651 books about Study and teaching and 9
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edited by Christine Farris & Chris M. Anson Utah State University Press, 1998 Library of Congress PE1404.U53 1998 | Dewey Decimal 808.04207
Few composition scholars two decades ago would have imagined the rate at which their field is now developing, expanding beyond its boundaries, creating new alliances, and locating new sites for research and generation of knowledge. In their introduction to this volume, Farris and Anson argue that, faced with a welter of competing models, compositionists too quickly dichotomize and dismiss.
The contributors to Under Construction, therefore, address themselves to the need for commerce among competing visions of the field. They represent diverse settings and distinct points of view, but their over-riding interest is in promoting a view of the field that values interaction and mutual development above dogmatics and isolation.
Perhaps no topic in U.S. history is as emotionally fraught as the nation’s centuries-long entanglement with slavery. How can teachers get students to understand the racist underpinnings of that institution—and to acknowledge its legacies in contemporary America? How can they overcome students’ shame, anger, guilt, or denial? How can they incorporate into the classroom important primary sources that may contain obsolete and racist terms, images, and ideas? This book, designed for college and high school teachers, is a critical resource for understanding and teaching this challenging topic in all its complexity.
Opening with Ira Berlin’s reflections on ten elements that are essential to include in any course on this topic, Understanding and Teaching American Slavery offers practical advice for teaching specific content, utilizing sources, and getting students to think critically. Contributors address, among other topics, slavery and the nation’s founders, the diverse experiences of the enslaved, slavery’s role in the Civil War, and the relationship between slavery and the northern economy. Other chapters offer ideas for teaching through slave narratives, runaway ads, spirituals, films, and material culture. Taken together, the essays in the volume help instructors tackle problems, discover opportunities, and guide students in grappling with the ugliest truths of America’s past.
To learn about the "Age of Revolutions" in Europe and the Americas is to engage with the emergence of the modern world. In the late eighteenth and early nineteenth centuries, nations were founded, old empires collapsed, and new ones arose. Struggles for emancipation—whether from royal authority, colonial rule, slavery, or patriarchy—inspired both hopes and fears. This book, designed for university and secondary school teachers, provides up-to-date content and perspectives, classroom-tested techniques, innovative ideas, and an exciting variety of pathways to introduce students to this complex era of history.
The volume includes chapters on sources and methods for stimulating student debate and learning, including Tom Paine's Common Sense, the Haitian Declaration of Independence, and other key documents; role-playing games; visual arts and culture; and music, including opera and popular songs. Other chapters delve into specific themes, including revolution and riot, revolutionary terror, enlightenment, gender, slavery, nationalism, environment and climate, and the roles of politically excluded groups. Collectively, the contributions ensure a broad Atlantic scope, discussing the revolutions in Britain's North American colonies, Haiti, and Latin America, and European revolutions including France, Belgium, and the Netherlands.
For nearly a half century, from 1945 to 1991, the United States and the Soviet Union maneuvered to achieve global hegemony. Each forged political alliances, doled out foreign aid, mounted cultural campaigns, and launched covert operations. The Cold War also deeply affected the domestic politics, cultures, and economic policies of the two superpowers, their client states, and other nations throughout the world.
Teaching the Cold War is both necessary and challenging. Understanding and Teaching the Cold War is designed to help collegiate and high school teachers navigate the complexity of the topic, integrate up-to-date research and concepts into their classes, and use strategies and tools that make this important history meaningful to students.
The volume opens with Matthew Masur’s overview of models for approaching the subject, whether in survey courses or seminars. Two prominent historians, Carole Fink and Warren Cohen, offer accounts of their experience as longtime scholars and teachers of the Cold War from European and Asian perspectives. Sixteen essays dig into themes including the origins and end of the conflict, nuclear weapons, diplomacy, propaganda, fear, popular culture, and civil rights, as well as the Cold War in Eastern Europe, Western Europe, East Asia, Africa, Latin America, and the nonaligned nations. A final section provides practical advice for using relevant, accessible primary sources to implement the teaching ideas suggested in this book.
Just as the Vietnam War presented the United States with a series of challenges, it presents a unique challenge to teachers at all levels. The war had a deep and lasting impact on American culture, politics, and foreign policy. Still fraught with controversy, this crucial chapter of the American experience is as rich in teachable moments as it is riddled with potential pitfalls—especially for students a generation or more removed from the events themselves.
Addressing this challenge, Understanding and Teaching the Vietnam War offers a wealth of resources for teachers at the secondary and university levels. An introductory section features essays by eminent Vietnam War scholars George Herring and Marilyn Young, who reflect on teaching developments since their first pioneering classes on the Vietnam War in the early 1970s. A methods section includes essays that address specific methods and materials and discuss the use of music and film, the White House tapes, oral histories, the Internet, and other multimedia to infuse fresh and innovative dimensions to teaching the war. A topical section offers essays that highlight creative and effective ways to teach important topics, drawing on recently available primary sources and exploring the war's most critical aspects—the Cold War, decolonization, Vietnamese perspectives, the French in Vietnam, the role of the Hmong, and the Tet Offensive. Every essay in the volume offers classroom-tested pedagogical strategies and detailed practical advice.
Taken as a whole, Understanding and Teaching the Vietnam War will help teachers at all levels navigate through cultural touchstones, myths, political debates, and the myriad trouble spots enmeshed within the national memory of one of the most significant moments in American history.
Honorable Mention, Franklin Buchanan Prize for Curricular Materials, Association for Asian Studies and the Committee for Teaching about Asia
Taking into account recent historic changes, this second edition updates the essays on the Supreme Court, same-sex marriage, the Right, and trans history. Authors of several other essays have taken the opportunity to add new material and references where warranted.
Understanding the Courses We Teach is a collection of pieces by teachers about actual teaching situations. This volume provides current and prospective ESL teachers with the opportunity to examine experienced teachers' ways of addressing locally situated issues of teaching and learning within ESL and EFL classrooms. By focusing on individual teachers' discussions of instructional plans, decisions, and experiences in specific courses, this collection complements other training and development resources, such as methods-course textbooks.
Individual chapters are rich in descriptive details and resonate with the contributor-teachers' personal investment in teaching. John Murphy and Patricia Byrd have arranged these chapters in four thematic clusters, the first dealing with general purposes instruction, including workplace literacy, community-based ESL, and courses designed for rich recent immigrants; the second with the teaching of English as a foreign language; the third with university credit-bearing courses focused on the teaching of English for academic purposes; and the fourth with noncredit university-affiliated courses offered through intensive English programs.
The contributors represent a variety of educational settings and many different countries and include many of the most well-known researchers in the field.
How do cities transform over time? And why do some cities change for the better while others deteriorate? In articulating new ways of viewing urban areas and how they develop over time, Peter Bosselmann offers a stimulating guidebook for students and professionals engaged in urban design, planning, and architecture. By looking through Bosselmann’s eyes (aided by his analysis of numerous color photos and illustrations) readers will learn to “see” cities anew.
Bosselmann organizes the book around seven “activities”: comparing, observing, transforming, measuring, defining, modeling, and interpreting. He introduces readers to his way of seeing by comparing satellite-produced “maps” of the world’s twenty largest cities. With Bosselmann’s guidance, we begin to understand the key elements of urban design. Using Copenhagen, Denmark, as an example, he teaches us to observe without prejudice or bias.
He demonstrates how cities transform by introducing the idea of “urban morphology” through an examination of more than a century of transformations in downtown Oakland, California. We learn how to measure quality-of-life parameters that are often considered immeasurable, including “vitality,” “livability,” and “belonging.” Utilizing the street grids of San Francisco as examples, Bosselmann explains how to define urban spaces. Modeling, he reveals, is not so much about creating models as it is about bringing others into public, democratic discussions. Finally, we find out how to interpret essential aspects of “life and place” by evaluating aerial images of the San Francisco Bay Area taken in 1962 and those taken forty-three years later.
Bosselmann has a unique understanding of cities and how they “work.” His hope is that, with the fresh vision he offers, readers will be empowered to offer inventive new solutions to familiar urban problems.