Book review

In the new age of technology, online books such as E-books, Kindle, Nook, and other sources for obtaining books, why do teachers need textbooks for their classrooms? Teachers depend on history textbooks for their classes because the textbook is important with teaching the course and being in aligned with the curriculum. Social studies teachers rely on history books there are stages in their educational background that they are missing. According to data collected by the U.S. Department of Education, the majority of those who teach history in grades 7-12 have neither a major nor a minor in the subject; for many of these teachers, the history textbook is the curriculum.
It supplies the substance of daily lessons. For teachers who haven’t studied history since high school, it is an essential crutch (USDOE).
An idealists can use the World History book to assist the students in discovering and developing each individual's abilities and full moral excellence as it relates to events that have taken place in history. The curricular emphasis is subject matter of mind: literature, history, philosophy, and religion (Tucker, 2005). The teacher teaching style is normally one of talks, whole class discussions, and critical thinking dialogue. Reflection, instinct, vision, and whole-part logic can be used by the teacher to bring to awareness the forms or concepts which are latent in the mind. A particular hero from the history book can be used as an example to help the students develop character.
A study was done by a Cognition and Technology Group at Vanderbilt; “we envision technology as a teacher's liberator to help reestablish the role and value of the individual classroom teacher. To do so, two things must happen. First the perspective of the classroom must change to become learner centered. Second, students and teachers must enter into collaboration or partnership with technology in order to create a "community" that nurtures, encourages, and supports the learning process” (Cognition and Technology Group at Vanderbilt, 1992). Using technology in the world history classroom would entail more than having desk top computers, projectors, and laptops in the classroom. Using educational technology in a world history classroom would be beneficial because ideas from various sources can be applied to create the best learning environment for the students. Sometimes the integration of computers in the classroom will change the setting and the curriculum (Hooper & Rieber, 1995).
The perennialist would use the world history book to educate the students about the ideas of Western civilization. Students can use the theories they learned to pursue enduring certainties that are continuous, and not changing, because the natural and human worlds at their most essential level do not change. Thus, cultivation of the intellect is the highest priority in a worthwhile education. Humans are rational beings, and their minds need to be developed and the curriculum should focus on attaining in enduring disciplines.
The Reconstructionist can use the world history book to address the social aspects of our society. They can look at the old and new ideas of society. The instructor can use the material to generate social questions that will get the students to dialogue on how they can be a part of creating a better society and worldwide democracy.
By particularly addressing religion in our schools, he has touched a nerve in society. Numerous polls over many years have shown the overwhelming public preference in allowing prayer, the teaching of the science of creation, and the Bible as literature in our public schools. The teaching of the Bible, as "history, civilization, ethics, comparative religion, or the like," has now been supported by numerous legal foundations and not just the Supreme Court.
The Biblical perspective of world history will give the student understanding of the influence of the Bible on history, law, community, and cultural life; give insight into the founding fathers' worldviews taken from the Bible promoting human rights, women's rights, social justice, etc.; provide knowledge of Middle-Eastern history (Jewish-Arab), conflicts, geography, and religions. Teachers should be allowed to reference the importance of religion in world and national history, without teaching or imposing any doctrinal belief (ICR).
History is a thoroughly interpretive discipline, closer in many ways to the humanities than to the social sciences. To understand the past, learners cannot conduct controlled experiments to recreate it and then study