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.

Choice Reviews

Dr. Newman’s book is full of insight that weaves in time-tested and research-based teaching methods with the more recent demands of teaching a more inclusive history. He confronts the heated debates that many teachers face concerning CRT and challenges faced by technology. Teaching History Today: Applying the Triad of Inquiry, Primary Sources, andLiteracy will be a staple to any preservice or new teacher, and it will be a great reference for the more experienced teacher.

Jennifer Baniewicz, history teacher, Stagg High School, Palos Hills Illinois

Dr. Newman's analysis on inquiry learning and its relevance in modern social studies classrooms is a must-read for teachers. Teaching History Today: Applying the Triad of Inquiry, Primary Sources, and Literacy provides social studies teachers with the necessary tools to not only improve engagement and learning in class, but to also use inquiry to navigate and explore our current perceptions of the past, present, and future.

Juan Martinez, eighth grade history teacher, Evanston Illinois School District 65