Suchergebnisse

A Primer for Teaching Women, Gender, and Sexuality in World History is a guide for college and high school teachers who are teaching women, gender, and sexuality in history for the first time, for experienced teachers who want to reinvigorate their courses, for those who are training future teachers to prepare their own syllabi, and for teachers who want to incorporate these issues into their world history classes. Merry E. Wiesner-Hanks and Urmi Engineer Willoughby present possible course topics, themes, concepts, and approaches while offering practical advice on materials and strategies helpful for teaching courses from a global perspective in today's teaching environment for today's students. In their discussions of pedagogy, syllabus organization, fostering students' historical empathy, and connecting students with their community, Wiesner-Hanks and Willoughby draw readers into the process of strategically designing courses that will enable students to analyze gender and sexuality in history, whether their students are new to this process or hold powerful and personal commitments to the issues it raises

"Waring, author of a forthcoming TCP book on technology integration in social studies, pairs that book with this one to provide a means for teachers to implement the SOURCES framework in classrooms. SOURCES is an acronym that identifies how social studies classes can integrate and evaluate primary sources using a variety of research tools-Scrutinize the fundamental source; Organize thoughts; Understand the context; Read between the lines; Corroborate and refute; Establish a plausible narrative; Summarize final thoughts. Per the author, "! will outline a clearly delineated step-by-step process of how to progress through the seven stages of the SOURCES Framework for teaching with sources, provide anecdotal comments, examples, and explicit scaffolding, such as sources analysis sheets for various types of primary and secondary sources, flowcharts, and other resources to allow students to succeed throughout the SOURCES inquiry framework." Significantly, Waring demonstrates how this work can become integrated in other disciplinary areas, such as mathematics, science, and the arts. The intention is to provide a grounded means for conducting higher-order reasoning and inquiry"--

"To see if nonviolence could be taught, in 1982 Colman McCarthy became a volunteer teacher at one of the poorest high schools in Washington, DC. In the thirty-two years since then, he has taught peace studies courses for more than ten thousand college and high school students. Large numbers of those students have faithfully kept in touch with McCarthy, often with handwritten letters, and he has answered them with the same seriousness he brought to his columns and books. The exchanges rise to a rare kind of literature that blends personal warmth, intellectual honesty, and shared idealism. The discussions range from peace and war to a host of other issues of social justice, such as the death penalty, human rights, poverty, the living wage, animal rights, and vegetarianism. The wide-ranging letters suggest how teacher and students co-create a world of more love and less hate"--

"This book contains over two dozen possible activities for either in-class exercises or as homework to be used in undergraduate and graduate courses addressing disability as an aspect of diversity. Included for each activity is the rationale or goal, the materials needed, how to use the activities, the likely time frame, talking points, and potential problems and their possible solutions. Any necessary handouts can also be accessed at www.rolkin.com"--

How to learn about money -- Student life experience as a powerful classroom resource -- How student life experience connects with what students need to learn -- How to fully apply student life experience to achieve mastery -- Student conversations, hobbies, daily lives: more resources for any teacher who listens and notices -- A day in the economic life of an elementary school student -- A day in the economic life of a middle school student -- A day in the economic life of a high school student -- A visit to a middle school extreme economics class -- Save, save more, keep saving

This is the report of two linked research projects: the SSRC Project on Problems and Effects of Teaching about Race Relations, and the Calouste Gulbenkian Foundation Project on Teaching About Race Relations through Drama. Its aim is to help teachers who will face race as a theme, whether it arises in the normal course of their subject teaching or is introduced as a separate topic. The project worked with three groups of teachers, each of which adopted a different approach, and the results of the testing programme are given alongside a series of case studies of classroom teaching. The book incl

Focusing on how groupwork can be learnt and taught, the authors of this accessible book consider what is essential in effective work with groups. They develop a practice model which is applicable to a wide range of approaches and actively promotes anti-oppressive groupwork. It has been extensively trialled and refined in a social services agency

Bringing together a range of scholars from a variety of disciplines and theoretical perspectives, A Companion to Racial and Ethnic Studies offers an overview of contemporary debates as well as an exploration of new directions in the dynamic field of race and ethnicity

Teaching to Difference? The Challenges and Opportunities of Diversity in the Classroom offers a comparative perspective on the pedagogical and cultural issues in managing differences and diversity in the classroom. Using reflections and experiential analysis, the volume presents perspectives on the experiences of teaching and learning through differences of race/ethnicity, culture, sexual orientation and gender, language, special needs and geography, from contexts such as the United States, C