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Cindy Marston

Pros and Cons of Controversial Issues - 13 views

shared by Cindy Marston on 25 May 11 - Cached
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    Our purpose is to provide resources for critical thinking and to educate without bias. We do not express opinions on our research projects ("issue websites"). Our mission statement is: "Promoting critical thinking, education, and informed citizenship by presenting controversial issues in a straightforward, nonpartisan, primarily pro-con format."
Daniel Ballantyne

Great Unsolved Mysteries in Canadian History - 6 views

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    Great Site for students to solve mysteries using primary sources using critical thinking.
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    A great website that uses primary sources to create critical thinking activities for students to solve. Recommended for upper level high school students.
Jason Heiser

CriticalThinking.org - Critical Thinking Model 1 - 0 views

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    Model for critical thinking
David Hilton

Stoa | Welcome to the Suda On Line (SOL) - 0 views

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    "The Suda is a massive 10th century Byzantine Greek historical encyclopedia of the ancient Mediterranean world, derived from the scholia to critical editions of canonical works and from compilations by yet earlier authors." There are some English texts in there too. Should be stuff on the Crusades.
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    The Suda is a massive 10th century Byzantine Greek historical encyclopedia of the ancient Mediterranean world, derived from the scholia to critical editions of canonical works and from compilations by yet earlier authors.
Ian Gabrielson

'Mr Men' teacher hits back at Michael Gove | Politics | guardian.co.uk - 6 views

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    "arr writes: "Gove and his advisers - either through stupidity or mischievousness - failed to place me, my website, or the lesson into its appropriate context. His criticisms betray a lack of knowledge, understanding, and interpretation that would make a GCSE history student blush with shame.""
anonymous

Free Online Professional Development - 15 views

The National Humanities Center presents engaging, useful, and convenient professional development seminars that offer new pedagogical approaches and free online resources. http://americainclass.or...

primary sources images documents c18th c19th c20th usa American History Literature close reading critical analysis professional development

started by anonymous on 10 Jun 13 no follow-up yet
vhudgins

Entenmann on Chang, 'The Rape Of Nanking: The Forgotten Holocaust Of World War II&... - 5 views

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    criticism for Chang's The Rape of Nanking
Rob Kamrowski

TPS Direct - For Teachers (Library of Congress) - 0 views

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    By using TPS Direct PD activities, educators learn how to bring primary sources into the classroom and help students think critically, construct knowledge, and develop the information fluency necessary for success in the 21st century.
Marc Safran

Code of Best Practices for Fair Use in Media Literacy Education | Media Education Lab - 0 views

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    UPDATED INFO!! - The Code of Best Practices in Fair Use for Media Literacy Education helps educators gain confidence about their rights to use copyrighted materials in developing students' critical thinking and communication skills.
Kristen McDaniel

Historical Thinking Matters: home page - 4 views

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    This site is run by George Something University and has material on four key events from American history, all designed to develop 'historical thinking". They have primary sources in there which I would steal and use for other purposes, but that's just me.
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    Welcome to Historical Thinking Matters, a website focused on key topics in U.S. history, that is designed to teach students how to critically read primary sources and how to critique and construct historical narratives. Read how to use this site.
Daniel Ballantyne

Building a Nation of Know-Nothings - NYTimes.com - 13 views

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    Not directly related to history education but a good example of why we need to teach kids to think critically on their own.
Brian Peoples

Great Debates in American History by Peter Pappas - 16 views

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    Excellent critical thinking anchors for history classes
Daniel Ballantyne

Digital Storytelling In The Classroom - 7 views

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    Some useful tools and strategies for developing critical thinking tasks that use technology in the classroom.
Ed Webb

How we remember them: the 1914-18 war today | openDemocracy - 6 views

  • After the war, however, the problem of reintegrating into society both those who had served and those who had lost, and finding a narrative that could contain both, found one answer by an emphasis on the universality of heroism. A British society that has since the 1960s grown increasingly distant from the realities of military service - whilst remaining dedicated to it as a location for fantasy - has been unable to move on from this rhetorical standpoint
  • The war's portrayal has always been shaped by contemporary cultural mores, and commemorative documentaries demonstrate just how much the relationship between the creators and consumers of popular culture has changed over the last fifty years. For the fiftieth anniversary of 1914, the BBC commissioned the twenty-six part series The Great War, based around archive footage and featuring interviews with veterans. There was an authoritative narrative voice, but no presenters. For the eightieth anniversary, it collaborated with an American television company on a six-part series littered with academic talking-heads. For the ninetieth anniversary, it has had a range of TV presenter-celebrities - among them Michael Palin, Dan Snow, Natalie Cassidy and Eamonn Holmes - on a journey of discovery of their families' military connections. These invariably culminate next to graves and memorials in a display of the right kind of televisual emotion at the moment the formula demands and the audience has come to expect.   The focus of these programmes - family history as a means of understanding the past - is worthy of note in itself. It is indicative of the dramatic growth of family history as a leisure interest, perhaps in response to the sense of dislocation inherent in modernity
  • The search for family history is usually shaped by modern preconceptions, and as such it seldom results by itself in a deeper understanding of the past. The modern experience of finding someone who shares your surname on the Commonwealth War Graves Commission website, taking a day trip to France and finding his grave (perhaps with a cathartic tear or few) might increase a person's or family's sense of emotional connection to the war, and may bring other satisfactions. Insofar as it is led not by a direct connection with a loved one, however, but by what television has "taught" as right conduct, it can seldom encourage a more profound appreciation of what the war meant for those who fought it, why they kept fighting, or why they died.
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  • Projects such as The Great War Archive, which combine popular interest in the war with specialist expertise, and which recognise that an archive is different from a tribute or a memorial, suggest that it is possible to create high-quality content based on user submissions.
  • the exploitation of popular enthusiasm to encourage thought, rather than to enforce the "correct" opinion
  • It is certainly true that the 1914-18 war is popularly seen as the "bad war" and 1939-45 as the "good war." I think the one view is sustained in order to support the other. Although no expert, it seems to me that in reality the two world wars were marked more by their similarities than their differences (Europe-wide military/imperial rivalry causes collapse of inadequate alliance system > Germany invades everywhere > everywhere invades Germany). However, there is an extreme reluctance in Britain to admit that WW2 was anything other than a Manichean struggle between the elves and the orcs, so WW1 becomes a kind of dumping-ground for a lot of suppressed anxiety and guilt which might otherwise accrue to our role in WW2 - just as it might in any war. So we make a donkey out of Haig in order to sustain hagiographic views of Churchill. "Remembrance" of both wars continues to be a central feature of British public consciousness to an extraordinary, almost religious degree, and I think this has a nostalgic angle as well: if "we" squint a bit "we" can still tell ourselves that it was "our" last gasp as a global power. Personally I think it's all incredibly dodgy. "Remembrance," it seems to me, is always carried out in a spirit of tacit acceptance that the "remembered" war was a good thing. Like practically all of the media representation of the current war, Remembrance Day is a show of "sympathy" for the troops which is actually about preventing objective views of particular wars (and war in general) from finding purchase in the public consciousness. It works because it's a highly politicised ritual which is presented as being above politics and therefore above criticism. All these things are ways of manipulating the suffering of service personnel past and present as a means of emotionally blackmailing critics of government into silence. I reckon anyway.
Kay Cunningham

Coffin Nails:  The Tobacco Controversy in the 19th Century - 4 views

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    "As a public service, HarpWeek has compiled this 50-plus year history of tobacco controversy and criticism as shown in the editorials, articles, news briefs, cartoons, illustrations, poetry, and advertisements of Harper's Weekly. The items are augmented with historical commentary by HarpWeek historian Dr. Robert C. Kennedy."
Lisa M Lane

Beach-Side Thoughts on History, to My Students at Beyond School - 4 views

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    And the issue, to put it in a nutshell, is this: Knowing all this stuff is worthless, if all you've done is learn it. You seem to think that we're teaching you Western Civilization because gee, it's a great civilization. It's not. Like all civilizations, it has it's strengths and it has its flaws. Just because it's part of the dominant culture today doesn't make it good. Maybe the dominant culture today would be much better if certain aspects of Western Civilization were different - or even non-existent. Most of your essays saddened me because they were so full of cheer-leading for the West. Civilizations, Western or Eastern, Northern or Southern, don't need cheerleaders. They need critics.
Shane Freeman

Key words=Common Craft, Videos, Social Studies, Middle School, 19th Century History, Fu... - 11 views

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    The final videos can all be found here.  I hesitate to embed any in the post because I know I would be prone to pick the "best" one.  Please click on the link and randomly select one to watch! There are two pages of videos-and hey-leave a comment or a thumbs up!  I have to say, that after watching the kids make these, the final products just don't reflect the amount of work that is needed.  What I mean is that you shouldn't watch them and say "My kids could do that in a couple of days."  It took 360 minutes of class time to produce those 1-2 minute videos!! One thing I wished we had done is to write transitions so that the different videos linked together better.  I inadvertently led them to make videos on topics that come across as standing alone in time instead of being influenced and apart of other events and movements. Other good resources: Art Titzel Eric Langhorst John Fladd Karen McMillan Greg Kulowiec Mr. Canton Mr. Fogel Mr. Canton Authors write for different purposes.* The writing process is consistent across disciplines.* Technology is a tool for collecting, organizing, creating, and presenting informatio Tags: 6 COMMENTS SO FAR ↓ aimee // Dec 27, 2010 at 8:56 pm These videos really are terrific! I was able to pop in briefly and watch them being created (on Ustream)- such an amazing process! They are so deceptively simple and enchanting, yet require a myriad of skills. Well done! And, I've learned so much Reply Tweets that mention New Post: Key words=Common Craft, Videos, Social Studies, Middle School, 19th Century History, Fu... by -- Topsy.com // Dec 27, 2010 at 10:59 pm [...] This post was mentioned on Twitter by mrsdi, Edtech Feeds. Edtech Feeds said: New Post: Key words=Common Craft, Videos, Social Studies, Middle School, 19th Century History, Fu… http://bit.ly/g9YyDH by @paulbogush [...] Reply Sally // Dec 28, 2010 at 10:39 am This is great! When we get back to school the students are finishing up t
Historix Mueller

History Education in a World of Information Surplus | Democratizing Knowledge - 14 views

  • ut the problem of doing history this way in an age of information-surplus is that students spend much of their time as passive audience members, ingesting information, rather than grappling with it to find their own voices. Let’s be clear – it is inconceivable that students won’t have access to lecture information in the future: Wikipedia has every fact that I’ll cover in my AP U.S. History course this year, and if students want to hear an expert lecture they can always find one on iTunes University from Berkeley or MIT. So instead of coverage-style lecturing we need to use the very valuable classroom time to engage in deep inquiry about historical and current problems. Teachers should create powerful essential questions that require students to master information literacy skills they’ll need in a digital age, and to master historical inquiry. From these questions, students will behave as historians, researching, analyzing, evaluating, and creating DAILY. Isn’t that more valuable critical thinking than the odd essay question every few weeks between lectures? Liz Becker and Laufenberg and correct. The 20th century history classroom has to change. In a world of information surplus, we must recognize that good history education must transform students into power information critics, able to evaluate claims and build their own truths from myriad facts.
Daniel Ballantyne

http://www.otffeo.on.ca/english/pro/resource_package.pdf - 12 views

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    Excellent PDF resource for teaching critical inquiry. Includes: lesson plans, blackline masters, and readings.  A very clear explanation and process for nurturing better quality thinking in the classroom from teachers and students.
David Hilton

Education Week: Inverting Bloom's Taxonomy - 11 views

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    A fascinating analysis of the misuse of 'critical thinking' models in the history classroom.
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