Sentences with phrase «students historical understanding»

«I wanted to see if there was something I could bring to the table,» Duraisingh says reflecting on her reasons for proposing the doctoral module, Developing Students Historical Understanding.

Not exact matches

Guiding Principles Religious and theological studies depend on and reinforce each other; A principled approach to religious values and faith demands the intellectual rigor and openness of quality academic work; A well - educated student of religion must have a deep and broad understanding of more than a single religious tradition; Studying religion requires that one understand one's own historical context as well as that of those whom one studies; An exemplary scholarly and teaching community requires respect for and critical engagement with difference and diversity of all kinds.

Terry is a researcher, course instructor, director at Forefront, a non-profit focused on innovative solutions to sustainability in underdeveloped countries, and a Ph.D. student studying historical approaches to understanding the racial inequalities in education in the U.S. I am an education policy consultant, writer, and co-founder of Guardians of Our Sons, a Philadelphia based non-profit for boys of color.

The aim of the teaching unit was to improve students» insight into epistemological principles regarding history and their understanding of the difference between primary sources and historical accounts.

To better understand the evolutionary origins of this phenomenon, Benjamin Winger, a graduate student of the Committee on Evolutionary Biology at the University of Chicago, and his colleagues Keith Barker, PhD, a University of Chicago alumnus now at the University of Minnesota in St. Paul, and Richard Ree, PhD, of the Field Museum of Natural History in Chicago, developed a new model to infer the historical geographic distributions of migratory birds.

Edward M. Davey, right, works with his PLC colleagues, from left, Kathryn Harper, Ramille Romulus, and David Vincent, to devise the best ways to teach students about reading and understanding historical texts.

To measure historical empathy, we included three statements on the survey with which students could express their level of agreement or disagreement: 1) I have a good understanding of how early Americans thought and felt; 2) I can imagine what life was like for people 100 years ago; and 3) When looking at a painting that shows people, I try to imagine what those people are thinking.

Students will gain a better understanding of the accomplishments of famous historical figures.

And when such links can not be ignored (as, for example, in the cases of the horrendous treatment of women by the Taliban or the rulers of Saudi Arabia, the clear calls for holy war against the infidel by many Muslim clerics, or the widespread dissemination of Nazi - level anti-Semitic propaganda throughout the Arab world), students are still exhorted to tolerate the intolerable by «understanding» its cultural or historical context to the point of excusing it all away.

Likewise, for a student to give an inspired performance of Shakespeare, she must understand social, cultural, and historical events of the time.

Students will vital skills in: interpreting the significant meanings poems, understanding the writer's ideas within poems, understanding the social and historical contexts of poems, and analysing features of content, language, and structure.

Students are exhorted to tolerate the intolerable by «understanding» its cultural or historical context.

Within the lessons are a range of activities to help students understand and reflect on the historical and theological basis of these festivals.

Over recent weeks, educators across the nation have struggled to develop balanced information and effective teaching strategies to help students understand the historical, religious, and cultural context of the war in Iraq.

To measure historical empathy, researchers employed a series of statements and asked students to agree or disagree, including, «I have a good understanding of how early Americans thought and felt.»

I've also made a background knowledge reading and research piece to help students understand more of the historical background of the piece.

The game, which is being designed for students in grades 6 — 12, will let players traverse several historical events through increasingly difficult adventures to better understand the grievances of early Americans and draw connections to the real life impact of the declaration.

Though it's vital for students to understand why historical events are important and which figures were instrumental, try tossing the common biography assignment for something new that may also be more relevant.

Students take on two to four assignments, depending on grade level, that help them develop a deeper understanding of the significance of their historical figures.

These informative and engaging resources enable students to understand the more significant features of the historical context of 19th Century Britain.

Students learn to: - Define key terms related to the historical context of The Holocaust; - Remember and understand key information about Anne Frank's experiences, that they learn from an engaging PowerPoint presentation; - Read extracts from Anne Frank's diary; - Answer a range of questions to demonstrate their understanding of Anne's diary; - Analyse the language features used by Anne Frank to create dramatic images in the mind of the reader; - Peer - assess each others» learning attempts.

Made up of a wide - range of interesting and exciting lessons, students should complete this scheme having gathered vital skills in: interpreting the significant meanings poems, understanding the writer's ideas within poems, understanding the social and historical contexts of the different wars / conflicts, and analysing features of content, language, and structure.

Made up of a wide - range of interesting and exciting lessons, students should complete this scheme having gathered vital skills in: interpreting the significant meanings of the text, understanding the writer's ideas within the text, identifying the traits of key characters, settings, and themes, and relating the text to its social and historical context.

Made up of a wide - range of interesting and exciting lessons, students should complete this scheme having gathered vital skills in: interpreting the significant meanings of the text, understanding the writer's ideas within the text, identifying the traits of key characters, settings, and themes, understanding dramatic and language devices, and relating the text to its social and historical context.

In a conversation, Usable Knowledge asked Warikoo, a faculty member at the Harvard Graduate School of Education, to talk about why students in the U.S. need to understand the historical roots of affirmative action and how colleges can become communities where students can talk about racial difference.

Eventually, in her dissertation, she demonstrated how the teaching / research method of critical exploration can help educators engage students with historical objects, and support, understand, and document their efforts to make sense of the objects.

But at a certain point, it's not the content delivered that should matter most, but rather how such content can engage students in building upon their understanding of historical inquiry, which will stick with them long after their memorization of facts has faded.

Use the following format to help individual and groups of secondary students better understand the perspectives of different groups around historical or current events:

History In Scotland a programme called «Outdoor Journeys» take students on a tour of their local area and asks them to apply their local knowledge and understanding to broader historical themes to help them understand how local culture and community evolved.

«It will take 5 to 10 years of hard work to figure out» how to use software to teach students to analyze a poem or understand a historical event.

It can be enlightening for students to understand the relationships between historical and contemporary examples of discrimination.

I would also urge that if a simulation is focused on creating a certain emotional response out of the students, such as the anger of the colonists in The King's M&M's, be sure to debrief students before the end of the class period, so the students understand the relationship of the activity to the historical concept in the instructional objective.

Help your students understand, and participate in, both the historical and scientific aspects of this year's celebrations by introducing them to a selection of the activities below.

This approach enables middle and high school teachers to promote students» historical understanding, critical thinking, empathy, and social — emotional learning, and facilitate transformative dialogue in their classrooms.

Find student - centered teaching strategies that develop literacy, critical thinking, and historical understanding.

Students demonstrate their knowledge and understanding of constitutional principles and have opportunities to evaluate, take, and defend positions on relevant historical and contemporary issues.

Through rigorous historical analysis combined with the study of human behavior, Facing History's approach heightens students» understanding of racism, religious intolerance, and prejudice; increases students» ability to relate history to their own lives; and promotes greater understanding of their roles and responsibilities in a democracy.

Grades 6 - 8 Lesson: A Character Life Box This language arts lesson offers a hands - on opportunity for students to understand characterization in literature and to connect historical and contemporary culture

The lesson follows a clear and logical learning journey, involving progressively more challenging tasks in which students: - Portray their understanding of witches and witchcraft; - Learn more about witches in a historical context through a fun «true or false» game; - Define, identify, and understand dramatic irony; - Read sections of Macbeth and complete tasks to demonstrate their understanding; - Answer key questions about the witches that test their knowledge in relation to each of the English assessment outcomes; - Evaluate a modelled example of an analytical paragraph in relation to the witches; - Analyse the witches» characteristics in their own responses; - Evaluate each others» analytical responses.

Students need to understand how the makeup of their classroom, school, and town are a product of historical policies and events.

The purpose of PLE # 2 is to understand the impact of a school's historical and cultural context in the service of students of color and students situated in poverty.

In the case of students in a poverty context and students of color, this means having a solid grasp and understanding of the historical ways in which marginalization has negatively impacted these students at the individual, institutional, and cultural levels.

In these 17 years researchers have begun to explore ways in which technology can support disciplined inquiry in the social studies — particularly in terms of engaging students in historical thinking and providing students with opportunities to demonstrate their understanding of social studies skills and concepts through the creation of content.

From an «Introduction to Education» to «Advanced Topics in Learning Technologies,» the school offers a host of classes on a range of topics that will help students understand historical and contemporary education issues and learn analytic and methodological skills to assess and investigate the now while making improvements for the future.

Our approach to memoir develops students» literacy skills; promotes historical analysis and understanding of some of the darkest moments in history; and fosters empathy, perspective - taking, and other social - emotional competencies.

Following Facing History's scope and sequence, students will consider the identities of the characters, and the social dynamics of the community of Maycomb, supplementing their understanding with deep historical exploration.

Called History Assessments of Thinking (HATs), these assessments use the Library of Congress's collection of documents, photos, paintings, radio broadcasts, and film clips to measure students» historical understandings and critical - thinking skills.

Students compare a personal account of life in the Stanisławów ghetto with historical documents to deepen their understanding of the implementation of the Final Solution in one Polish community.

These timelines can be used as a formative and summative assessment tool, allowing you to track students» historical understanding throughout the unit and at the end of the unit.

The habits of behavior found in a reflective classroom community — attentive listening to diverse viewpoints, voicing clear ideas, and raising relevant questions — not only help students deeply understand historical content, but also require them to practice skills essential for their role as engaged citizens.