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Jarrod McEntarfer

East Asia in World History: A Resource for Teachers - 0 views

www.columbia.edu/...index.html

shared by Jarrod McEntarfer on 20 Jul 08 - Cached
  • The climate of East Asia is both similar to and different from that of Europe and the United States
  • Rice, the primary cereal crop grown in East Asia,
  • Chinese civilization (written script, Confucian thought, and Buddhism that had come to China from India) spread northward to the Korean peninsula and then to the islands of Japan, and southward to what is today northern Vietnam
  • ...24 more annotations...
  • Chinese civilization first developed along the major river systems of the Yellow River (Huang He) and then the Yangzi (Chang Jiang) in eastern China.
  • Over the course of Chinese history, nomadic peoples from China's border regions have often intruded upon the settled, agricultural civilization of "core" China
  • Japan is an island country composed of four main islands and thousands of smaller ones
  • Japan has been able so consciously and deliberately to borrow and adapt innovations from other civilizations and to forge a strong cultural identity.
  • The Japanese islands lack most of the natural resources necessary to support an industrialized economy. These resources must be imported.
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      In what other ways do you think Japan's geography affected its economy and culture?
  • Introduction • The Geography of East Asia
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      This link has consise and standards based information on the geography of East Asia that will be valuable in the final project.
  • Chinese characters have no set pronunciation; the sound attached to each can vary depending on the dialect.) Therefore, all literate Chinese could communicate through writing.
  • An Introductory Guide to Pronouncing Chinese.
  • Several of these philosophic schools have had lasting impact on Chinese civilization and political order, among them, Confucianism, Legalism, and Daoism. Leading philosophers in the early history of each school, and the texts associated with them, include: Confucianism - Confucius (c. 551-479 BCE) Analects - Mencius (371-289 BCE) Mencius - Xun Zi (Hsun Tzu) (298-238) Xunzi Legalism - Han Fei Zi (Han Fei Tzu) (d. 233) Han Feizi - Li Si (Li Ssu) (d. 208) who became the Prime Minister of Qin Daoism (Taoism) - Lao Zi (Lao Tzu) "Old Master" (c. 500) Daodejing, also known as Laozi - Zhuang Zi (Chuang Tzu) (c. 369-286) Zhuangzi Other schools of thought mentioned from this period are those of Mozi (5th c. BCE), whose philosophy is often called that of "universal love," and the School of Yin and Yang and the Five Agents.
  • China at the Time of Confucius After the displacement of the Western Zhou (c.1100-771) and the movement of the Zhou capital eastward, China was divided into a number of small states competing for power (771-221 BCE). Many philosophic schools of thought emerged during this period of political and social turmoil, a period known as that of the "100 Schools of Thought." Several of these philosophic schools have had lasting impact on Chinese civilization and political order, among them, Confucianism, Legalism, and Daoism. Leading philosophers in the early history of each school, and the texts associated with them, include: Confucianism - Confucius (c. 551-479 BCE) Analects - Mencius (371-289 BCE) Mencius - Xun Zi (Hsun Tzu) (298-238) Xunzi Legalism - Han Fei Zi (Han Fei Tzu) (d. 233) Han Feizi - Li Si (Li Ssu) (d. 208) who became the Prime Minister of Qin Daoism (Taoism) - Lao Zi (Lao Tzu) "Old Master" (c. 500) Daodejing, also known as Laozi - Zhuang Zi (Chuang Tzu) (c. 369-286) Zhuangzi Other schools of thought mentioned from this period are those of Mozi (5th c. BCE), whose philosophy is often called that of "universal love," and the School of Yin and Yang and the Five Agents.
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      For their final project students will need to address the category of belief systems by taking an indept look at their civilizations religions and philosophies. Since this is a regents based course this will be important as the exam often addresses this topic, especially in relation to the three major philosophies of China
  • Warring States Period (475-221 BCE). Confucius was alive at the end of the Spring and Autumn Period and argued for a restoration of the social and political order of the earlier Western Zhou period. Essential components of Chinese civilization that are evident in the Zhou period include the Chinese notion of the ruler as the "Son of Heaven" who rules with the Mandate of Heaven.
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      Important terms to know for the class about ancient China The Warring States Period The Mandate of Heaven
  • The climate of East Asia is both similar to and different from that of Europe and the United States.
  • Since rice produces a much higher yield per acre than does a crop such as wheat, it can support a much greater population per acre than does wheat. Climate, agriculture, and population size are closely related in East Asia where large population densities have existed throughout history.*
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      Students should be able to identify how food supply is related to population growth.
  • Chinese civilization (written script, Confucian thought, and Buddhism that had come to China from India) spread northward to the Korean peninsula and then to the islands of Japan, and southward to what is today northern Vietnam -- engendering dialogue and exchange among the four countries of the East Asian cultural sphere
  • The west and north of what is China today are dominated by mountains, steppe lands, plateaus, and deserts.
  • China's writing system (referred to as Chinese "characters") first appears in the Shang dynasty on tortoise shells and cattle bones (called "oracle bones") used for divination. Written language is a central determinant of the development of civilization; the Chinese writing system was the first developed in East Asia. Although there are many mutually unintelligible dialects in China, there is only one system of writing — a major unifying factor in Chinese history. (Chinese characters have no set pronunciation; the sound attached to each can vary depending on the dialect.) Therefore, all literate Chinese could communicate through writing.
  • Qin Shi Huangdi (Ch'in Shih Huang-ti), or the First Emperor of Qin, rules for a very short time (221-206 BCE) but lays the foundation for China's imperial structure and begins construction of the Great Wall for defense to the north. At his death, an army of life-sized terra cotta warriors is buried near his tomb. (These terra cotta warriors were first discovered in 1974 and have been the subject of exhibitions, magazine articles, and books since that time.
  • The Qin follows the Legalist proposals for state order and establishes a centralized bureaucracy and a finely detailed law code with specified punishments for each crime.
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      How do you think the establishment of a uniform law code improved Chinese civilization? Remember Hammurabi's Code.
  • The Chinese and Roman empires trade through intermediates on the overland route through Central Asia, the "Silk Road." Chinese silk was an especially prized commodity in Rome, as silk production (sericulture) was known only to the Chinese.
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      Look up "Monopoly". How did China's silk trade represent this term?
  • It is during this period that Buddhism is introduced into China from India, following trade routes.
  • the civil service examination system,
  • Note the pattern of territorial pressure and incursions from China's north by nomadic groups, who are attracted by the wealth of the settled, agricultural civilization of China. The most illustrative examples are those of the Mongols, who conquer China and establish the Yuan dynasty (1279-1368 CE), and of the Manchus, who again conquer China and establish the last dynasty, the Qing, that rules for 300 years (1644-1911 CE). Each of these invaders rules through the Chinese bureaucracy, leading to the expression that China "sinicizes its conquerors."
    • Jarrod McEntarfer
      Jarrod McEntarfer on 20 Jul 08
       
      From what you gatherered from the reading can you put the expression: "China sinicizes its conquerors" in your own words?
  • "dynastic cycle."
  • Jarrod McEntarfer on 20 Jul 08
     
    This site is designed as a resource site for teachers of world history, world geography, and world cultures. It provides background information and curriculum materials, including primary source documents for students. The material is arranged in 14 topic sections. The topics and the historical periods into which they are divided follow the National Standards in World History and the Content Outline for the Advanced Placement Course in World History. Description by Merlot
Catherine Strattner

Defining Critical Thinking - 0 views

www.criticalthinking.org/...766

critical thinking

shared by Catherine Strattner on 29 Jun 12 - No Cached
  • Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.
  • Critical thinking can be seen as having two components: 1) a set of information and belief generating and processing skills, and 2) the habit, based on intellectual commitment, of using those skills to guide behavior. It is thus to be contrasted with: 1) the mere acquisition and retention of information alone, because it involves a particular way in which information is sought and treated; 2) the mere possession of a set of skills, because it involves the continual use of them; and 3) the mere use of those skills ("as an exercise") without acceptance of their results.
  • Critical thinking of any kind is never universal in any individual; everyone is subject to episodes of undisciplined or irrational thought. Its quality is therefore typically a matter of degree and dependent on, among other things, the quality and depth of experience in a given domain of thinking or with respect to a particular class of questions. No one is a critical thinker through-and-through, but only to such-and-such a degree, with such-and-such insights and blind spots, subject to such-and-such tendencies towards self-delusion. For this reason, the development of critical thinking skills and dispositions is a life-long endeavor.
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  • Critical thinking is self-guided, self-disciplined thinking which attempts to reason at the highest level of quality in a fair-minded way.  People who think critically consistently attempt to live rationally, reasonably, empathically.   They are keenly aware of the inherently flawed nature of human thinking when left unchecked.  They strive to diminish the power of their egocentric and sociocentric tendencies.  They use the intellectual tools that critical thinking offers – concepts and principles that enable them to analyze, assess, and improve thinking.  They work diligently to develop the intellectual virtues of intellectual integrity, intellectual humility, intellectual civility, intellectual empathy, intellectual sense of justice and confidence in reason.  They realize that no matter how skilled they are as thinkers, they can always improve their reasoning abilities and they will at times fall prey to mistakes in reasoning, human irrationality, prejudices, biases, distortions, uncritically accepted social rules and taboos, self-interest, and vested interest.  They strive to improve the world in whatever ways they can and contribute to a more rational, civilized society.   At the same time, they recognize the complexities often inherent in doing so.  They avoid thinking simplistically about complicated issues and strive to appropriately consider the rights and needs of relevant others.  They recognize the complexities in developing as thinkers, and commit themselves to life-long practice toward self-improvement.  They embody the Socratic principle:  The unexamined life is not worth living, because they realize that many unexamined lives together result in an uncritical, unjust, dangerous world. ~ Linda Elder, September, 2007
  • Catherine Strattner on 29 Jun 12
     
    Different ways to conceptualize a definition for critical thinking.
Sue Rappazzo

Teaching at an Internet Distance-----MERLOT - 1 views

web.archive.org/...tid_report.html

merlot elearning virtual education teaching Module 4

shared by Sue Rappazzo on 10 Jul 10 - Cached
Kelly Hermann liked it
  • Several of our speakers were able to shed light on the cause of this rising tide of faculty opposition to computer mediated instruction. Andrew Feenberg of San Diego State University summarizes the situation in the opening paragraph of his "Distance Learning: Promise or Threat" (1999) article: "Once the stepchild of the academy, distance learning is finally taken seriously. But not in precisely the way early innovators like myself had hoped. It is not faculty who are in the forefront of the movement to network education. Instead politicians, university administrations and computer and telecommunications companies have decided there is money in it. But proposals for a radical "retooling" of the university emanating from these sources are guaranteed to provoke instant faculty hostility."
    • Kelly Hermann
      Kelly Hermann on 19 Jul 10
       
      As a red-head, I'm just glad they didn't use the phrase "red-headed stepchild." LOL
  • The implementation of online education shows both promise and peril. Computer mediated instruction may indeed introduce new and highly effective teaching paradigms, but high-quality teaching is not always assured. Administrative decisions made without due consideration to pedagogy, or worse, with policies or technology that hampers quality, may cause much wasted time, money and effort of both faculty and students.
  • In training, a particular package of knowledge is imparted to an individual so that he or she can assume work within a system, as the firefighters do for example. According to Noble, training and education are appropriately distinguished in terms of autonomy (Noble, 1999). In becoming trained, an individual relinquishes autonomy. The purpose of education, as compared to training, is to impart autonomy to the student. In teaching students to think critically, we say in effect "Student, know thyself." Education is not just the transmission of knowledge, important as that is, but also has to do with the transformation of persons (and the development of critical thinking skills).
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  • Does good teaching in the classroom translate to good teaching online? If so, what elements can be translated and which ones can't or shouldn't?
  • "The shared mantra of the faculty and staff during the development of this document was that "good teaching is good teaching!" An Emerging Set of Guiding Principles... is less about distance education and more about what makes for an effective educational experience, regardless of where or when it is delivered."
  • Good practice encourages student-faculty contact. Good practice encourages cooperation among students. Good practice encourages active learning. Good practice gives prompt feedback. Good practice emphasizes time on task. Good practice communicates high expectations. Good practice respects diverse talents and ways of learning.
  • Frequent student-faculty contact in and out of class is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.
  • At first glance, teaching a class without the ability to see and hear the students in person appears daunting. The enlightened, quizzical, or stony facial expressions, the sighs of distress or gasps of wonder, and even the less-than-subtle raised hands or interjected queries that constitute immediate feedback to a lecture, discussion, or clinical situation are absent. Yet the proponents of online instruction will argue that these obstacles can be overcome, and that the online format has its own advantages. In the online experiences documented in the "Net.Learning" (www.pbs.org/netlearning/home.html) videotape, which our seminar viewed early in the year, Peggy Lant of the California Polytechnic State University, San Luis Obispo presented a striking example that occurred in her class' online discussion of civil war. One student's comments were especially gripping as she had just survived a civil war in her home country. Shy students who have trouble participating in a classroom discussion are said to feel more comfortable in an online setting. The ability to sit and think as one composes a question or comment also can raise the quality of the discussion. Susan Montgomery at the University of Michigan has developed an interactive website that addresses diverse learning styles through the use of multimedia (Montgomery, 1998).
  • Teachers, trainers, and professors with years of experience in classrooms report that computer networking encourages the high-quality interaction and sharing that is at the heart of education. ...(The) characteristics of online classes... generally result in students' contributing material that is much better than something they would say off the top of their heads in a face-to-face class. There is a converse side, however. Just after the passage above, Harasim cautions (Harasim et al. 1995) On the other hand, unless the teacher facilitates the networking activities skillfully, serious problems may develop. A conference may turn into a monologue of lecture-type material to which very few responses are made. It may become a disorganized mountain of information that is confusing and overwhelming for the participants. It may even break down socially into name calling rather than building a sense of community.
  • At what cost is this high degree of interaction, the need for which we suspect is student motivation and the professor's (online) attentiveness, achieved? In the previous section it was noted that charismatic professors of large (several hundred student) classes might indeed reach and motivate the students in the back row by intangible displays of attentiveness. Online, attentiveness must be tangible, and may involve more effort than in a face-to-face setting. These considerations imply an inherent limitation of online class size; size is determined by the amount of effort required to form a "community of learners."
  • Small class sizes and the linear dependence of effort on student numbers are indicative of the high level of interaction needed for high quality online teaching
  • The best way to maintain the connection [between online education and the values of traditional education] is through ensuring that distance learning is 'delivered' not just by CD ROMs, but by living teachers, fully qualified and interested in doing so online ... [P]repackaged material will be seen to replace not the teacher as a mentor and guide but the lecture and the textbook. Interaction with the professor will continue to be the centerpiece of education, no matter what the medium.
  • and Ronald Owston, who points out (Owston, 1997) "...we cannot simply ask 'Do students learn better with the Web as compared to traditional classroom instruction?' We have to realize that no medium, in and of itself, will likely improve learning in a significant way when it is used to deliver instruction. Nor is it realistic to expect the Web, when used as a tool, to develop in students any unique skills."
  • Facilitating Online Courses: A Checklist for Action The key concept in network teaching is to facilitate collaborative learning, not to deliver a course in a fixed and rigid, one-way format. Do not lecture. Be clear about expectations of the participants. Be flexible and patient. Be responsive. Do not overload. Monitor and prompt for participation. For assignments, set up small groups and assign tasks to them. Be a process facilitator. Write weaving comments every week or two... Organize the interaction. Set rules and standards for good netiquette (network etiquette)... Establish clear norms for participation and procedures for grading... Assign individuals or small groups to play the role of teacher and of moderator for portions of the course. Close and purge moribund conferences in stages... Adopt a flexible approach toward curriculum integration on global networks.
  • Sue Rappazzo on 10 Jul 10
     
    Love the step child reference!
  • ...3 more comments...
  • Sue Rappazzo on 10 Jul 10
     
    Have I not struggled with this throughout this course?!
  • Sue Rappazzo on 10 Jul 10
     
    Joy and I talked about this in discussions. I am now struggling with making a project mgr. aware of this at work. The vendor training online was boring so lets deliver it all in person. Junk is Junk online or in person!
  • Sue Rappazzo on 10 Jul 10
     
    That body language we mentioned in discussions this week in ETAP687
  • Sue Rappazzo on 10 Jul 10
     
    MERLOT-Teaching at internet distance
  • Sue Rappazzo on 10 Jul 10
     
    module 4 merlot
Melissa Pietricola

Teachers' Domain: Melba Pattillo Beals - 0 views

www.teachersdomain.org/...iml04.soc.ush.civil.beals

civil rights Brown v. Board integration module 4 assignment

shared by Melissa Pietricola on 14 Jul 10 - Cached
  • Melissa Pietricola on 14 Jul 10
     
    One of the Little Rock 9 documents her experience; audio file Great for students looking at voter integration; primary source file for them to include on their sites.
Jeanne Cousineau

Guns Germs, & Steel: Home - 0 views

www.pbs.org/gunsgermssteel

history

shared by Jeanne Cousineau on 27 May 09 - Cached
  • Jeanne Cousineau on 27 May 09
     
    PBS website detailing Jared Diamond's theory in his book, Guns, Germs, and Steel. This website will aid my students in their course as they examine Diamond's theory and investigate early civilizations around the world.
sherrilattimer

FILLING THE TOOL BOX - 0 views

www.fno.org/toolbox.html

learning assessment questioning inquiry

shared by sherrilattimer on 03 Jul 14 - Cached
  • If on the other hand, they are used to information questions, they may ask, "Which states joined the Confederacy? What were the six main causes of the war? What happened at Shiloh? Who was the Union commander at Shiloh? When did the war end?"
  • If you ask many tantalizing and divergent questions in your classroom, your students are likely to model after your behavior for example, "What would have happened if Lincoln was shot in the first month of the war? Why did Lincoln only free the slaves in the rebel states? How did it feel to be a woman in the path of Sherman's army?"
  • The four rules of brainstorming: 1. all contributions are accepted without judgment; 2. the goal is a large number of ideas or questions; 3. building on other people's ideas is encouraged; 4. farout, unusual ideas are encouraged.
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  • And why do we bother with a time-consuming activity like developing a typology of questions? Because once students have the labels, you can lead them to practice each type of question thoughtfully. You can show a film and ask each student to think of three "why?" questions to share with the class at its conclusion. You may assign a story to read and ask for three "inference" questions. Suddenly the students can reach into their questioning tool box and carefully select the saw for sawing and the plane for planing.
  • When questions are nurtured, admitting a lack of knowledge is rewarded. It is the first step in learning and problem-solving
  • Unlike answers, questions carry little risk because the activity has made it acceptable to identify what it is that you do not know.
  • Some questions deserve 10 seconds of thought. Others require days or even months. Great questions span centuries of human civilization (i.e., "why are we here?" "How do we know?" "Can we know?" "How can we know if we know?").
  • The more typical classroom activity involves concealing what it is that you do not know.
  • Research into wait-time for American classrooms paints a distressing picture. Many teachers wait less than two seconds for the answer to each question and ask hundreds of questions per hour. These types of questions are generally recall questions demanding little thought.
  • Unlike many textbook publishers, reporters like to ask questions that flow from or stimulate curiosity, because unlike schools, televisions do not have captive audiences. A reporter will ask the victim how he or she is feeling, the rock star why he or she used drugs and the politician why he or she betrayed his or her constituents. Sometimes we are offended by the boundary lines of decency that curiosity compels these people to cross, so a recent rock song portrayed the phenomenon as "We love dirty laundry." We should expect considerably more sensitivity from our students, yet the model can work powerfully for us as we explore the issues surrounding any human event being studied in a classroom.
  • sherrilattimer on 03 Jul 14
     
    Classroom strategies to engender student questioning.
Sue Rappazzo

30 THINGS WE KNOW FOR SURE ABOUT ADULT LEARNING - 2 views

honolulu.hawaii.edu/...adults-3.htm

education learning adult_learning

shared by Sue Rappazzo on 03 Jul 10 - Cached
  • Information that conflicts sharply with what is already held to be true, and thus forces a re-evaluation of the old material, is integrated more slowly.
  • Adults prefer self-directed and self-designed learning projects over group-learning experience
  • Self-direction does not mean isolation. Studies of self-directed learning indicate that self-directed projects involve an average of 10 other people as resources, guides, encouragers and the like. But even for the self-professed, self-directed learner, lectures and short seminars get positive ratings, especially when these events give the learner face-to-face, one-to-one access to an expert.
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  • The learning environment must be physically and psychologically comfortable
  • Adults have something real to lose in a classroom situation. Self-esteem and ego a
  • Adults have expectations, a
  • Adults bring a great deal of life experienc
  • Instructors who have a tendency to hold forth rather than facilitate can hold that tendency in check--or compensate for it--by concentrating on the use of open-ended questions to draw out relevant student knowledge and experience.
  • New knowledge has to be integrated with previous knowledge; students must actively participate in the learning experience.
  • The key to the instructor role is control. The instructor must balance the presentation of new material, debate and discussion, sharing of relevant student experiences, and the clock.
  • The instructor has to protect minority opinion, keep disagreements civil and unheated, make connections between various opinions and ideas, and keep reminding the group of the variety of potential solutions to the problem. The instructor is less advocate than orchestrator.
  • Integration of new knowledge and skill requires transition time and focused effort on application. Learning and teaching theories function better as resources than as a Rosetta stone. A skill-training task can draw much from the behavioral approach, for example, while personal growth-centered subjects seem to draw gainfully from humanistic concepts. An eclectic, rather than a single theory-based approach to developing strategies and procedures, is recommended for matching instruction to learning tasks.
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