Alpha History: Because the past matters
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. Activities like these can be tailored to suit students' stage of development. 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
Four Corners 50 Years - Home
Welcome to a celebration of 50 years of ABC Television’s premier News and Current Affairs program, Four Corners. This website is a celebration of our history, which is not only TV programs, it is the successful collaboration of people: executive producers, reporters, researchers, editors, producers, crews and administrators, all of whom have played a significant role in the program’s history, identity and success, from 1961 to the present day. Four Corners’ reports have explored cultural and social change, political upheaval, conflicts, disasters and terrorism, with an eye on national and international events. This website will showcase the key stories, people and events we have covered over the past 50 years, and will stand as a living archive to five decades of vigorous reporting on ABC TV. You can explore our vast archive of programs by decade or by theme. The website also presents extended interviews with reporters, executive reporters, researchers and cameramen.
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. 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. The language is rich, the characters are complex and many of his basic themes – love, treachery, honor, bravery and political intrigue – still resonate today, said Craven. Alan Craven Mark Bayer, an associate professor and chair of the Department of English at UTSA, agreed. Mark Bayer
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. 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? The argument seems to be, in the classroom, that if a question is asked that Google can answer, then there is something wrong with the question. What do you think?
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Three Easy Ways to Visually Compare the Sizes of States and Countries
One of the ways that I like to help students understand the size of a country or state is by showing them comparisons to states and countries with which they are familiar. For example, if I want my students to get a better sense of how big Utah is, I compare it Maine. The following three websites all make it easy for students to quickly compare the size of countries, states, and provinces. Comparea.org offers a simple way to compare the size of countries, states, provinces, and cities. MapFight. OverlapMaps is probably the most robust of the three sites on this list.
learning games: Geography of Europe
