1. Chapter 1

2. Just tell stories Active learning Ask questions Discuss the past Make meaning of the past

3. Secondary sourcesHistoriography HermeneuticsHeuristics Primary sources

4. Scientific labs seek to duplicate History labs investigate circumstances

5. September 11, 2001 Department of Homeland Security 2003 – War with Iraq

6.  Be aware of the cultural differences between Muslim countries and Western democracies  Be knowledgeable about the founding of Israel  Be knowledgeable about various Middle Eastern conflicts  Find out what people know and go from there.

7.  Established by President Bush  Touted to be the most important change in government in half a century  The department and laws stemming from it have led to controversy regarding the values of liberty, order and justice.  Should we give up some liberties for security reasons?  It has been tried before.

8.  Axis of evil  Iraq  Iran  North Korea  Geneva Conventions  Coalition of the willing  It is not about who is bad and who is good.

9. Alexis de TocquevilleWinston ChurchillJohn Dewey

10.  What are the meanings of freedom in the U.S. and in the world?  What are the political conditions and social conditions that make freedom possible in the U.S. and in the world?  What are the boundaries of freedom in the U.S. and in the world and how have they been reduced as well as expanded?

11.  Teach students to organize around major themes.  Use primary sources.  Help students organize what they find.

12.  Pedagogical content knowledge should be critical for all teachers and is especially important for history teachers.  Multiple teaching strategies are also important.

13.  Each new generation writes a history of the past.  New questions are asked.  New primary sources are discovered  Interpretations of the past can and do change.  Historians give new meaning to the past.

14. Liberal Intelligence Civic Intelligence