págs. 471-471
Seeing and feeling difficult history: A case study of how Canadian students make sense of photographs of Indian Residential Schools
págs. 472-496
Investigating comparative genocide teaching in two high school classrooms
Lauren McArthur Harris, Stephanie F. Reid, Volker Benkert, Jason Bruner
págs. 497-525
The British, the tank, and that Czech: How teachers talk about people in history lessons
págs. 526-547
"They have their own way, and you should respect that”: Investigating the outcomes of an elementary world cultures curriculum
págs. 548-576
Against ‘economic man’: A feminist challenge to prevailing neoclassical norms in K-12 economics education
págs. 577-603
Inquiry, investigations, and integration: Innovations in middle school history and writing
Erin Bronstein, Anna-Lise Halvorsen
Es reseña de:
Read.Inquire.Write
Regents of the University of Michigan.
págs. 604-608
Learning to tolerate the devastating realities of climate crises
Es reseña de:
The Uninhabitable Earth: Life After Warming
David Wallace-Wells
New York : Tim Duggan Books, 2019
págs. 609-614
Navigating the past in the digital age
Christoper T. Dague, John K. Lee
Es reseña de:
Why Learn History (When It’s Already on Your Phone)
Sam Wineburg
Chicago : University of Chicago Press, 2018
págs. 615-620
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