Ironically, my mentor teacher rarely used a textbook for the International Baccalaureate (IB) classes I observed. Yet, students read countless primary and secondary sources within every class. The IB classes I observed were part of a two-year program, in which I observed both Juniors within their first year and Seniors within their second year of the program. The IB courses I observed were titled "IB 20th Century World History" (Part II, Seniors) and "IB History of the Americas" (Part I, Juniors). However, the purpose of incorporating various primary and secondary historical sources is for the long-term goal of preparing the students for the IB exam and college. My mentor teacher individually and specifically selected various primary sources and historian interpretations to provide numerous perspectives. The reading and writing of the course is certainly demanding as many if not all texts are at a college level, as this is an IB course. Although the high school provided textbooks for my mentor teacher, he did not choose to incorporate them within his teachings; he chose not to for several reasons, but mainly because they were outdated, provided generally one-perspective, and were too heavy for students to carry around (especially since they do not have lockers). 

Nevertheless, as mentioned beforehand neither Junior or Senior level IB class was assigned or utilized a specific textbook. My mentor teacher specifically selected both primary and secondary sources that were applicable to the main topics they were teaching. By incorporating both primary and secondary sources (at a college reading level) students not only prepared themselves for higher education and the IB exam, but they were able to learn from multiple diverse perspectives and they were frequently challenged to develop their own analysis and conclusions.  This is one of my greatest take ways from my observation and secondary education program as a whole, which has now become a key component within my philosophy of education. We as historians and educators must provide multiple perspectives, with both primary and secondary sources. How can students truly learn from a one-sided perspective? By incorporating numerous historical perspectives students can gain a better understanding of a key concept or event, while developing their own understanding and perspective. Moreover, students retain the material better and are more easily able to recollect if they are engaged and established their own analysis; as opposed to simply being told the material, such as though a lecture. Consequently, my mentor teacher very minimally lectured. Practically within every class students were presented new material, required to read and interpret one or multiple primary and/or secondary sources, and then analyze and apply their new knowledge through discussion or various learning activities, such as graphic organizers or other worksheets.

As mentioned beforehand students are administered a chromebook at the beginning of their high school careers, and they are then responsible for that laptop for the next four years. My mentor teacher required that students brought their laptops (charged) to every class.This also held students accountable, as they not only needed to remember to bring their laptop to school, but they also must charge it prior to class. Since students did not read from textbooks, they mainly accessed their learning resources and reading sources online through Schoology. My teacher did a thorough job of providing every learning resource and reading source on Schoology so that students could easily access the material at any time and for those who may be absent or online learning due to COVID-19. If asked or he saw fit he would also make paper copies for students with his classroom printer.

HISTORY CHANNEL: "The Presidents:The Lives and Legacies of the 43 Leaders of the United States" DVD Set

My mentor teacher had previously bought the DVD set, and he incorporated it within every chapter I observed. When introducing a new U.S. President my mentor teacher would play their specific video as an introductory video to provide background information and give a brief summary of their life and presidency. Although somewhat outdated, as it was released in 2005, it certainly does an excellent job of explaining each individual president, as well as providing various perspectives. 

MILLER CENTER

One website my mentor teacher heavily relied on as a secondary resource was University of Virginia's Miller Center. The website contains information regarding current and past historical topics. Specifically, my mentor teacher utilized the "U.S. Presidents" page within his teaching, which gave a range of primary and secondary sources regarding both their personal lives and political careers. Within each president page included in depth essays such as: life in brief, life before presidency, campaigns and elections, domestic affairs, foreign affairs, life after the presidency, family life, and impact and legacy. Additionally the website provided in depth exhibits, presidential speeches, and even secret White House tapes. The material is heavily detailed, researched, and certainly requires a high level of reading skill.

IB COURSE BOOKS: Cambridge

As noted, my mentor teacher did not assign any specific textbook, nor were students required to read from these specific books as a whole. Instead my mentor teacher used the textbooks himself for his own better understanding and to design his lessons. These are just some of the books he utilized within his lesson planning. Cambridge designed a series of textbooks and course books specifically designed for the IN program, with dozens of editions and topics. Cambridge specifically designed and published these books to cover multiple sub-topics within the required IB subjects. Authors of the book partner with IB teachers in an effort to enable learners and to increase student understanding of new and complex concepts. The specific "Paper" books provide exam-style questions, examples, and exam tips. The "Paper 3" books cover modern history topics. They also have learning activities that my mentor teacher incorporated within his own lessons to encourage student analysis, improve higher order-of-thinking, and introduce new key concepts from a variety of sources. 

SCHOOLOGY

As previously mentioned in a previous sub-section, Schoology is another crucial technological tool utilized within the classroom. All teachers within the school and more broadly the district are required to use Schoology. Specifically, within the past school year teachers have been instructed and required to upload any document that they hand out within class so that students can readily access the file if need be, or for students who are learning remotely. For teacher's they can easily upload any learning activity or reading resource through this website. For the students this platform allows them to submit school work, check their grades, view upcoming and/or missing assignments, communicate with their teacher online, and more. For teachers this all encompassing application provides another opportunity to provide teaching online, important due dates, grades, another mode of communication with individual students or the class as a whole, set reminders, and it is extremely beneficial to provide another location for important documents.