Schools will punish students who do not display proper behavior, but they rarely model the right behavior, rendering the punishment useless. Social studies content allows for character exploration as a reasonable tangent, making it the social studies teacher's responsibility to incorporate it when possible.
His key episodes are based not around a grand organising narrative but a series of vignettes that make compelling stories.
If history is popular on TV, it can be made popular at school.
Teachers developed new methods, shifting away from chronology and narrative to topics and themes, where the emphasis was placed on "skills" of analysis over the regurgitation of facts.
without providing any connecting narrative thread that explains their relationship with each other. The solution is a return to narrative history, to a big story that will organise and make sense of historical experience.
Nonetheless, it remains an announcement that tells us more about the contradictions of government thinking and its reductive view of the humanities and social sciences than it does about the state of history teaching in our schools.
I agree with Schama that the real public value of history-teaching in schools (as in universities) lies in its capacity to re-animate our civil society and produce an engaged and capable citizenry. I disagree that good story-telling will get you there
History provides us with a set of analytical skills that are indispensable for citizens who want to understand our present conditions
We want students who aren't just entertained, but who can think critically and effectively about the world they live in.
For the creative and innovative teacher it may have been something of a constraint, but most now agree it led to a ‘golden age’ of history teaching in primary schools in the 1990s and ensured every child covered a coherent history syllabus from 11-14 without repeating topics. It also spawned a generation of excellent and accessible teaching materials and encouraged heritage organisations to provide for a standard history curriculum
Regardless this return to grand narrative and national myth goes against the very progress we as academic historians have made. History is more to do with how we think and evaluate things, the tools we use to come to conclusions than about dates and conveniently accessible stories self legitimatising the status quo.
The Virtual Field Trip is a field trip that students and teachers take via the Internet. A great benefit of this activity is that it utilizes technology tools to help students visualize and understand subject matter through exploration and active learning. It's also a great way to "travel" without leaving your classroom! Look for sites with QuickTime VR, which allows you to view panoramic views of your virtual field trip location.
History is always our most useful tool and guide. Knowing our past helps us to
divine our future; to see the long strands which denote our character and which
have been common in each epoch of our development; and how they may be adapted
in our transformation as an integral part of this region, while re-energising
our national life.
50 Ways to Use Wikis for a More Collaborative and Interactive Classroom
Wikis are an exceptionally useful tool for getting students more involved in
curriculum. They’re often appealing and fun for students to use, while at the
same time ideal for encouraging participation, collaboration, and interaction.
Read on to see how you can put wikis to work in your classroom.
Wikis are an exceptionally useful tool for getting students more involved in curriculum. They're often appealing and fun for students to use, while at the same time ideal for encouraging participation, collaboration, and interaction.
Using these ideas, your students can collaboratively create classroom valuables.
This whole site is kind of interesting in what they are aiming to achieve. Might give you some food for thought in how you could create a similar situation in your class
Welcome to HistoryBuff.com, a nonprofit organization devoted to providing FREE primary source material for students, teachers, and historybuffs. This site focuses primarily on HOW news of major, and not so major, events in American history were reported in newspapers of the time. In addition, there is information about the technology used to produce newspapers over the past 400 years. Our latest addition is panoramas of historic sites in America.