Suchergebnisse

"Now revised and expanded, Greenwich Village, 1913 immerses students in the radical new possibilities unlocked by the modern age. In this popular Reacting to the Past game, the classroom is transformed into Greenwich Village in 1913, where rebellious "free spirits" gather. Exposed to ideas like woman suffrage, socialism, birth control, and anarchism, students experiment with forms of political participation and bohemian self-discovery. The Second Edition reflects recent scholarly findings on African-American and working-class suffragists, including new sources and characters, as well as improved support for students to read primary texts. Reacting to the Past is an award-winning series of immersive role-playing games that actively engage students in their own learning. Students assume the roles of historical characters to practice critical thinking, primary source analysis, and both written and spoken argument. Adopted by thousands of instructors at all types of institutions, Reacting to the Past games are flexible enough to be used across the curriculum, from first-year general education classes and discussion sections of lecture classes to capstone experiences and honors programs."

Scant attention given to gender in Latin American prison experiences implies that men and women suffer similarly and react according to their shared beliefs. This essay explores the prison memoirs of four Latin American women. Each account uses a standardized prison narrative adjusted to suit the narrator's own purpose and hints at how sexuality and motherhood, which shape women's experiences in prison, have been removed from sight.

This article explores the objectives and classroom dynamics of multicultural courses, describes various forms of student resistance to these courses, and suggests methods of teaching that can prevent and alleviate student resistance. Teachers should anticipate resistance from students in courses on multiculturalism and can view such challenges to the material or to the teacher as opportunities to make the issues relevant to the students' own experiences. Teaching preparation and techniques, including use of the syllabus as a guiding structure for the course, use of a case studies approach, short feedback evaluations, setting of ground rules for discussion, establishing a climate of trust and open inquiry, and using anecdotal texts to illustrate historical information are discussed as ways to engage students and work productively with resistance.