The last educational technology website is the Stanford History Education Group. This website provides teachers with history lessons along with history and civic assessments. It is another wonderful resource for history and government teachers. The website offers a set of curriculum called, “Reading Like a Historian.” The lessons are focused on a historical question and includes a set of primary sources for students to utilize. Reading Like a Historian is more than memorizing historical facts it is about investigating historical questions. While students are investigating these historical questions, they will be using a variety of reading strategies like, “sourcing, contextualizing, corroborating, and close reading.” The lessons are about both
American and World history with over a hundred lessons. The Stanford History Education Group, also includes a section called, “Beyond the Bubble.” This section focuses on history assessments and supplies teachers with more than 80 assessments that are simple for teachers to use in the classroom. These assessments do more than have students recall facts memorized they, “measure students’ historical thinking.” Beyond the Bubble is a great resource because history is about more than just memorizing facts and it allows students to apply what they have learned in the classroom. The last feature on this website is, “Civic Online Reasoning.” It makes students determine how credible a specific piece of information is. Students constantly have access to information on the internet but it can be difficult for them to determine what information is credible and what is not. Civic online reasoning allows them to practice this skill. Teachers can use this resource to teach students how to properly evaluate information on the internet and then give them on of the assessments from the website. Students can evaluate information from Wikipedia, YouTube, a variety of social media sites, and other web pages. It is crucial for students to develop the skill of evaluating information they read on the internet and Civic Online Reading makes this possible. The Stanford History Education Group is entirely free and provides history and government teachers with a variety of resources. These resources allow teachers to help students explore historical questions and ideas rather than recalling a list of facts. It is an excellent resource that would be a great asset to any history classroom.
Tom Standage has described the beginnings of six beverages: beer, wine, spirits, coffee, tea, and Coca-Cola and has found many connections, and information helpful in finding out history of the drinks themselves but also their impacts on the growth of civilization as a whole. This book connects everything with society both past and present, it makes learning about history and the way drinks connect fun and interesting. Like learning without even realizing you are. A History of the World in Six Glasses is more than just talking about each beverage as a single but as a whole, it’s connections, uses, relations, and growth they started.
The aim of this book by Bui Diem with David Chanoff is to present the Vietnam War told from a South Vietnamese perspective. The large-scale scope of the work concerns the fighting between North and South Vietnam over which party would run the country and wanting to become an independent state free from the Western powers. Diem's memoir contains in-depth details about his life and politics in Vietnam in 1940-1975. The book serves as a primary source in documenting the events in Vietnam during the war and as an autobiography of Diem's life. The purpose of this book is to give insight of the war through Diem's eyes and how it affected his life.
In his short article “World History as a Way of Thinking” Eric Lane Martin, “…argue[s] that the most important things the field of world history has to offer the researcher, teacher, student, and general public are the conceptual tools required for understanding complex global processes and problems.” Anyone who follows the evening news or shops at Wal-mart, has encountered the processes and problems Martin speaks of. Our modern society puts pressure on a variety of citizens to grapple with and attempt to understand issues on a scale that moves beyond the local and national. History has long been a tool utilized by scholars, politicians and citizens to help them put current day happenings into context. That context has allowed for a deeper understanding of the present day. In an era when the issues cross national and regional boundaries the need for a different scale of history has become apparent. World history has emerged as a relatively new discipline within academia that is attempting to provide the context for large-scale processes and problems. As the field has grown a variety of authors, some historians, some from other fields, have attempted to write a history of the world. With such a daunting task how can we define success? How can we analyze the history that provides a true global perspective on processes and problems we face? By taking Martin’s two key characteristics of world history, one, it is defined by the kinds of questions it asks and two, it is defined by the problem-solving techniques it uses, we can analyze texts purporting to be world history and access their utility in providing context for the global processes and problems we face today.
One must decide the meaning of "progressive historiography." It can mean either the history written by "progressive historians," or it can mean history written by historians of the Progressive era of American history and shortly after. The focus that was chosen for this paper is more in keeping with the latter interpretation, if for no other reason than it provides a useful compare-and-contrast "control" literature.
“Ibn Fadlan’s mission was about political and religious alliances that stretched across the entire western half of the Asian world.” (Page 38)
As the first chapter in this long analytical book, chapter one serves as the foundation for the rest of the novel, with a basic premise that “history textbooks make fool out of the students.” It shows how portrayal of historical figures and events in the best light for the reputation of United States leads to biased and distorted historical education.
Poole writes this piece in order to expose the truths of American history. He wants his readers to know the good, the bad, and the ugly and wants them to have their history not just be a part of their past but rather, a piece of them they will carry with forever. He also aims to show that the monsters of are past are not just a figment of our imagination; they are a connection to history. Chapter one focuses on both the repulsion and obsession that Americans experience when confronted by monsters or the unknown. Poole reveals that monsters have been around since the beginning of time and are a result of the fears and anxieties found within society. Chapter two emphasizes that the fears of exploring new worlds along with mysterious stories of
This article discusses the use of the Internet in the classroom and how it can be used to personalize education. The effectiveness of the Internet in the classroom is evaluated at the Henry Hudson Regional School in Highlands, New Jersey. A faculty member at the school explains that the Internet was introduced to their classrooms to expand limited electives, advanced placement, and foreign language offerings. The use of the Internet allows small schools to provide an education that would not be economically possible without it.
“A Tale Intended to be After the Fact…” is how Stephan Crane introduced his harrowing story, “The Open Boat,” but this statement also shows that history influences American Literature. Throughout history, there has been a connection among literary works from different periods. The connection is that History, current events, and social events have influenced American Literature. Authors, their literary works, and the specific writing styles; are affected and influenced by the world around them. Authors have long used experiences they have lived through and/or taken out of history to help shape and express in their works. Writing styles are also affected by the current trends and opinions of the period they represent. By reading American Literature, we have seen the inhumane treatment of slaves, we have seen the destruction caused by wars, and we have seen the devastation of eras such as The Great Depression.
Literature is creative writing of recognized artistic value. Literature represents the very best of human expression. We read and celebrate Literature for many reasons. A few of these reasons are,- to be inspired, to be delighted, to embark on incredible ventures and others.
When the first athlete tees off on Thursday morning during Masters week at Augusta National Golf Club, golfers all over the world reset their internal clocks. (David Owen 13) A golfer’s new year begins in April. For golf fans, the first glimpse of Amen Corner is proof that winter is gone and spring is here. (David Owen 14) For those who do not play golf, the Masters is the one tournament that lures people to watch due to the beauty of the course. During this long weekend, all eyes are focused on the blooming azaleas. Sam Snead once said, “If you asked golfers what tournament they would rather win over all the others, I think every one of them would say the Masters.” (14) The Masters Tournament is the most prestigious
that had as a goal to purify the world of what we call minorities and so to keep
The issues that are raised in this source by Marc Trachtenberg are is whether or not objectivity is still a relevant idea, and if it is not then is history in fact dying. Keith Jenkins' "What is History?," Carl Becker's "What are Historical Facts?" and Richard Evans' "In Defence of History" will be used to discuss and examine these issues.
Before the question of whether history is a science can be answered, one needs to know exactly what a science is; it's definition. When we imagine science, most of us will immediately think of experimentation, with test tubes boiling, or mechanical objects spinning around. Although this is true, this is not all there is to science. Science is a methodical discipline of studying the phenomena of the universe and recording, measuring and analysing the data. Perhaps even producing theories before experimentation, or if experimentation is not possible. For history to be a science it must follow the methods of science. Scientific method is a method of procedure that consists of systematic observation, measurement, and experiment, and the formulation, testing and modification of hypotheses. History, however, is not systematic or methodical and can not be regarded as a discipline.
Modern technology has made it so much easier to obtain educational information for classroom or homework assignments. It offers educational games that stimulate the brain and help children who have difficulties focusing on traditional teaching and learning procedures. College students are even taking advantage of online courses that many colleges are offering as an alternative to physically attending classes. Advances in technology and computers will continue to play an important role in education for many generations to come.