At the beginning of the book

Chapter 1: Spring Break - Setting Up a Compass and a Milestone
1.
Why do we learn history?

Chapter 2: Spring - Cultivating the Seeds and Sprouts of Class
2-1.
Explanation of historical terms and descriptive expressions
2-2.
A delicious explanation that leads to learning
2-3.
Classes with conversations with students

Chapter 3: Summer - Thinking about Classes, Broadening and Deepening
3-1.
A curriculum that teachers ‘compose’!
3-2.
Finding solutions for world history classes
3-3.
For a history lesson worthy of the name

Chapter 4: Summer Vacation - Expanding the Scope of Classes
4.
History club operation and domestic and international field trips and travel

Chapter 5: Fall - Evaluation, Another Lesson
5-1.
Multiple Choice Assessments: What to Ask
5-2.
Essay-based assessment: how to ask questions
5-3.
Rethinking Performance Evaluation

Chapter 6: Winter - One Step Together, One Step Alone
6-1.
How to Conduct Process-Oriented Evaluation
6-2.
A Classroom Research Community: A Stepping Stone for Growth
6-3.
Teacher's independent in-depth research

Chapter 7: Winter Vacation - Walking the Path of Learning, the Path of a Teacher
7.
A life of teaching history

Chapter 8: Seasonal Transition - Finding a Path to Remote Learning
8.
The Remote Trend: Our Approach to Remote Learning

Appendix - Dreaming of a Happier Class
1.
10 Questions and 10 Answers from History Class
2.
Websites that help with history classes

From spring break to winter break
A Year in the Life of a Teacher

As the title 'Salim' suggests, this book is structured to present the things that teachers prepare for or experience in advance throughout the four seasons.
The author explains why he used the expression 'sallim' as follows:

“Teachers have to lead their daily classes even in the midst of considerable chaos and anxiety.
In terms of running a class, the term 'management' is necessary.
On the one hand, we are also faced with the task of 'revitalization and revitalization'—the task of living—to break away from the routine of repetitive classes and increase the vitality of classes through meaningful practice.”
-From 'Introduction'

The content is divided into eight chapters by area.
Chapter 1, 'Spring Break - Setting Up a Compass and Milestones', looks back at the purpose and characteristics of history classes in terms of refining the direction of history classes.
Chapter 2, "Spring: Cultivating the Seeds and Sprouts of Class," proposes a variety of explanatory techniques to explain historical terms and descriptive expressions, which are the basic elements of class, at a level that students can understand. It also examines the necessary elements and real-world examples for interactive classes.
Chapter 3, 'Summer Class Planning, Broad and Deep', introduces the process of drawing the big picture of the class.
We will practice proactively constructing the curriculum by leveraging our field teaching experience, along with ways to restructure the entire textbook.
Based on this awareness of the problem, we seek ways to overcome the crisis facing world history classes and ensure that they are properly taught.
Chapter 4, "Summer Vacation - Expanding the Scope of Classes," introduces, through case studies, ways to utilize clubs that all history teachers are responsible for and domestic and international field trips that they frequently undertake.
Chapter 5, 'Autumn - Evaluation, Treating it as Another Class', deals with the fruits of class and evaluation.
We will examine the purpose of these assessments and what to keep in mind, using actual examples of multiple-choice, essay, and performance-based assessments that are commonly used.
Chapter 6, "Winter: One Step Together, One Step Alone," explores various approaches to addressing the crises and challenges teachers face, drawing on their extensive experience.
We introduce the effectiveness of working collaboratively with fellow teachers through a teaching research community and examine the importance of research of interest to teachers' own professional development, using case studies.
Chapter 7, 'Winter Vacation - Walking the Path of Learning, the Path of a Teacher', contains the author's personal thoughts on the future direction of classes.
The final chapter, Chapter 8, "Seasonal Transition: Finding the Path to Remote Learning," discusses remote learning, a new form of school education that has emerged due to COVID-19.
We've translated a conversation we had with several teachers who are each finding their own way to remote learning.
The appendix presents 10 questions and 10 answers for history classes and reference websites for classes.


Why and how should we teach history?
Exploring the Future of History Classes in the Contactless Era!

“Why should we teach history?” “How should we teach history?”
These are questions that any history teacher would have asked themselves at least once while standing in front of a mirror.
It may sound cliché, but these are questions I inevitably face again when I feel lost and wandering in the dark.
The author, too, asks himself the same question and reveals the process of diligently seeking the answer over 30 years.
He emphasizes that this is not the 'correct answer' but the 'solution'.

“The few clues presented here are too grand to be called teaching know-how, but rather a bit of a trade secret.
“When each person is doing their own business, I want to present my opinion as a solution, not a correct answer, just as others’ secrets can be helpful even if they don’t fit perfectly, and I think of it as a welcome gift in the sense that I look forward to better lessons.”
-From 'Introduction'
The purpose of this book is to examine the solutions of those who have walked the same path before, and ultimately to help you come up with your own answers.
Therefore, the solution process contained in this book is not complete but is in progress.
In the author's words, "the age of class does not just happen because time passes."
In Chapters 7 and 8, the author introduces the tasks he personally explores.
We brainstorm with fellow teachers on how to best address the already established reality of remote learning, and consider what the role of teachers will be in the coming AI era.
The author's main focus is also to envision a history class that fosters democratic citizenship and fosters a severely lacking gender sensitivity, thereby fully embracing women.

While all subjects share these characteristics to some extent, history inevitably requires active consideration and effort on the part of teachers, as the teaching process inevitably involves the value judgments of those who teach it.
There is no need to walk that path of worry alone.
This book, which contains realistic advice, honest concerns, and a variety of resources from senior teachers, will be a great companion.