Skip to main content

Home/ History Teachers/ Group items tagged understanding

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Jeremy Greene

World History Connected: EJournal of Learning and Teaching - 6 views

worldhistoryconnected.press.illinois.edu/index.html

world history connected journal e-journal learning teaching

shared by Jeremy Greene on 14 Jan 10 - Cached
  • David Hilton on 14 Jan 10
     
    Has articles and some source material links related to World History. The site (run out of University of Illinois, by the looks) has a strong focus on 'big history.' I hadn't encountered this term before; it seems to mean looking at history not through civilisations but rather periods or regions. If that description is wrong and someone could provide more accuracy on 'big history' that would be cool.
  • ...3 more comments...
  • Jeremy Greene on 16 Nov 10
     
    World History Connected: The EJournal of Learning and Teaching [www.worldhistoryconnected.org] World history poses extraordinary demands upon those who teach it, challenging the talent of experienced instructors as well as to those new to the field. World History Connected is designed for everyone who wants to deepen the engagement and understanding of world history: students, college instructors, high school teachers, leaders of teacher education programs, social studies coordinators, research historians, and librarians. For all these readers, WHC presents innovative classroom-ready scholarship, keeps readers up to date on the latest research and debates, presents the best in learning and teaching methods and practices, offers readers rich teaching resources, and reports on exemplary teaching. WHC is free worldwide. It is published by the University of Illinois Press, and its institutional home is Washington State University. Editors: Heather Streets, Washington State University and Tom Laichas, Crossroads School for Arts and Sciences. Associate Editor: Tim Weston, University of Colorado. Funding for World History Connected, Inc. has been provided by The College Board and private donations. Should you wish to contribute, please contact Heidi Roupp, Executive Director [Heidiroupp@aol.com]
  • Jeremy Greene on 16 Nov 10
     
    Check out past issues by using the index key. The home page is always the current issue.
  • Jeremy Greene on 16 Nov 10
     
    The journal focuses on the New World History (looking at the world at a global scale across time) as opposed to the one civilization at a time approach. See the World History AP course description for an example of what this means: http://www.collegeboard.com/prod_downloads/ap/students/worldhistory/ap-cd-worldhist-0708.pdf David, as an Australian you are at Ground Zero of Big History since its leader is an Australian = David Christian. Christian's _Maps of Time: An Introduction to Big History_ is the one book to read on the subject. This article well covers it: http://www.historycooperative.org/journals/whc/3.1/christian.html Google David Christian, Big History for more
  • Jeremy Greene on 16 Nov 10
     
    Again, the journal is not specifically focused on Big History but on the New World History, but it did have one issue on Big History as its forum: http://worldhistoryconnected.press.illinois.edu/6.3/ More links than you probably want here about Big History: http://worldhistoryconnected.press.illinois.edu/6.3/maunu2.html This month's forum is on Latin America. Other forums range the gamut of world history.
  • David Hilton on 18 Nov 10
     
    Thanks very much Jeremy. I'll check it out!
Annabel Astbury

School history gets the TV treatment | Education | The Guardian - 10 views

www.guardian.co.uk/...school-history-gove-schama-tv

innovation sources education history

shared by Annabel Astbury on 16 Nov 10 - No Cached
  • 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.
  • ...8 more annotations...
  • . History in schools, they argue
  • 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.
David Hilton

Primary Sources-The Library-University of California, Berkeley - 0 views

www.lib.berkeley.edu/...primarysources.html

sources primary sources source analysis source evaluation tools research

shared by David Hilton on 06 Jun 09 - Cached
  • David Hilton on 24 Jul 09
     
    Useful in helping students understand what primary and secondary sources are and how to approach them.
David Hilton

NPS Archeology Program: Ancient Architects of the Mississippi - 2 views

www.nps.gov/...feature.htm

ancient america images secondary sources sources mississippi earthworks prehistory

shared by David Hilton on 01 Oct 09 - Cached
  • David Hilton on 01 Oct 09
     
    Doesn't have a whole lot of material (most of it seems to be illustrations and reconstructions rather than primary sources - understandable I guess given the paucity of material culture) yet given the scarcity of materials on the topic I thought it was worth saving. A fascinating topic for students.
David Hilton

Indian Ocean History - 8 views

www.indianoceanhistory.org

ancient medieval modern africa asia europe sources documents images primary sources lesson plans resources indian ocean india indonesia arabia trade islam maps quizzes

shared by David Hilton on 02 Jan 10 - Cached
  • David Hilton on 02 Jan 10
     
    An excellent resource for teaching the history of the Indian Ocean Basin. It has some great flash-based maps where you can click on funky-looking icons and get some detailed historical information. Very Gen-Y friendly and there seemed to be some quality history in there. The whole site too is based on a historiographic approach of understanding (and teaching) history as organised around oceans rather than continents or civilisations or periods. An interesting approach I think, especially for showing historical connections between otherwise distinct peoples.
HistoryGrl14 .

Martin Luther: The Jews and Their Lies - 3 views

www.jewishvirtuallibrary.org/...Luther_on_Jews.html

luther Martin Luther Reformation anti-semetism germany

shared by HistoryGrl14 . on 11 Mar 10 - Cached
  • HistoryGrl14 . on 11 Mar 10
     
    I'd be careful using some of these excerpts by themselves (out of context) - but it can be a good resource to get some info and lead you to other information. I like to use some of this when I teach about the Reformation and Luther - not to paint Luther in a bad light, but to show the facets of him so that they understand he was human and had faults...
Lance Mosier

YouTube - Understanding The Financial Crisis--For Kids and Grownups - 2 views

www.youtube.com/watch

economy video 2008financialcrisis

shared by Lance Mosier on 26 Apr 10 - Cached
David Hilton liked it
  • Lance Mosier on 26 Apr 10
     
    Great Video to over the 2008 Financial Crisis.
David Hilton

Discussion Forum - My History Network - 13 views

myhistorynetwork.ning.com/forum

my history network my history network discussions forums students collaboration community classes ning

shared by David Hilton on 15 May 10 - Cached
  • David Hilton on 15 May 10
     
    This is the forum of the My History Network. Please join up & bring your students along. The students involved have found it beneficial to their engagement with and understandings of history.
Kristen McDaniel

History education is crucial for America's future - 10 views

www.sfgate.com/...article.cgi

history current issues in social studies education

shared by Kristen McDaniel on 10 May 11 - No Cached
  • If understanding the past were considered an educational and civic necessity, we would not just teach it, we would ensure that everyone who graduated from high school was competent in it.
  • We marginalize the teaching of history at great peril to America's still-tenuous experiment with representative democracy
Brian Peoples

The bar has been raised. - 4 views

lynhilt.com/the-bar-has-been-raised

journal resources

shared by Brian Peoples on 07 Aug 11 - No Cached
  • A school leader who wishes to “create and sustain a culture that supports digital age learning must become comfortable collaborating as co-learners with colleagues and students around the world” (aka “I don’t do technology” is no longer acceptable.)  Also, this framework seeks to help school leaders propel their organizations forward as members of “dynamic learning communities.” Vision is vital.
  • ensure instructional innovation; model and promote effective use of technology for learning; provide learner-centered environments to meet the individual needs of students; ensure effective practice in the study of technology and infusion across curriculum; promote and participate in learning communities that allow for global, digital-age collaboration
  • allocate time, resource and access to ensure ongoing professional growth in technology fluency and integration; facilitate and participate in learning communities to nurture administrators, teachers, and staff; promote and model effective communication and collaboration using digital tools; stay current on the latest educational research and emerging trends in educational technology to improve student learning
  • ...2 more annotations...
  • model and establish policies for safe, legal, and ethical use of digital information/technology; promote and model responsible social media interactions; model and facilitate a shared cultural understanding and involvement in global issues through the use of communication and collaboration tools
  • A med student at UVA commented to our leadership team- teachers and admins together- this past week that the “real learning begins when we get to the team-based work.”
  • Brian Peoples on 07 Aug 11
     
    thought-provoking
Matt Esterman

Teachers as Historians, Historians as Teachers | Teachinghistory.org - 28 views

www.teachinghistory.org/...22434

history sources understanding professional development secondary sources primary sources teachers learning

shared by Matt Esterman on 19 Jul 11 - No Cached
  • Matt Esterman on 19 Jul 11
     
    An interesting talk regarding Teachers as Historians - interaction between practitioners and academic historians with historical resources and digital access.
HistoryGrl14 .

The Great Schism: When There Were Three Popes of the Catholic Church - Associated Conte... - 7 views

www.associatedcontent.com/...ism_when_there_were_three.html

Great Schism Western Schism italy france medieval

shared by HistoryGrl14 . on 22 Sep 11 - No Cached
David Hilton liked it
  • HistoryGrl14 . on 22 Sep 11
     
    Good, quick overview of the Western or Great Schism. Easily understandable for a high school student to read.
Amy Cunningham

Understanding 9/11: A Television News Archive - 16 views

www.archive.org/911

9_11 history archive

shared by Amy Cunningham on 02 Sep 11 - No Cached
  • Amy Cunningham on 02 Sep 11
     
    Internet archive 9/11 collection
Eduardo Medeiros

Understand what was the bombing of Riocentro - 0 views

translate.google.com/translate

Attack of the Riocentro Globe terrorism terrorist dictatorship

shared by Eduardo Medeiros on 01 May 11 - No Cached
  • Eduardo Medeiros on 01 May 11
     
    (I translated this post for my friends undestand more about History of Brazil.) Many people do not know this story but it is good that the issue to come out to debunk the myth that democratic opening in Brazil was "slow, gradual and safe" and that President Figueiredo is a great democrat. The opening was rather slow and gradual, but it was not safe. In addition to this attack, were charged as the other letter bomb at the headquarters of OAB and explosions of stands selling newspapers in the labor movement.
Ed Webb

BBC News - History, with rose-tinted hindsight - 5 views

news.bbc.co.uk/...8762969.stm

history bbc textbooks curriculum UK Russia Texas

shared by Ed Webb on 07 Jul 10 - Cached
David Hilton liked it
  • As one official explained, "we understand that school is a unique social institution that forms all citizens"; which means it is essential they should be taught history, especially the right kind of history. "We need a united society," the apparatchik goes on, and to achieve that end, "we need a united textbook".
  • in 1934, it was Stalin himself who convened an earlier meeting of historians to discuss the very same issue, namely the teaching of history in Russian schools. He disapproved of the conventional class-based accounts then available, which were strongly influenced by Marxist doctrines, and which traced the development of Russia from feudalism to capitalism and beyond. Not even Stalin's hometown wanted to be associated with him anymore... "These textbooks," Stalin thundered, "aren't good for anything. It's all epochs and no facts, no events, no people, no concrete information." History, he concluded somewhat enigmatically, "must be history" - by which, in this case, he meant a cavalcade of national heroes, whose doings might appeal more broadly to the Russian people than the arid abstractions of class analysis and social structure.
  • Who, for example, should decide what history is taught in schools: should it be the government, or academic experts, or examination boards, or the schools themselves, or even the parents?
  • ...1 more annotation...
  • for the last 18 months, I've been leading a project, based at the Institute of Historical Research, which is looking into the history of the teaching of history in schools in England since it first became a serious activity early in the 20th Century. And one of our most important discoveries so far has been the extent to which similar questions have been asked across the decades and generations, and often in complete ignorance of how they've been answered before.
Mary Higgins

History in Dispute: Charlottesville and Confederate Monuments | Teaching with the News ... - 9 views

choices.edu/...twtn-charlottesville.php

Charlottesville history monuments Choices

shared by Mary Higgins on 24 Aug 17 - No Cached
  • fayegood on 26 Aug 17
     
    Hi Mary, Thank you for this amazing share. Down here in Australia there has been a similar event regarding monuments in the news, just after the Charlottesville monument events unfolded. We can definately incorporate and contextualise this for Australia as a combined or global event. A link to an Australian news article that could also be utilised to expand young American minds in understanding that this is a global issue also. http://www.abc.net.au/news/2017-08-26/australia-day-argument-intensifies-as-vandals-hit-captain-cook/8845064 Thanks again Faye Goodwin pre service teacher
  • Mary Higgins on 30 Aug 17
     
    Dear Faye, Thank you for your comment and the link you posted. It will be interesting to look at this as a global issue. Recently I also saw some articles about similar events in Canada. Hope you have a good school year! Mary
« First ‹ Previous 41 - 56 of 56
Showing 20▼ items per page