The honeymoon period is over and the novelty of the new school year has waned for both teachers and students. Autumn has arrived and, along with it, the heart and substance of the academic year. Inevitably, challenges are surfacing, the schooling bureaucracy is frustrating, and some students are struggling.
On a country road in southern Mississippi, Jesse Brown waited patiently to exact revenge.
In the distance, Jesse heard the unmistakable sounds of the school bus approaching. As he knew all too well, the rattling of the engine would soon be drowned out by noises more hostile—taunting, cursing, and spitting.
While Jesse anticipated the vehicle’s approach, the students on that bus would soon spot their next victim.
World History is arguably the most daunting survey course that secondary social studies teachers undertake with Economics a close second. World History’s complexity is illustrated by the series of events that sparked the Great War (or World War I). It is a tangled web of alliances, grievances, missteps, and miscalculations leading to a world-wide conflagration. In his classic study, The Origins of the World War, author Sidney Bradshaw Fay required two volumes and 569 pages to unravel the causes of the conflict.
How can teachers encourage students to untangle the circumstances that led to a world-wide conflagration?