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One of the best parts of this chapter was its demonstration that history in the classroom extends beyond the content in the textbook. True, the textbook is the best source of material, and it aligns with state standards so should be the primary focus when creating lesson plans. However, history is a subject that can transcend the textbook. For me, the most informative part of Chapter 6 was its listing of additional resources that a teacher can take advantage of to augment the content in the textbook. I feel that I will take more advantage of the Library of Congress in order to find primary sources to be used in conjunction with the secondary source of the history textbook itself. I feel that students can get a better feel for the lesson if they are also engaged in primary sources, which are critical to learning itself. Thus, I will make sure to include more primary sources from resources like the Library of Congress into my lesson plans.

Chapter 7

We do not live isolated from the rest of the world. This chapter sows how learning must take into account international perspectives in order to be as up-to-date and relevant in an ever-changing world. For me, the best part of this chapter was the advice on how to handle controversial issues. When teaching civics or any political topics in general, it is important to be aware of how controversial topics may affect learning for certain students. However, this does not mean that teachers can shy away from entire topics altogether. The explanation of Oliver and Shaver's (1966) jurisprudential inquiry model is a great approach to handling controversial topics in the classroom. It acknowledges the fact that there will be differing opinions in the classroom and prepares the teacher for how to let students express their opinions without insulting others. I feel that this is a critical part of implementing successful strategies for civics lessons dealing with controversial issues.