Why Do We Still Care About Shakespeare? | Ovations | UTSA's College of Liberal and Fine Arts Magazine By Cindy Tumiel Four hundred years have passed since William Shakespeare penned his last play. Yet his prose, plots and characters are as alive today as they were when the plays were originally staged during the late sixteenth and early seventeenth centuries. Shakespearean works are required reading for high school English students and a course or two for college students who study writing or literature. For two of UTSA’s eminent literary scholars, the bard of Avon’s enduring appeal is an enduring topic as well. The answer is simple for Craven, a professor emeritus at UTSA who taught his first Shakespeare course back in 1965. “He is the greatest dramatist, the greatest poet and the greatest prose writer in the history of the language,” said Craven, who teaches undergraduate courses in Shakespeare and has seen all of his plays performed at least once. Alan Craven Mark Bayer, an associate professor and chair of the Department of English at UTSA, agreed. A Man of His Times Mark Bayer
The Different Schools of Historiography: A Reference | History: On learning from and writing history The following is a section that people can refer to (and of course add to) in order to get a brief glimpse of the definitions of the different schools of historiography. For complete reference on this list of terms please refer to wikipedia at: In the meantime, the following is an all too brief summary: Annales School –The Annales School (pronounced is a style of historiography developed by French historians in the 20th century. The second generation of the school was led by Fernand Braudel (August 24, 1902–November 27, 1985), was the foremost French historian of the postwar era, and a leader of the Annales School. Big history -Big History examines history on a large scale across long time frames through a multi-disciplinary approach.1 Big History gives a focus on the alteration and adaptations in the human experience.2 Big History is a discrete field of historical study that arose in the late 1980s.
What's Wrong With Google Telling Me Everything? The topic of Critical Thinking and Google Searches seems to poke it's head out via various discussions and conversations every now and then. Even on #edchat last night the topic centered around moving kids away from thinking Google has all the answers to thinking critically. First let me clarify. I use the term Google Searches loosely. That has come to mean all searches but there are obviously other search engines out there (Like Bing and Yahoo) that are still relevant and used in schools. But by far, Google is the most popular search engine around. So my question is, what's wrong with the fact that Google is able to tell me everything I need to know? I am having trouble remembering what I did before search online. So what would have taken 5 minutes of searching, now takes seconds. So I ask whats wrong with Google (or any other search engine) telling me the answers I seek? I don't think there is anything wrong with asking questions search engines can answer. What do you think?
The Hawblog untitled Type the email address or phone number of the account you want to sign in with. We're having trouble locating your account. Which type of account do you want to use? Sign in to {0} Which type of account do you want to sign in with? Be sure to type the password for your work or school account. Try using your email address or phone number. Make sure you typed your email address correctly. Please enter your password. To sign in, start by entering a user ID. Check the email address you entered. Enter a different email address or get a new Microsoft account. Please try again in a few minutes. Please try again in a few minutes. Please try again in a few minutes. Please try again in a few minutes. Book Review: Ataturk in the Nazi Imagination Ataturk in the Nazi Imagination by Stefan Ihrig Harvard University Press, 2014 Stefan Ihrig’s fascinating book Ataturk in the Nazi Imagination provides an extremely detailed reminder of the fact that in his dreams of a victoriously ultra-nationalist Germany, Adolf Hitler had a very salient model in mind beside the more well-known one of Mussolini’s Italy: throughout his years as a radical fringe-politician and as Fuhrer of the Nazi state, Hitler was fascinted by the example of Mustafa Kemal, who led his native Turkey against the Entente powers in World War I and won the Turkish War of Independence, which concluded in 1923 with the Treaty of Lausanne. “If we are to believe Hitler,” Ihrig writes, Ataturk was his “shining star” in the darkness of the 1920s. German affiliation with the Ottoman Empire (out of the corpse of which the new state of Turkey was carved) went back to before Hitler was born, of course.
Laurel & Hardy | 100 funny jokes by 100 comedians - Comedy Home · Our Shared Past in the Mediterranean: Teaching Modules How to teach history | AC History Units There is no single 'best' way to teach history. Research suggests that good history teachers know the content, use a variety of approaches, explicitly teach the skills of historical inquiry and analysis, tailor learning opportunities to suit their students' stage of development, and encourage deep understanding. Activities There is room for a range of teaching and learning activities in the history classroom: a story well-told by the teacher, a museum display (actual or digital), model-making, the construction of timelines, comprehension and source analysis activities, oral history interviews, site studies, simulated excavations, problem-solving exercises, role plays and debates. Approaches Approaches to pedagogy can be teacher-centred or student generated, inquiry based or teacher directed, completed individually, in pairs, groups, or as a whole class, and involve digital resources to varying degrees. Resources Putting it all together To teach for historical understanding, teachers need to
History revision for GCSE, IGCSE, IB and AS/A2 History | Mr Allsop History My book of daily historical accounts, 366 Days, is now available to purchase from Amazon. Mr Allsop History . com is a FREE History revision website containing GCSE History revision, IGCSE History revision, A Level History revision and IB Diploma History revision podcasts and videos. It is regularly updated with new episodes of my popular GCSE History revision podcasts, IGCSE History revision podcasts and revision PowerPoints. To automatically receive new episodes when they are created you can subscribe in iTunes or by using the RSS feed. There are also a range of IB Diploma History revision podcasts and AS/A2 (A Level) History revision podcasts for students studying 19th and 20th Century European History. For automatic updates to these you can subscribe in iTunes or use the RSS feed. You could also join the Facebook page to receive updates when new History revision podcasts and resources are added. I also write and host a daily ‘on this day in history’ podcast at www.HistoryPod.net.
The Conversation: In-depth analysis, research, news and ideas from leading academics and researchers. Hitler’s world may not be so far away | Timothy Snyder It was 20 years after I chose to become a historian that I first saw a photograph of the woman who made my career possible. In the small photograph that my doctoral supervisor, her son, showed me in his Warsaw apartment, Wanda J radiates self-possession, a quality that stood her in good stead during the Nazi occupation. She was a Jewish mother who protected herself and her two sons from the German campaign of mass murder that killed almost all of her fellow Warsaw Jews. When her family was summoned to the ghetto, she refused to go. She moved her children from place to place, relying upon the help of friends, acquaintances and strangers. Most of us would like to think that we possess a “moral instinct”. The Holocaust began with the idea that no human instinct was moral. Hitler’s alternative to science and politics was known as Lebensraum, which meant “habitat” or “ecological niche”. Hitler was not simply a nationalist or an authoritarian. One plurality is between politics and science.
Age of Distraction: Why It’s Crucial for Students to Learn to Focus Digital classroom tools like computers, tablets and smartphones offer exciting opportunities to deepen learning through creativity, collaboration and connection, but those very devices can also be distracting to students. Similarly, parents complain that when students are required to complete homework assignments online, it’s a challenge for students to remain on task. The ubiquity of digital technology in all realms of life isn’t going away, but if students don’t learn how to concentrate and shut out distractions, research shows they’ll have a much harder time succeeding in almost every area. “The real message is because attention is under siege more than it has ever been in human history, we have more distractions than ever before, we have to be more focused on cultivating the skills of attention,” said Daniel Goleman, a psychologist and author of Focus: The Hidden Driver of Excellence and other books about social and emotional learning on KQED’s Forum program. Katrina Schwartz