All the sections in the book are organized in a consistent pattern, so we'll look at one example of each type of page in the first section, Discovery and Exploration.  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.

Section Title Page and Study Checklist  (page 1 - 1 and 1 - 2)

   Section title pages give you a good starting point or set up page as you begin each unit.  The pictures and quotations 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.   Divide students into small groups to look over and discuss the quotes and pictures.  Each group should write their ideas on large sheets of paper, then have the groups share some of their ideas with the class.
   As the teacher, you will probably recognize many of the items from your own studies.  If not, go to the Home Page of this web site and find the Famous Quotes help icon - the cartoon "talk balloon."  Just select the section you want, and look over the information there.  (The teacher key pages, of course, will have the same information.)
   As students present their ideas, steer the discussion toward the correct answers, and have students jot down short identifying notes right on the page.   

   A study checklist page, always across from the section title 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 small groups to prepare brief presentations for the class.  Spread these presentations out over several days, or put them all together as part of the test review.  (The teacher key pages have sample answers for all of the Learning Checklist questions.)
      

Timeline Pages  (page 1 - 3 and 1 - 4)  

(Items to be added by students are shown in red.)

   Timeline pages are at the head of each unit to give students another opportunity to work together in small groups while getting an overview of the main themes and events of each period. 
    On the left side of the double page spread is a list of items that students will search for in a textbook, encyclopedia, dictionary, or online sources.  Next to each item is a statement in a form teachers often call a "cloze."  Students in each small group can divide these up among themselves, find the correct dates, and scan for enough information to complete the cloze.  The possible word choices are at the bottom of the page.  Students share within their group what they have learned.  Then the students will complete the timeline itself, working carefully in pencil.  (The sample page above on the right shows in red the items to be added by students.)
   Circulate among all the groups, giving advice and keeping students productively on task.  You may have our booklet, Timeline Keys for Teachers to help you.  If not, you can find the same information on our web site.  Click the antique clock icon on the home page, or go to the teacher key section. 
   The first few times you assign timeline pages, you should first briefly show the finished timeline from the web site or from the Timeline Keys for Teachers booklet.  Explain how a timeline shows the sequence of events.  Show students how events should be listed neatly, without excessive crowding.

Topic Summary Pages  (page 1 - 5 and 1 - 6) 

   Topic summary pages help students pull together the essential concepts related to a particular topic.  The words listed at the top are key vocabulary terms you and your students should focus on in class.
   As you introduce these pages to the class, use the images to hook student interest.  They are not captioned, so engage students and ask them what they think the pictures show.  For example, the first picture shows a town in the late Middle Ages or early Renaissance.  Ask students to tell you what they already know about the period or what they see in the picture.  
   After this introduction and any video or other lesson you wish to give, students can work on the double page spread on their own or in small groups.  Like many other pages in the book, they are set up in a format educators call a "cloze."  Students should fill in the blanks as they go using the word bank at the bottom.  Tell students to use a pencil so they can make changes, and lightly mark off words in the list as they go.  The cloze format, reading experts say, helps keep students involved and focused on the content.
   Walk around the class checking, praising successful effort, and quietly helping.  You can find the answers for the blanks and information about the pictures in the teacher key pages of the web site.

   The next step is for students to expand their knowledge about the people and terms listed at the top of the topic summary page.  You can have students work in small groups to make an index card collection or a vocabulary notebook of these terms.  Each student in a group can take a share of the terms, find more information, and share with the others.  Of course, some information is already in the topic summary pages they just read - so that goes on the card first.  Students can get additional information in a variety of ways: from a textbook, from library work, or even directly from the online Names and Terms glossary on this web site - 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.

Map Pages  (page 1 - 7 and 1 - 8)  

The page to the right shows the workbook map "Trade Routes Before Columbus" as it appears when colored properly by the students.     In the workbook, the maps to be completed are always on the right hand side.  The page giving directions (shown below) will always be on the left side of the double page spread.

Historical Reading  (pages 1 - 15 and 1 - 16)

   Each section 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 in a whole class setting or in small groups.  Be sure to teach students how to highlight passages they feel are important, and how to make margin notes on the page.  These are important skills that can't be practiced in a regular textbook, but are very helpful to all students and vital to success later in college classes.  
   This example includes another kind of primary source document, a historical drawing.  Students are asked to analyze the drawing of a Native American village like those described in the reading selection.  The teacher key pages have information about the material on all the historical reading pages.
 

Pages 1 - 19 and 1 - 20:  Charts  

(Shown as page appears with graph  completed and colored by students.)

(Shown as page appears with graph completed and colored by students.)

   A key skill students need to develop is the ability to analyze historical data.  Every section  gives students practice at this.  Students complete the graphs in the workbook by using the data in the matching table, then analyze and discuss in class the significance of the data.  You can go to the Charts / Graphs help icon on the Home page and look at the graphs in finished form, or find them in the teacher key section.  
   The first few times, it is a good idea to give students a quick look at the finished graph before they start completing the graph in the workbook.  Be sure students understand clearly whether they are making a bar graph, a line graph, or a pie chart.  Remind students that pencils will erase, but pens will not!
   Keep students thinking and involved after they complete the charts.  Ask the class to respond, on paper or in a discussion group, to any questions on the charts and graphs pages.
 

Our On-line Resources  

  One good way to keep students involved and motivated is to use the Links to More History Resources, which can be reached from the Home Page.  Remember that students enjoy learning and exploring topics independently or in small groups much more than they enjoy a 45 minute lecture.

   Practice tests for all the sections can be reached with a link on the Home Page.  It's a good idea to make a classroom game of these, which is especially easy if you have an LCD projector available.

Copyright 2004, 2008 by David Burns
www.fasttrackteaching.com