History Mysteries

"The reader gets to play detective in four mysteries from Kentucky's past—the disappearances of James Harrod and "Honest Dick" Tate, the battlefield death of Indian chief Tecumseh, and the assassination of William Goebel. James Klotter offers clues but leaves the solution to the reader. James Klotter is Kentucky State Historian and professor of History at Georgetown University and is the author of A New History of Kentucky, History Mysteries, Our Kentucky, Kentucky: Land of Tomorrow, Kentucky: Portrait in Paradox, Kentucky: Decades of Discord, William Goebbel, and Faces of Kentucky.

Challenge students to explore several important unexplained events that helped shape history. Students use primary source materials, posters, and simulations to find clues and to make informed decisions about these events. There are no right or wrong answers. These real-life mysteries encourage students to research, think, debate, and form conclusions.

Offering a philosophy, methodology, and examples for history instruction that are active, imaginative, and provocative, this text presents a fully developed pedagogy based on problem-solving methods that promote reasoning and judgment and restore a sense of imagination and participation to classroom learning. It is designed to draw readers into the detective process that characterizes the work of professional historians and social scientists ─ sharing raw data, defining terms, building interpretations, and testing competing theories. An inquiry framework drives both the pedagogy and the choice of historical materials, with selections favoring the unsolved, controversial, and fragmented rather than the neatly wrapped up analysis of past events. Teaching World History as Mystery: Provides a balanced combination of interestingly arranged historical content, and clearly explained instructional strategies Features case studies of commonly and not so commonly taught topics within a typical world/global history curriculum using combinations of primary and secondary documents Discusses ways of dealing with ethical and moral issues in world history classrooms, drawing students into persisting questions of historical truth, bias, and judgment