Critical theory and performance World History for Us All Internet History Sourcebooks Project Various course websites which reflect the use of IHSP documents. Western Civilisation Courses Core I: Western Civilisation to 1715 A website created for my 2004 course at UNF. Core II: Western Civilisation since 1715 A website created for my 2004 course at UNF. Modern History Course: The West: Enlightenment to Presents A page created for my Fall 1998 Modern History survey course at Fordham University, The West: From the Enlightenment to the Present. European History and Historians I A website created for my 2004 course training graduate students how to teach introductory history courses. European History and Historians II A website created for my 2004 course training graduate students how to teach introductory history courses. Medieval History Courses Medieval Studies Course or low graphics version A page created for my Fall 1996, and after, Medieval survey course at Fordham University, The Shaping of the Medieval World. World History Courses Themed Courses
Teaching Blog at Baruch College Many of us who teach have had this experience: We work hard to explain to our students something that we understand well. We try to use intuition, analogies, examples, multiple methods, asking and answering questions, group exercises—the stuff of pedagogical knowledge. We are rewarded with students who feel that they understand. But when our students try to solve problems themselves, many make mistakes which reveal that they, in fact, didn’t understand. We correct their mistakes, explaining the right logic. Through years of work and after much frustration, we teachers learn students’ common errors and the logic of those errors. This knowledge of the thinking behind their errors is not the content of our subject. Then a few weeks ago I read a New York Times magazine article, “Building a Better Teacher.” “It’s one thing to know that 307 minus 168 equals 139; it is another thing to be able to understand why a third grader might think that 261 is the right answer.
The Flow of History acrylic painting techniques|free lessons & video tutorials|Beginners painting tips TEA Lighthouse Initiative Texas Essential Knowledge and Skills (TEKS) and the Advanced Placement Program* Welcome to the revised Lighthouse Initiative for Social Studies. The purpose of this Web site is to help Texas social studies teachers better understand how to approach curriculum, instruction, and assessment to assist their students in moving on to success in Advanced Placement Program* (AP*) courses and other advanced academic programs. The good news is that these are not divergent tasks. The key to understanding how these goals coincide is an appreciation of the link between curriculum, instruction, and assessment in the social studies classroom. Table of Contents PDF of All Site Documents This site was reviewed in spring 2008 for formatting consistency and adherence to standard copyright guidelines for educational materials. To link to urls for Web sites of educational resources referenced on this site, please copy and paste the complete url into your Internet browsers.
MacroHistory : World History