Thinking Like a Historian: Rethinking History Instruction by Nikki Mandell and Bobbie Malone is a teaching and learning framework that explains the essential elements of history and provides "how to" examples for building historical literacy in classrooms at all grade levels. With practical examples, engaging and effective lessons, and classroom activities that tie to essential questions, Thinking Like a Historian provides a framework to enhance and improve teaching and learning history. We invite you to use Thinking Like a Historian to bring history into your classroom or to re-energize your teaching of this crucial discipline in new ways.

The contributors to Thinking Like a Historian are experienced historians and educators from elementary through university levels. This philosophical and pedagogical guide to history as a discipline uses published standards of the American Historical Association, the Organization of American Historians, the National Council for History Education, the National History Standards and state standards for Wisconsin and California.

 

When initially published more than twenty years ago, Thinking Like a Mountain was the first of a handful of efforts to capture the work and thought of America's most significant environmental thinker, Aldo Leopold.  This new edition of Susan Flader's masterful account of Leopold's philosophical journey, including a new preface reviewing recent Leopold scholarship, makes this classic case study available again and brings much-deserved attention to the continuing influence and importance of Leopold today.
    Thinking Like a Mountain unfolds with Flader's close analysis of Leopold's essay of the same title, which explores issues of predation by studying the interrelationships between deer, wolves, and forests.  Flader shows how his approach to wildlife management and species preservation evolved from his experiences restoring the deer population in the Southwestern United States, his study of the German system of forest and wildlife management, and his efforts to combat the overpopulation of deer in Wisconsin.  His own intellectual development parallels the formation of the conservation movement, reflecting his struggle to understand the relationship between the land and its human and animal inhabitants.
    Drawing from the entire corpus of Leopold's works, including published and unpublished writing, correspondence, field notes, and journals, Flader places Leopold in his historical context.  In addition, a biographical sketch draws on personal interviews with family, friends, and colleagues to illuminate his many roles as scientist, philosopher, citizen, policy maker, and teacher.  Flader's insight and profound appreciation of the issues make Thinking Like a Mountain a standard source for readers interested in Leopold scholarship and the development of ecology and conservation in the twentieth century.

In Thinking Like a Mountain, we have excerpted a clear and inviting introduction to the science of conservation biology from Ed Grumbine's previous book, Ghost Bears.  Grumbine offers a succinct and evocative description of why we should all care about biodiversity, protected lands, connectivity, and extinction rates, and the advantages to be gained by attempting to 'think like a mountain', as so eloquently phrased by Aldo Leopold.  

Each year, tens of thousands of students who are interested in politics go through a rite of passage: they take a course in research methods. Many find the subject to be boring or confusing, and with good reason. Most of the standard books on research methods fail to highlight the most important concepts and questions. Instead, they brim with dry technical definitions and focus heavily on statistical analysis, slighting other valuable methods. This approach not only dulls potential enjoyment of the course, but prevents students from mastering the skills they need to engage more directly and meaningfully with a wide variety of research.
           
With wit and practical wisdom, Christopher Howard draws on more than a decade of experience teaching research methods to transform a typically dreary subject and teach budding political scientists the critical skills they need to read published research more effectively and produce better research of their own. The first part of the book is devoted to asking three fundamental questions in political science: What happened? Why? Who cares? In the second section, Howard demonstrates how to answer these questions by choosing an appropriate research design, selecting cases, and working with numbers and written documents as evidence. Drawing on examples from American and comparative politics, international relations, and public policy, Thinking Like a Political Scientist highlights the most common challenges that political scientists routinely face, and each chapter concludes with exercises so that students can practice dealing with those challenges.