ABSTRACT
While working on this chapter during the summer of 2009, I received an email from an alumnus of the Hofstra program who had just completed his first year as a social studies teacher at a small urban high school. He had used many of the activities and projects he learned about in methods classes and was pleased with the response of students. However, he was worried because the principal spoke with him at the end of the school year and insisted that if he wanted to work at that school he had to apply the state standards rigorously and be much more focused on preparing students for the standardized Global History assessment test that they had to take at the end of tenth grade. This young teacher wanted to be true to his principles, but he also needed to hold on to his job.
