The concept of the textbook is original as the authors have selected 25 topics to reflect the historical knowledge the students should have, according to the curriculum.
The 25 topics are presented in 25 chapters closely related to learning outcomes in the curriculum.
The overall idea is that the students should not only read about history, but be active and work with history. Every chapter starts with a motivating activity to engage the students and a presentation of concrete persons, events and/or situations, which lead the students into a deeper and broader historical context.
The selection of topics seems relevant and appropriate; both international and national events are taken as points of departure. This solution may engage students in a better way than a superficial presentation of 'everything'.
The book starts with a relevant chapter to introduce the students to historical methods and the study of resources. After each sub-section in the 25 chapters, topics for reflection and discussion are presented.
There is a wide range of exercises at different degrees of complexity both for finding out historical facts, and for further work.At the end of each chapter, a useful list of further reading resources is presented.
The resources are international, representing different cultures and continents (e.g. Amin Maalouf, Mark Kurlansky, Bernal Díaz de Castillo). This is motivating for students with different cultural backgrounds.
The chapters also provide interesting excerpts from important international and national documents.
The lay-out is clean and clear and the paper of high quality with attractive and well-chosen photos illustrating art and historical monuments.
A really comprehensive teacher's book offers maps as well as extra material such as newspaper articles and games and many references to relevant internet sites.
Beautifully laid-out and crafted textbook.
Non-mainstream, focused/"curated", "deep reading" approach. Exemplary topics related to
Norway, Europe or the world to reflect a specific period in time (sometimes more than one). These topics are contextualized at the beginning ("When and where?") and at the end (e.g. methods used) and include Athens as the first democracy, the iron curtain, the Nordic welfare system, and the Indian struggle against colonization.
Sensible medium sized texts of no more than one page.
Carefully selected resources.
Connections to the present time whenever possible.
Leading questions in the text, summarizing exercise questions and more complex tasks at the end.
Teacher´s guide with "keys" (and further information) for exercises and tasks as well as carefully selected additional tasks (to photocopy), often with resources.
There is additional material, particularly maps, in the teacher´s guide.
The use of historical figures and events helps focus the reader's interest and introduces a sense of perspective.
The relatively short chapters will ensure the reader's attention is held throughout.
The source material is clearly distinguished from the text through the use of yellow tinting.
There are opportunities for differentiation provided.
The whole teaching approach encourages and develops critical thinking.
The teachers' guide is comprehensive and offers a great deal of help for both experienced and inexperienced teachers.
The production values are high with a simple yet effective layout and very good quality printing and binding.