directed Library of Congress Teaching with Primary Sources and National Endowment for the Humanities grants. Newman won the National Louis Distinguished Teaching Award in 2016.

This slim volume is a gem of a pedagogical manual for effectively teaching middle and high school history courses within today’s technology-enhanced and politically fraught environment. Newman offers an immersive exploration into means and methods for teaching and learning history through the hybrid prism of inquiry-based learning, primary sources, and literacy education. Each of these social studies domains shares the promise of teachers “bringing subject matter and pedagogical knowledge together to create relevant, meaningful, and effective learning” (p. 149) within such modalities as the NCSS C3 framework. [Teaching History Today] is a valuable addition to the discipline of K–12 history education. Recommended. Undergraduates through faculty; practitioners.