Connect students to the stories of history. Connect students to the experience of history. Connect students to success in history. At McGraw-Hill; we have dedicated the past few years to deepening our understanding of student and instructor experience. Employing a wide array of research tools including surveys; focus groups; and ethnographic studies; we've identified areas in need of improvement to provide an opportunity for greater learning and teaching experiences. The fifth edition of Traditions Encounters is a result of this. Traditions Encounters also has a rich history of firsts: the first world history text to take a truly global perspective on the past; the first to emphasize connections among cultures; the first to combine twin themes with a seven-part framework; making the huge story of world history more manageable to both teach and learn. Now Traditions Encounters becomes the first truly interactive world history program: one that marries groundbreaking adaptive diagnostics and interactivities with a captivating narrative and engaging visuals; creating a unique learning environment that propels greater student success and better course results. Instructors gain insight into students' engagement and understanding as students develop a base of knowledge and construct critical thinking skills. Chapter-opening vignettes and a lively narrative keep students turning the page while the adaptive questioning for each chapter and the personalized study plan for each individual student help students prepare for class discussions and course work. With its hallmark of twin themes; Traditions Encounters continues to tell the story of the cultures and interactions that have shaped world history; while adding redesigned maps; new primary sources; and new chapter- and part-level features that strengthen connections and prompt students to analyze the events and themes in order to build a greater understanding of the past and an appreciation of history's influence on the present. Students are no longer simply reading; they are reading; interacting; and engaging in a visual; auditory; and hands-on learning experience. Give students an experience. Improve course participation and performance. Experience Traditions Encounters; and experience success.
#394528 in Books Davidson; James West/ Lytle; Mark H. 2009-09-22Ingredients: Example IngredientsOriginal language:EnglishPDF # 1 9.10 x .40 x 6.30l; .70 #File Name: 0077292685256 pages
Review
5 of 6 people found the following review helpful. Good methods; awful execution; awful bookBy Monika GI had to buy this for a pre-graduate level historiography class.Honestly; I have never read a worse book about the methods of history. While the authors do succeed in describing HOW to go about writing history and exploring the past; they completely fail to achieve it on their own.My main problems with the book are as follows:*Lack of documentation of sources. Each chapter is followed by a very brief list of books recommended for further reading; but there is no structure in the book lists. Also; when other sources are referenced or quoted within the text proper; there is absolutely no documentation of which source was used or who is being quoted. It seems as though the authors want readers to take their word for the information presented. I would suggest that the authors learn how to use Chicago Manual of Style like every respectable historian worth his/her salt has to.*Incredibly obvious pro-white/pro-European biases. The job of a good historian is to limit the influences of biases on the interpretation of the past. When Native Americans are mentioned; they are ALWAYS treated as inferior to whites; both in the primary sources (which go undocumented) and in the words of the authors. This is absolutely disgusting and it is NOT good history writing.*The authors fail to execute the methods they describe. The ending of each chapter reveals that most of what is discussed is nothing more than conjecture. Without proper documentation of sources within the chapters; it becomes obvious that the authors wrote the book as a way to "strut their stuff" more so than actually provide accurate accounts of the past.I would NOT recommend this book as a permanent staple in a historian's or historiographer's personal library. While the methods Davidson and Lytle discuss are important; their outlines of methods are the only good things that can be taken away from this book. The rest is; essentially; biases interspersed with undocumented garbage.0 of 0 people found the following review helpful. Yes!By Jo B. ThorntonBoth Volume I and Volume II are extremely useful in American History classes. These books generate thinking skills that are much needed by students and greatly appreciated by teachers..0 of 0 people found the following review helpful. It's good.By Frank BurgessThis book we used as a second text for my history class. It's has great additional information that went along with our textbook. It's a good read.
