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historical
OTHER CLASSROOM MATERIALS CBC News in Review is a news and current affairs program that explores national and international events that have links to classroom curriculum for history, social science, politics, economics, and law.The Historical Thinking Project has developed a number of worksheets to assist teachers working with News in Review.These worksheets help teachers and students to place current events in aPETER SEIXAS
University of British Columbia Director, The Historical Thinking Project. Peter Seixas was Professor and Canada Research Chair in the Department of Curriculum and Pedagogy at the University of British Columbia, where he was also the founding Director of the Centre for the Study of Historical Consciousness.He taught high school social studies in Vancouver for 15 years and earned a Ph.D. in HISTORICAL THINKING CONCEPT TEMPLATES Historical Thinking Concept Templates. 1 - Establish Historical Significance template. 2 - Use Primary Source Evidence template. Tips - Working With Individual Primary Sources. 3 - Identify Continuity and Change template. 4 - Analyze Cause and Consequence template. 5 - PRIMARY SOURCE EVIDENCE The litter of history —letters, documents, records, diaries, drawings, newspaper accounts and other bits and pieces left behind by those who have passed on — are treasures to the historian. These are primary sources that can give up the secrets of life in the past. Historians learn to read these sources. But reading a source forevidence
ETHICAL DIMENSIONS
Taking historical perspective demands that we understand the differences between our ethical universe and those of bygone societies. We do not want to impose our own anachronistic standards on the past. At the same time, meaningful history does not treat brutal slave-holders, enthusiastic Nazis, and marauding conquistadors in a“neutral
CONTINUITY AND CHANGE If students say, “nothing happened in 1911” they are thinking of the past as a list of events. One of the keys to continuity and change is looking for change where common sense suggests that there has been none and looking for continuities where we assumed that there was change. Judgments of continuity and change can be made on the basis of CAUSES AND CONSEQUENCES OF THE WAR OF 1812: AS SEEN Appendix1,Lesson6( ( Textbooks(Across(TheDecades(Excerpt B – William Withrow. A History of Canada for the Use of Schools. Toronto: Copp,Clark, 1876
THE HISTORICAL THINKING PROJECT The Summer Institute is designed for teachers, graduate students, curriculum developers, professional development leaders and museum educators who want to enhance their expertise at designing and teaching history courses and programs with explicit attention to historical thinking. HISTORICAL THINKING CONCEPTS The Historical Thinking Project works with six distinct but closely interrelated historical thinking concepts. To think historically, students need to be able to: Understand the ethical dimension of historical interpretations. Taken together, these concepts tie “historical thinking” HISTORICAL PERSPECTIVES Taking historical perspective means understanding the social, cultural, intellectual, and emotional settings that shaped people’s lives and actions in the past. At any one point, different historical actors may have acted on the basis of conflicting beliefs and ideologies, so understanding diverse perspectives is also a key tohistorical
OTHER CLASSROOM MATERIALS CBC News in Review is a news and current affairs program that explores national and international events that have links to classroom curriculum for history, social science, politics, economics, and law.The Historical Thinking Project has developed a number of worksheets to assist teachers working with News in Review.These worksheets help teachers and students to place current events in aPETER SEIXAS
University of British Columbia Director, The Historical Thinking Project. Peter Seixas was Professor and Canada Research Chair in the Department of Curriculum and Pedagogy at the University of British Columbia, where he was also the founding Director of the Centre for the Study of Historical Consciousness.He taught high school social studies in Vancouver for 15 years and earned a Ph.D. in HISTORICAL THINKING CONCEPT TEMPLATES Historical Thinking Concept Templates. 1 - Establish Historical Significance template. 2 - Use Primary Source Evidence template. Tips - Working With Individual Primary Sources. 3 - Identify Continuity and Change template. 4 - Analyze Cause and Consequence template. 5 - PRIMARY SOURCE EVIDENCE The litter of history —letters, documents, records, diaries, drawings, newspaper accounts and other bits and pieces left behind by those who have passed on — are treasures to the historian. These are primary sources that can give up the secrets of life in the past. Historians learn to read these sources. But reading a source forevidence
ETHICAL DIMENSIONS
Taking historical perspective demands that we understand the differences between our ethical universe and those of bygone societies. We do not want to impose our own anachronistic standards on the past. At the same time, meaningful history does not treat brutal slave-holders, enthusiastic Nazis, and marauding conquistadors in a“neutral
CONTINUITY AND CHANGE If students say, “nothing happened in 1911” they are thinking of the past as a list of events. One of the keys to continuity and change is looking for change where common sense suggests that there has been none and looking for continuities where we assumed that there was change. Judgments of continuity and change can be made on the basis of CAUSES AND CONSEQUENCES OF THE WAR OF 1812: AS SEEN Appendix1,Lesson6( ( Textbooks(Across(TheDecades(Excerpt B – William Withrow. A History of Canada for the Use of Schools. Toronto: Copp,Clark, 1876
LESSONS | HISTORICAL THINKING PROJECT Lesson 1: War 1812. Students research and learn about an event of the War of 1812 from a number of different sources. They write a poem that expresses a historical perspective. Read PRIMARY SOURCE EVIDENCE The litter of history —letters, documents, records, diaries, drawings, newspaper accounts and other bits and pieces left behind by those who have passed on — are treasures to the historian. These are primary sources that can give up the secrets of life in the past. Historians learn to read these sources. But reading a source forevidence
DEMONSTRATIONS AND DISCUSSIONS Podcast with Peter Seixas, June 2012. with Dr. Peter Seixas discussing historiography: how history is taught, what stories are told, by whom, and how. Especially, why history is important to teach. Professor Seixas also discusses the Toronto 2012 Summer Institute in Historical Thinking for educators. Please note that the podcast will take a THOUGHTS ON HOW TO TEACH USING HISTORICAL THINKING 1. Students will know something. (the background causes) 2. Students will do something. (demonstrate how the alliance system helped cause the war) The activity then can be used to create the specific success criteria: 1. Students will identify a set of common goals and other factors shared between countries of the pre-war period.LINDSAY S. GIBSON
Lindsay has worked with the Historical Thinking Project since 2008 as a workshop presenter and member of the Executive Committee. He also works as a workshop presenter, writer, and editor for The Critical Thinking Consortium ( TC 2) where he has worked on a variety of history education curriculum projects. Lindsay was part of the BCMinistry of
REBELLIONS OF 1837
In this lesson, students work in small groups to explore the causes and consequences of the Rebellions of 1837. To do this, students use mock newspaper articles that are constructed to highlight the events leading up to the Rebellions, the events of the Rebellions, and their aftermath. Students are guided through this exploration through a CENTRE FOR THE STUDY OF HISTORICAL CONSCIOUSNESS UBC Appendix I. BENCHMARKS OF HISTORICAL THINKING: A FRAMEWORK FOR ASSESSMENT IN CANADA PETER SEIXAS ∗ CENTRE FOR THE STUDY OF HISTORICAL CONSCIOUSNESS UBC AUGUST 18TH, 2006 INTRODUCTION What should students know and be able to do when they are finished their years of school history? Surely, the accumulation of facts-to-be-remembered is not an adequate answer L5 FIRST NATIONS PART 2 Warof1812,HistoricalThinkingProject(Janzen)L5$ TheHistoricalThinkingProject,2012$ First Nation’s Involvement in the War of 1812: Cause and Consequence: Part 2 DOING HISTORY WITH WAH CHONG’S WASHING AND IRONING PETER 1 Doing History with Wah Chong’s Washing and Ironing Peter Seixas, Centre for the Study of Historical Consciousness, UBC Canadian Issues, October, 2006 City of BACKGROUND ON INDIAN RESERVES IN BRITISH COLUMBIAWEB VIEW Title: Background on Indian Reserves in British Columbia Author: Peter Seixas Last modified by: Peter Seixas Created Date: 2/6/2007 10:02:00PM Company
THE HISTORICAL THINKING PROJECT The Summer Institute is designed for teachers, graduate students, curriculum developers, professional development leaders and museum educators who want to enhance their expertise at designing and teaching history courses and programs with explicit attention to historical thinking. HISTORICAL THINKING CONCEPTS The Historical Thinking Project works with six distinct but closely interrelated historical thinking concepts. To think historically, students need to be able to: OTHER CLASSROOM MATERIALS CBC News in Review is a news and current affairs program that explores national and international events that have links to classroom curriculum for history, social science, politics, economics, and law.The Historical Thinking Project has developed a number of worksheets to assist teachers working with News in Review.These worksheets help teachers and students to place current events in aPETER SEIXAS
University of British Columbia Director, The Historical Thinking Project. Peter Seixas was Professor and Canada Research Chair in the Department of Curriculum and Pedagogy at the University of British Columbia, where he was also the founding Director of the Centre for the Study of Historical Consciousness.He taught high school social studies in Vancouver for 15 years and earned a Ph.D. in HISTORICAL THINKING CONCEPT TEMPLATES Promoting critical historical literacy for the 21st century . Français; Main menu. About; Concepts; ResourcesLINDSAY S. GIBSON
University of Alberta Assistant Professor of Social Studies Education (as of July 1, 2015) Lindsay completed his Ph.D. in the Centre of Historical Consciousness in the Department of Curriculum and Pedagogy at the University of British Columbia in July 2014. CAUSES AND CONSEQUENCES OF THE WAR OF 1812: AS SEEN Appendix1,Lesson6( ( Textbooks(Across(TheDecades(Excerpt B – William Withrow. A History of Canada for the Use of Schools. Toronto: Copp,Clark, 1876
JOHN A: BIRTH OF A COUNTRY RESOURCE GUIDE 1. The Man in Black Start Time: 00:00 It’s 1864 and the Assembly gathers in Quebec City. John A. Macdonald has wagered his political future on the decision of one man: his enemy, George Brown. THE QUEBEC EDUCATION PROGRAM (QEP) MAKES UP THE CORE Constructing a worldview, which is the first general educational aim of the QEP, is reinvested in the History and Citizenship Education program, which in turn has the BACKGROUND ON INDIAN RESERVES IN BRITISH COLUMBIAWEB VIEW Title: Background on Indian Reserves in British Columbia Author: Peter Seixas Last modified by: Peter Seixas Created Date: 2/6/2007 10:02:00PM Company
THE HISTORICAL THINKING PROJECT The Summer Institute is designed for teachers, graduate students, curriculum developers, professional development leaders and museum educators who want to enhance their expertise at designing and teaching history courses and programs with explicit attention to historical thinking. HISTORICAL THINKING CONCEPTS The Historical Thinking Project works with six distinct but closely interrelated historical thinking concepts. To think historically, students need to be able to: OTHER CLASSROOM MATERIALS CBC News in Review is a news and current affairs program that explores national and international events that have links to classroom curriculum for history, social science, politics, economics, and law.The Historical Thinking Project has developed a number of worksheets to assist teachers working with News in Review.These worksheets help teachers and students to place current events in aPETER SEIXAS
University of British Columbia Director, The Historical Thinking Project. Peter Seixas was Professor and Canada Research Chair in the Department of Curriculum and Pedagogy at the University of British Columbia, where he was also the founding Director of the Centre for the Study of Historical Consciousness.He taught high school social studies in Vancouver for 15 years and earned a Ph.D. in HISTORICAL THINKING CONCEPT TEMPLATES Promoting critical historical literacy for the 21st century . Français; Main menu. About; Concepts; ResourcesLINDSAY S. GIBSON
University of Alberta Assistant Professor of Social Studies Education (as of July 1, 2015) Lindsay completed his Ph.D. in the Centre of Historical Consciousness in the Department of Curriculum and Pedagogy at the University of British Columbia in July 2014. CAUSES AND CONSEQUENCES OF THE WAR OF 1812: AS SEEN Appendix1,Lesson6( ( Textbooks(Across(TheDecades(Excerpt B – William Withrow. A History of Canada for the Use of Schools. Toronto: Copp,Clark, 1876
JOHN A: BIRTH OF A COUNTRY RESOURCE GUIDE 1. The Man in Black Start Time: 00:00 It’s 1864 and the Assembly gathers in Quebec City. John A. Macdonald has wagered his political future on the decision of one man: his enemy, George Brown. THE QUEBEC EDUCATION PROGRAM (QEP) MAKES UP THE CORE Constructing a worldview, which is the first general educational aim of the QEP, is reinvested in the History and Citizenship Education program, which in turn has the BACKGROUND ON INDIAN RESERVES IN BRITISH COLUMBIAWEB VIEW Title: Background on Indian Reserves in British Columbia Author: Peter Seixas Last modified by: Peter Seixas Created Date: 2/6/2007 10:02:00PM Company
THE HISTORICAL THINKING PROJECT The Summer Institute is designed for teachers, graduate students, curriculum developers, professional development leaders and museum educators who want to enhance their expertise at designing and teaching history courses and programs with explicit attention to historical thinking. LESSONS | HISTORICAL THINKING PROJECT Lesson 2: War 1812. Students compare various poems and songs that explore the War of 1812. They conclude their work by responding to the focus question: “How can poetry and song help us to understand the significant events, individuals and perspectives of history?” INTRODUCING HISTORICAL THINKING CONCEPTS TO A GRADE 10 When teaching Grade 10 history in Ontario I traditionally have had to overcome some obstacles that are common to most history teachers: a. how to make history interesting to students (many of my students who come into a mandatory history class find history boring);REBELLIONS OF 1837
Exemplary example of Cause and Consequence. Funding and support for the development of this lesson plan is as a result of a grant from Alberta Education to support implementation of CAUSES AND CONSEQUENCES OF THE WAR OF 1812: AS SEEN Appendix1,Lesson6( ( Textbooks(Across(TheDecades(Excerpt B – William Withrow. A History of Canada for the Use of Schools. Toronto: Copp,Clark, 1876
THE HISTORICAL THINKING PROJECT Author: Allan Created Date: 11/6/2012 1:47:42 PM INCORPORATING HISTORICAL THINKING CONCEPTS INTO AN INQUIRY The new Ontario curriculum calls for the integration of historical thinking concepts into our practice; it also calls for the integration of the inquiry model. SHOOTING AN ELEPHANT: USING LITERATURE TO TAKE HISTORICAL To me, perspective taking remains the historical thinking concept that is most difficult for students to grasp. Avoiding presentism in understanding a foreign past is A SOLDIER’S DIET 1812: AN ARMY MARCHES ON ITS STOMACH Warof1812,HistoricalThinkingLesson13$ $ TheHistoricalThinkingProject,2012$ Teaching Tip: Teachers may also choose to direct students to an interactive New York Times site which allows students to peer inside the MRE packs of multinational forces, including the meal DOING HISTORY WITH WAH CHONG’S WASHING AND IRONING PETER 1 Doing History with Wah Chong’s Washing and Ironing Peter Seixas, Centre for the Study of Historical Consciousness, UBC Canadian Issues, October, 2006 City of THE HISTORICAL THINKING PROJECT The Summer Institute is designed for teachers, graduate students, curriculum developers, professional development leaders and museum educators who want to enhance their expertise at designing and teaching history courses and programs with explicit attention to historical thinking. HISTORICAL THINKING CONCEPTS The Historical Thinking Project works with six distinct but closely interrelated historical thinking concepts. To think historically, students need to be able to: Understand the ethical dimension of historical interpretations. Taken together, these concepts tie “historical thinking” OTHER CLASSROOM MATERIALS CBC News in Review is a news and current affairs program that explores national and international events that have links to classroom curriculum for history, social science, politics, economics, and law.The Historical Thinking Project has developed a number of worksheets to assist teachers working with News in Review.These worksheets help teachers and students to place current events in a HISTORICAL PERSPECTIVES Taking historical perspective means understanding the social, cultural, intellectual, and emotional settings that shaped people’s lives and actions in the past. At any one point, different historical actors may have acted on the basis of conflicting beliefs and ideologies, so understanding diverse perspectives is also a key tohistorical
PETER SEIXAS
University of British Columbia Director, The Historical Thinking Project. Peter Seixas was Professor and Canada Research Chair in the Department of Curriculum and Pedagogy at the University of British Columbia, where he was also the founding Director of the Centre for the Study of Historical Consciousness.He taught high school social studies in Vancouver for 15 years and earned a Ph.D. in HISTORICAL THINKING CONCEPT TEMPLATES Historical Thinking Concept Templates. 1 - Establish Historical Significance template. 2 - Use Primary Source Evidence template. Tips - Working With Individual Primary Sources. 3 - Identify Continuity and Change template. 4 - Analyze Cause and Consequence template. 5 - THOUGHTS ON HOW TO TEACH USING HISTORICAL THINKING 1. Students will know something. (the background causes) 2. Students will do something. (demonstrate how the alliance system helped cause the war) The activity then can be used to create the specific success criteria: 1. Students will identify a set of common goals and other factors shared between countries of the pre-war period. THE HISTORICAL THINKING PROJECT Author: Allan Created Date: 11/6/2012 1:47:42 PM CAUSES AND CONSEQUENCES OF THE WAR OF 1812: AS SEENCAUSES AND EFFECTS OF THE WAR 1812IMPACTS OF THE WAR OF 1812RESULTS OF THE WAR OF 1812OUTCOME OF THE WAR OF 1812THE CAUSES OF THE WAR OF 1812EFFECT OFWAR OF 1812
Appendix1,Lesson6( ( Textbooks(Across(TheDecades(Excerpt B – William Withrow. A History of Canada for the Use of Schools. Toronto: Copp,Clark, 1876
BACKGROUND ON INDIAN RESERVES IN BRITISH COLUMBIAWEB VIEW Title: Background on Indian Reserves in British Columbia Author: Peter Seixas Last modified by: Peter Seixas Created Date: 2/6/2007 10:02:00PM Company
THE HISTORICAL THINKING PROJECT The Summer Institute is designed for teachers, graduate students, curriculum developers, professional development leaders and museum educators who want to enhance their expertise at designing and teaching history courses and programs with explicit attention to historical thinking. HISTORICAL THINKING CONCEPTS The Historical Thinking Project works with six distinct but closely interrelated historical thinking concepts. To think historically, students need to be able to: Understand the ethical dimension of historical interpretations. Taken together, these concepts tie “historical thinking” OTHER CLASSROOM MATERIALS CBC News in Review is a news and current affairs program that explores national and international events that have links to classroom curriculum for history, social science, politics, economics, and law.The Historical Thinking Project has developed a number of worksheets to assist teachers working with News in Review.These worksheets help teachers and students to place current events in a HISTORICAL PERSPECTIVES Taking historical perspective means understanding the social, cultural, intellectual, and emotional settings that shaped people’s lives and actions in the past. At any one point, different historical actors may have acted on the basis of conflicting beliefs and ideologies, so understanding diverse perspectives is also a key tohistorical
PETER SEIXAS
University of British Columbia Director, The Historical Thinking Project. Peter Seixas was Professor and Canada Research Chair in the Department of Curriculum and Pedagogy at the University of British Columbia, where he was also the founding Director of the Centre for the Study of Historical Consciousness.He taught high school social studies in Vancouver for 15 years and earned a Ph.D. in HISTORICAL THINKING CONCEPT TEMPLATES Historical Thinking Concept Templates. 1 - Establish Historical Significance template. 2 - Use Primary Source Evidence template. Tips - Working With Individual Primary Sources. 3 - Identify Continuity and Change template. 4 - Analyze Cause and Consequence template. 5 - THOUGHTS ON HOW TO TEACH USING HISTORICAL THINKING 1. Students will know something. (the background causes) 2. Students will do something. (demonstrate how the alliance system helped cause the war) The activity then can be used to create the specific success criteria: 1. Students will identify a set of common goals and other factors shared between countries of the pre-war period. THE HISTORICAL THINKING PROJECT Author: Allan Created Date: 11/6/2012 1:47:42 PM CAUSES AND CONSEQUENCES OF THE WAR OF 1812: AS SEENCAUSES AND EFFECTS OF THE WAR 1812IMPACTS OF THE WAR OF 1812RESULTS OF THE WAR OF 1812OUTCOME OF THE WAR OF 1812THE CAUSES OF THE WAR OF 1812EFFECT OFWAR OF 1812
Appendix1,Lesson6( ( Textbooks(Across(TheDecades(Excerpt B – William Withrow. A History of Canada for the Use of Schools. Toronto: Copp,Clark, 1876
BACKGROUND ON INDIAN RESERVES IN BRITISH COLUMBIAWEB VIEW Title: Background on Indian Reserves in British Columbia Author: Peter Seixas Last modified by: Peter Seixas Created Date: 2/6/2007 10:02:00PM Company
LESSONS | HISTORICAL THINKING PROJECT Lesson 1: War 1812. Students research and learn about an event of the War of 1812 from a number of different sources. They write a poem that expresses a historical perspective. Read RESOURCES | HISTORICAL THINKING PROJECT Historical Thinking Posters – A set of six 12 x 17" posters illustrating the Historical Thinking Concepts is available in English and in French. Demonstrations and Discussions - PD resources to assist in incorporating historical thinking into the classroom. Lessons - We are currently in the process of transferring lessons from the oldsite.
PRIMARY SOURCE EVIDENCE The litter of history —letters, documents, records, diaries, drawings, newspaper accounts and other bits and pieces left behind by those who have passed on — are treasures to the historian. These are primary sources that can give up the secrets of life in the past. Historians learn to read these sources. But reading a source forevidence
POSTERS | HISTORICAL THINKING PROJECT Historical Thinking Posters. A set of six posters illustrating the Historical Thinking Concepts is available in English and in French.. These posters can no longer be ordered from us directly, since our office is closing in March 2016. Instead, we are placing these posters into Public Domain so you can download a PDF version of each of the six posters and print them yourself. DEMONSTRATIONS AND DISCUSSIONS Podcast with Peter Seixas, June 2012. with Dr. Peter Seixas discussing historiography: how history is taught, what stories are told, by whom, and how. Especially, why history is important to teach. Professor Seixas also discusses the Toronto 2012 Summer Institute in Historical Thinking for educators. Please note that the podcast will take a CONTINUITY AND CHANGE If students say, “nothing happened in 1911” they are thinking of the past as a list of events. One of the keys to continuity and change is looking for change where common sense suggests that there has been none and looking for continuities where we assumed that there was change. Judgments of continuity and change can be made on the basis ofLINDSAY S. GIBSON
Lindsay has worked with the Historical Thinking Project since 2008 as a workshop presenter and member of the Executive Committee. He also works as a workshop presenter, writer, and editor for The Critical Thinking Consortium ( TC 2) where he has worked on a variety of history education curriculum projects. Lindsay was part of the BCMinistry of
SIGNIFICANCE OF THE WAR OF 1812 Lesson 23: War of 1812. Students attempt to place the War of 1812 into context by reviewing other events of historical significance inCanadian history.
JOHN A: BIRTH OF A COUNTRY RESOURCE GUIDE 1. The Man in Black Start Time: 00:00 It’s 1864 and the Assembly gathers in Quebec City. John A. Macdonald has wagered his political future on the decision of one man: his enemy, George Brown. A SOLDIER’S DIET 1812: AN ARMY MARCHES ON ITS STOMACH Warof1812,HistoricalThinkingLesson13$ $ TheHistoricalThinkingProject,2012$ Teaching Tip: Teachers may also choose to direct students to an interactive New York Times site which allows students to peer inside the MRE packs of multinational forces, including the meal Skip to main content HISTORICAL THINKING PROJECT Promoting critical historical literacy for the 21st century* Français
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■" data-cycle-pager="#pager3" data-cycle-auto-height="false" data-cycle-slides="div.slide" style="position: relative;"> ABOUT: The Historical Thinking Project and its history ▶ CONCEPTS: The six concepts of historical thinking ▶ RESOURCES: Lesson plans and materials for the classroom, research andreports ▶
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The Historical Thinking Project was designed to foster a new approach to history education — with the potential to shift how teachers teach and how students learn, in line with recent international research on history learning. It revolves around the proposition that historical thinking — like scientific thinking in science instruction and mathematical thinking in math instruction — is central to history instruction and that students should become more competent as historical thinkers as they progress through theirschooling.
The project developed a framework of six historical thinking concepts to provide a way of communicating complex ideas to a broad and varied audience of potential users. Active from 2006 to 2014, the Historical Thinking Project provided social studies departments, local boards, provincial ministries of education, publishers and public history agencies with models of more meaningful history teaching, assessment, and learning for their students and audiences. As the 2014 Annual Report demonstrates, they met a very receptive audience. From April 2014 onward, it will operate on "pilot light" mode, in the event that new teams of educators are ready to start cooking.
SUMMER INSTITUTE 2016 Venue: Museum of Vancouver The Summer Institute is designed for teachers, graduate students, curriculum developers, professional development leaders and museum educators who want to enhance their expertise at designing and teaching history courses and programs with explicit attention to historical thinking.Vancouver, BC
11-16 July 2016
More information here. (link is external) Centre for the Study of Historical Consciousness (link is external)Details
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