A:  First, set aside some time to become familiar with the book's organization and this Internet site.  Begin by reading the Getting Started pages at the front of the book.   (To read them now on-line, click here.)  
   This book will help pull you and your students together as active participants in learning.  The framework is there to help keep everyone on track, but you can be as creative as you wish in designing lessons and delivering instruction. 
   Next, go back to the Home Page of this site and spend a few minutes exploring the finished maps, charts, timelines, and glossary.  These all match pages in the book that students will complete.  (Also notice that the Teacher Guide & Key section of this site presents the same information - plus additional material for teachers - organized in a page-by-page format.)
   Now get your #2 pencils and color pencil set, jump in, and try some pages!  Teachers, like students, learn best by doing, and it is more fun and productive if you work with a group of your colleagues. 
   If you'd like a more detailed walk-through to help get started, or just want more advice on using the study guide in your classroom, continue below.

   All the sections in the book have similar pages, so we'll look at one example of each type of page in the first section.  Like all the units, Section 1 starts with a Section Title Page.  Find it on page 1 - 1 (Section One, page one) and leave it open.

Page 1 - 1:  Section Title Page 

   The pictures and famous quotations on the Section Title Page give you a good starting point or "set up" page as you begin the unit.  They are not labeled or captioned because you want to get the students talking, sharing what they already know, and making educated guesses about what they see.  That's a proven way to hook students and build interest.  
   Of course, it pays to know the background on the pictures and quotes before you begin the discussion with students.  Usually you will recognize the items from your own studies.  If not, go to the Home Page of this web site and find the Famous Quotes help icon.  Select Section One and look over the information there.
   You don't have to discuss all the quotes or pictures at once.  Come back again another day to help set up another lesson.  Remind students they can jot short identifying notes right on the page.
   (Information for this page can also be found in the Teacher Guide & Key section of this site.)

Page 1 - 2:  Learning Checklist 

   This page gives students a clear statement of the content they are expected to master.  It also provides six essay questions that can be used in a variety of ways as you and your students move through this section.   For example, students can be divided into teams to prepare class presentations.
   (You can find sample answers for these questions in the Teacher Guide & Key section of this site.)

Pages 1 - 3 and 1 - 4:  Timeline  

   A good sense of when things happened and the sequence of events is, of course, essential to understanding history.
   Click on the Timelines help icon on the Home Page, and find the finished timeline for Section One - Discovery and Exploration.  (You may also have our booklet, Timeline Keys for Teachers.  The booklet is shipped free with volume orders, and carries permission to make its pages into transparencies for overhead projectors.)
   At first you will probably want students to finish the timelines directly from the computer screen or overhead transparency.  Later, you can set students to work in groups in the library to complete timeline pages.
   Fill in a few of the blanks on the left hand page to see how it works - word choices for blanks are always at the bottom.  Your classes can complete this page in many ways:  as a group activity, as a review near the end of the unit, etc.
   (You can check your answers for this page and also see the finished timeline in the Teacher Guide & Key section of this site.)

Pages 1 - 5 and 1 - 6:  Topic Summary 

   These pages help students pull together the essential concepts related to a particular topic.  This spread is titled "New Worlds Discovered."  The words at the top are NOT the words for the blanks - they are the key vocabulary terms you and your students should explore in more detail in class.
   As you introduce these pages, use the images to hook student interest.  They are not captioned, so engage students and ask them to help figure out what the pictures show.  For example, the first picture shows a town in the late Middle Ages or early Renaissance.  Invite students to tell you what they already know about the period or what they see in the picture.  
   Try completing this two-page spread now, using the word choices listed at the bottom.  Use a pencil so you can make changes, and lightly mark off words in the list as you go.  The blanks, incidentally, are there just to keep students involved and have a fun challenge as they go.
   After an introduction, you can have students work on these pages alone at their own pace or in small groups.  Walk around the class checking and quietly helping anyone who seems stuck.  Remind students to print neatly.
   (You can check your answers in the Teacher Guide & Key section of this site.  There is also information about each of the pictures.)

   Now pick one of the vocabulary words at the top of the page and look it up by clicking on the Names and Terms help icon on the Home Page.  If  you wish, have students create an index card collection or a vocabulary notebook of these terms.  They can get the information in a variety of ways to condense into short entries:  a video based lesson, library team work, or even directly from the Names and Terms glossary - the choice is yours. 
   With Fasttrack to America's Past, you are the instructional leader.  You will decide how much emphasis to give various terms, topics, and concepts.  Be a lively and engaging leader.  Listen to your students' interests along the way, and don't be afraid to expand or even add new items to meet those interests.

Pages 1 - 7 and 1 - 8:  Map  

   Students' favorite pages are the maps.  Try the first one yourself, using a set of color pencils.  If you purchased our Overhead Maps of America's Past, use them.  If not, click on the Maps help icon on the Home Page of this web site and find the first map, "Trade Routes Before Columbus."  Be sure to complete the facing page as well for background about what the map is showing. 
   Some tips for coloring the maps are in the "Getting Started" pages at the front of the workbook.  Be sure to review them with your students, and insist that they work neatly and carefully!
   Also, think about ways you can make this map come alive.  Bring to class something made of silk, some jade jewelry, and spices like pepper, cinnamon, and cloves.  Ask students how far will people will go today to get things that are rare and valuable and convey status.
   A good homework assignment for the maps:  have students create a 10 item quiz (with answers) based on the map and its facing page.
   (You can also see the finished map and check your answers for the facing page in the Teacher Guide & Key section of this site.)

   Now flip ahead to see examples of reading selections and charts.

Pages 1 - 15 and 1 - 16:  Historical Reading 

   Each of the sections includes brief historical readings from primary sources designed to get students stretching their higher-level thinking skills.  These are short enough to read aloud in class, with plenty of time left for discussion and highlighting of interesting points, etc.
   Read the first one, "The English Meet the Native Americans," starting on page 1 - 15.  There are discussion questions to help get your class thinking and talking.
   The drawing on the right hand page asks students to interpret an historical drawing of a Native American village like those described in the reading selection.  Try it yourself, making margin notes beside the drawing as students will do to help answer the discussion questions. 
   (You can get more information about the historical readings, and sample discussion points, in the Teacher Guide & Key section of this site.)

Pages 1 - 19 and 1 - 20:  Charts  

   A key skill students should develop is the ability to analyze historical data, and every section will give students practice at this.  Look over the page titled "Charting Golden Crops."  Complete one of the bar graphs, using the data in the matching table, so you see how students will do them.  You can go to the Charts / Graphs help icon on the Home page and look at the graphs in finished form. 
   As always, try to think of ways to get students thinking and involved as they complete the charts.  What impact might the new high-yield crops have had on the population of Europe?  What would change if the corn and potato crops suddenly disappeared from the world today? 
   (You can get additional help for these pages and also see the finished charts in the Teacher Guide & Key section of this site.)

On-line Resources  

   One good way to get students more involved is to use the Links to Historic Sites & Documents, which can be reached from the Home Page.  Go there now, and click through to some of the sites.

   Practice tests for all the sections can be reached with a link on the Home Page.

   A list of Recommended Videos for Classroom Use can be found in the Teacher Guide & Key section.  Click on the name of any program to get more information about it.

Copyright 2004 by David Burns
www.fasttrackteaching.com