Group items tagged relevant - EU464 Social Studies Electronic Toolkit

How to Make a History Class Relevant to Students - 2 views

This article provides results of studies that demonstrate that the average student finds history to be dull and lacking excitement. A major justification to student beliefs is that history is irre...

history relevant interesting hisotrical_figures textbooks

started by Trevor Gesinghaus on 15 Sep 11 no follow-up yet

Making the Case for Geography in our Schools - 1 views

http://geography.about.com/od/teachgeography/a/geoedcommentary.htm This is a US article but is also relevant to Canadian teachers and the public in general. The idea of this article suggests that ...

Geography real_world_connections geographical_relevance elementary_geography multi-disciplinary_lens

started by bell4390 on 06 Oct 11 no follow-up yet

The Challenge of Culturally Relevant Teaching - 0 views

This article looks at the use of web quests in social studies in order to stimulate learning and act as a tool in the classroom. As social studies teachers we need to make sure that we are cultural...

Culture social_studies making_history_current resource

started by Catherine Millar on 29 Sep 11 no follow-up yet

Teaching Children About Geography - 0 views

This article discusses new, innovative, educational products that can be used for teaching geography and history to make the subject matter fun. To steer away from books, maps and globes, there are...

technology public_affairs geography history interactive resources

started by Marlene esteves on 10 Nov 11 no follow-up yet

This Day in History for 9th November - 0 views

One of the hardest parts about teaching history, in my opinion, is teaching in a method in which students feel the information is relevant and important to their lives. A resource that could be us...

historical_events famous_birthdays famous_deaths History Kristallnacht

started by Trevor Gesinghaus on 08 Nov 11 no follow-up yet

Professional volunteers teach students GIS technology - 0 views

http://www.heraldextra.com/news/local/education/precollegiate/professional-volunteers-teach-students-gis-technology/article_02a78241-fef7-5e9a-bd4f-0b9d5f85d655.html Throughout Utah County, 4 hund...

geography national_geographic Geographic_Information_Systems learning activities

started by Marlene esteves on 17 Nov 11 no follow-up yet

Lessons of history - 0 views

In England, there has been a push towards changing the history curriculum to be compulsory until a higher age level. The teaching of history has been placed under review that the lessons are taught...

lessons curriculum compulsory Europe education learning

started by Marlene esteves on 24 Nov 11 no follow-up yet

The pros and cons of Black History Month - 0 views

www.thegrio.com/...ons-of-black-history-month.php

social_studies History responsible_citizenship strategies effective_teaching

shared by Tori Beacon on 22 Sep 11 - No Cached

Tori Beacon on 22 Sep 11

This opinion article touches on the pros and cons of Black History month. While the author does not agree that Black History Month should be removed from schools, he challenges us to reconsider how we present Black History Month, the content we include, and how we can change the current program to make it more effective. The article asks why slavery is rarely discussed in depth during Black History Month, then immediately after, asserts that Black History does not begin with 17th century slavery - did black people not exist before this time? The author is concerned with how Black History Month approaches the issue of black inequality as if it is completely disconnected with the present - the issues are still relevant and should be taught as such. As well, the author recognizes that discussing black history in the classroom should not be restricted to one month of the year - Black History month is a great opportunity to celebrate the past from the perspective of African Americans, but this perspective should not be lost for the rest of the year. Weighing the pros and cons of having 'Black History Month,' or any month dedicated to one ethnic group, will be important to consider when developing your own social studies program.

<div class="cArrow"> </div><div class="cContentInner">This opinion article touches on the pros and cons of Black History month. While the author does not agree that Black History Month should be removed from schools, he challenges us to reconsider how we present Black History Month, the content we include, and how we can change the current program to make it more effective. The article asks why slavery is rarely discussed in depth during Black History Month, then immediately after, asserts that Black History does not begin with 17th century slavery - did black people not exist before this time? The author is concerned with how Black History Month approaches the issue of black inequality as if it is completely disconnected with the present - the issues are still relevant and should be taught as such. As well, the author recognizes that discussing black history in the classroom should not be restricted to one month of the year - Black History month is a great opportunity to celebrate the past from the perspective of African Americans, but this perspective should not be lost for the rest of the year. Weighing the pros and cons of having 'Black History Month,' or any month dedicated to one ethnic group, will be important to consider when developing your own social studies program.</div>

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Why Learn Geography? - 0 views

measureofdoubt.com/...geography

social_studies meta_skills motivated_learning geography effective_teaching

shared by Scott King on 09 Sep 11 - No Cached

Scott King on 09 Sep 11

This blog which is intended for teachers and academics, uses a short summary of a discussion between two friends at an education- themed discussion salon to investigate the importance of learning geography and memorizing geographical facts. It describes why it is important in social studies (Geography) that a teacher shows a student the relevance of the material they our learning as a way of motivating them. This point-counter point conversational debate investigates some unique perspectives on both sides of the issue and gives the reader some useful examples of how we use geographical facts in our everyday life without even knowing it. This topic would certainly strike up some interesting discussion in any classroom.

<div class="cArrow"> </div><div class="cContentInner">This blog which is intended for teachers and academics, uses a short summary of a discussion between two friends at an education- themed discussion salon to investigate the importance of learning geography and memorizing geographical facts. It describes why it is important in social studies (Geography) that a teacher shows a student the relevance of the material they our learning as a way of motivating them. This point-counter point conversational debate investigates some unique perspectives on both sides of the issue and gives the reader some useful examples of how we use geographical facts in our everyday life without even knowing it. This topic would certainly strike up some interesting discussion in any classroom.</div>

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Teaching Social Studies Authentically - 0 views

fno.org/soc.html

strategies motivated_learning social_studies effective_teaching critical_thinking responsible_citizenship

shared by Tori Beacon on 09 Sep 11 - Cached

Tori Beacon on 09 Sep 11

This article suggests to teachers that they engage their students in social studies by show how the content is connected to real life. To do this, the students should investigate the topic they have chosen from a menu of topics provided by the teacher in real life contexts; an example would be investigating hunger as a social issue by experiencing a food bank/shelter, speaking with the shelter director, volunteering, etc. In experiencing the curriculum content in the present time and in real life, the student will be more actively engaged in the material, see the relevance to his/her own life and the adult workplace, care about and connect with the task and possibly develop a passion for the issue. The article argues the strategy is beneficial to both the student and the teacher and offers concrete examples of the strategy as suggestions to readers who may be teachers searching for new ideas.

<div class="cArrow"> </div><div class="cContentInner">This article suggests to teachers that they engage their students in social studies by show how the content is connected to real life. To do this, the students should investigate the topic they have chosen from a menu of topics provided by the teacher in real life contexts; an example would be investigating hunger as a social issue by experiencing a food bank/shelter, speaking with the shelter director, volunteering, etc. In experiencing the curriculum content in the present time and in real life, the student will be more actively engaged in the material, see the relevance to his/her own life and the adult workplace, care about and connect with the task and possibly develop a passion for the issue. The article argues the strategy is beneficial to both the student and the teacher and offers concrete examples of the strategy as suggestions to readers who may be teachers searching for new ideas.</div>

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We Interrupt This Moment; Educating and the Teaching of History - 1 views

www2.education.ualberta.ca/...ARTupper_interrupt_moment.htm

curriculum_development feminism effective_teaching critical_thinking perspective

shared by Stacey Manzerolle on 13 Sep 11 - No Cached

Stacey Manzerolle on 13 Sep 11

In this article Jennifer Tupper argues for a new approach to teaching history; a rediscovery or re(hi)storation which not only examines the male dominated view of history, but also the influences others to critically approach historical documentation for bias and partiality. I found her text formatting and insertion of italicized documentation to be particularly relevant and persuasive. It demonstrated how we as History teachers can allow spaces for 'breaking news' that might otherwise be overlooked, so that we are not perpetuating this narrow perspective.

<div class="cArrow"> </div><div class="cContentInner">In this article Jennifer Tupper argues for a new approach to teaching history; a rediscovery or re(hi)storation which not only examines the male dominated view of history, but also the influences others to critically approach historical documentation for bias and partiality. I found her text formatting and insertion of italicized documentation to be particularly relevant and persuasive. It demonstrated how we as History teachers can allow spaces for 'breaking news' that might otherwise be overlooked, so that we are not perpetuating this narrow perspective.</div>

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Canada's History Becoming Lost in the Past - 0 views

thecommoner.kingsjournalism.com/?p=3767

effective_teaching strategies curriculum_development social_studies Canadian_History_Curriculum

shared by Scott King on 11 Sep 11 - No Cached

Scott King on 11 Sep 11

This great newspaper article printed in The Halifax Commoner gives a good description of the teacher I think we all would like to become. William is a secondary school teacher in Nova Scotia which believes that history can be meaningful to the students, if a teacher can show them how it relates to their own lives. Once the teacher is able to make this connection, students become engaged and understand history's relevance. However, with the limited time allocated towards teaching history in elementary and secondary it can be difficult to teach lessons which incorporate a critical-thinking aspect in them. What students (in most) cases are left with is lesson plans that are overburden with dates and boring facts rather than a lesson plans that is able to engage students in meaningful discussion and debate. Drawing from statistics from the Historica-Dominion Institute in 2010 the author paints a very dismal picture of Canadians historical knowledge and the current state of our history curriculum.

<div class="cArrow"> </div><div class="cContentInner">This great newspaper article printed in The Halifax Commoner gives a good description of the teacher I think we all would like to become. William is a secondary school teacher in Nova Scotia which believes that history can be meaningful to the students, if a teacher can show them how it relates to their own lives. Once the teacher is able to make this connection, students become engaged and understand history's relevance. However, with the limited time allocated towards teaching history in elementary and secondary it can be difficult to teach lessons which incorporate a critical-thinking aspect in them. What students (in most) cases are left with is lesson plans that are overburden with dates and boring facts rather than a lesson plans that is able to engage students in meaningful discussion and debate. Drawing from statistics from the Historica-Dominion Institute in 2010 the author paints a very dismal picture of Canadians historical knowledge and the current state of our history curriculum.</div>

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Engaging Students in Learning History - 3 views

www2.education.ualberta.ca/...Fielding_engaging_students.htm

effective_teaching strategies History motivated_learning critical_thinking

shared by Shawn Greenwood on 21 Sep 11 - No Cached

Stacey Manzerolle on 21 Sep 11

In this article John Fielding, discusses how many of Canadian students learn history - through memorization and lecture - and how instead we need to engage students in history lessons through role play, field trips and storytelling. For many it is easy to identify how history should NOT be taught, but to make history memorable we need to make it come alive for the students. John also offers a list of strategies in teaching history which are not valuable, strategies which may be successful, and finally interesting and imaginative learning strategies, all with reasons why they are, or are not, effective.

<div class="cArrow"> </div><div class="cContentInner">In this article John Fielding, discusses how many of Canadian students learn history - through memorization and lecture - and how instead we need to engage students in history lessons through role play, field trips and storytelling. For many it is easy to identify how history should NOT be taught, but to make history memorable we need to make it come alive for the students. John also offers a list of strategies in teaching history which are not valuable, strategies which may be successful, and finally interesting and imaginative learning strategies, all with reasons why they are, or are not, effective.</div>

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Shawn Greenwood on 21 Nov 11

John Fielding a retired history professor from Queens University wrote this short article to encourage History teachers to be passionate and creative in their teaching. Teachers need to get students involved in History and show them how it is relevant today. According to Professor Fielding "the most important element for a strategy to be effective is, however, that it must activate the historical imagination of the student." So as teachers we need to find ways to start their imagination and let them enjoy the past without always having to write a two page essay. Fielding suggest that teachers allow students to be creative allowing them to use historical fiction to demonstrate their understanding of the people and their times. Teachers should incorporate drama, role playing and storytelling help develop a historical imagination of the student. When you can capture the imagination of the student you can then develop a passion in the student for the things of the past.

<div class="cArrow"> </div><div class="cContentInner">John Fielding a retired history professor from Queens University wrote this short article to encourage History teachers to be passionate and creative in their teaching. Teachers need to get students involved in History and show them how it is relevant today. According to Professor Fielding "the most important element for a strategy to be effective is, however, that it must activate the historical imagination of the student." So as teachers we need to find ways to start their imagination and let them enjoy the past without always having to write a two page essay. Fielding suggest that teachers allow students to be creative allowing them to use historical fiction to demonstrate their understanding of the people and their times. Teachers should incorporate drama, role playing and storytelling help develop a historical imagination of the student. When you can capture the imagination of the student you can then develop a passion in the student for the things of the past.</div>

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Authentic Learning for the 21st Century - 0 views

net.educause.edu/...ELI3009.pdf

social_studies effective_teaching strategies critical_thinking motivated_learning technology

shared by Tori Beacon on 21 Oct 11 - Cached

Tori Beacon on 21 Oct 11

Ever heard the groans of students, "When will I EVER need to know this in real life?" or "I learn better by doing!" The boom of the internet, communication and simulation technologies has allowed students more opportunities for authentic learning experiences, such as experimentation and real life problem solving. Authentic Learning focuses on real world, complex problems and their solutions. These learning programs do not revolve around 'teaching english or math.' Authentic Learning tasks are inherently multidisciplinary; they could require skills from more than one subject area. Examples of authentic learning tasks could be setting a budget, or managing a city. Ensuring classroom learning has real life relevance will allow students to feel like their learning will apply to them beyond the classroom setting. Their classroom learning strategies will teach students how to turn information into useful, transferable knowledge. Making different connections across disciplines is an important skill that will aid students once they reach the 'real world' beyond the classroom.Read this article and prepare your students for the real world complexities they will soon face that cannot be solved simply by applying an algorithm!

<div class="cArrow"> </div><div class="cContentInner">Ever heard the groans of students, "When will I EVER need to know this in real life?" or "I learn better by doing!" The boom of the internet, communication and simulation technologies has allowed students more opportunities for authentic learning experiences, such as experimentation and real life problem solving. Authentic Learning focuses on real world, complex problems and their solutions. These learning programs do not revolve around 'teaching english or math.' Authentic Learning tasks are inherently multidisciplinary; they could require skills from more than one subject area. Examples of authentic learning tasks could be setting a budget, or managing a city. Ensuring classroom learning has real life relevance will allow students to feel like their learning will apply to them beyond the classroom setting. Their classroom learning strategies will teach students how to turn information into useful, transferable knowledge. Making different connections across disciplines is an important skill that will aid students once they reach the 'real world' beyond the classroom.Read this article and prepare your students for the real world complexities they will soon face that cannot be solved simply by applying an algorithm!</div>

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Teach LGBT history in public schools - 0 views

This article discusses the importance of trying to include the gay rights movements into the curriculum in public schools in the states. Councilman Danny Dromm thinks that the curriculum should beg...

gay_rights_movement curriculum history social education diversity

started by Marlene esteves on 13 Oct 11 no follow-up yet

Ontario Elementary Social Studies Teachers Association: - 0 views

http://www.oagee.org/resources/news-events/2-ontario-elementary-social-studies-teachers-association Before now, social studies did not have a teacher organization to represent elementary schools a...

social_studies curriculum_development teacher_organizations effective_teaching current_events

started by bell4390 on 27 Oct 11 no follow-up yet

Data for Student Use. - 1 views

Natural Resources Canada provides current statistical data pertaining to National Wildland Situation Report. It has information, current reports and graphs. It can be used in a variety of different...

social_studies forest_fires Canada Geography

started by Jenny Hobbs on 27 Oct 11 no follow-up yet

History goes to head of the Heritage class - 1 views

Sorry, I somehow missed the location to paste the link... http://www.theglobeandmail.com/news/politics/history-goes-to-head-of-the-heritage-class/article2198082/?from=sec431

responsible_citizenship history relevance engaging motivated_learning

started by Stacey Manzerolle on 01 Nov 11 1 follow-up, last by Stacey Manzerolle on 01 Nov 11

Group items tagged