|
Showing 1 - 3 of
3 matches in All Departments
Teaching and learning through Hollywood, or commercial, film
productions is anything but a new approach and has been something
of a mainstay in the classroom for nearly a century. Purposeful and
effective instruction through film, however, is not problem-free
and there are many challenges that accompany classroom applications
of Hollywood motion pictures. In response to the problems and
possibilities associated with teaching through film, we have
collaboratively developed a collection ofpractical, classroom-ready
lesson ideas that might bridge gaps between theory and practice and
assist teachers endeavoring to make effective use of film in their
classrooms. We believe that film can serve as a powerful tool in
the social studies classroom and, where appropriately utilized,
foster critical thinking and civic mindedness. The College, Career,
and Civic Life (C3) framework, represents a renewed and formalized
emphasis on the perennial social studies goals of deep thinking,
reading and writing. We believe that as teachers endeavor to digest
and implement the platform in schools and classrooms across the
country, the desire for access to structured strategies that lead
to more active and rigorous investigation in the social studies
classroom will grow increasingly acute. Our hope is that this
edited book might play a small role in the larger project of
supporting practitioners, specifically K-16 teachers of United
States history, by offering a collection of classroom-ready tools
based on the Hollywood or History? strategy and designed to foster
historical inquiry through the careful use of historically themed
motion pictures. The book consists of K-5 and 6-12 lesson plans
addressing each the following historical eras (Adapted from: UCLA,
National Center for History in Schools).
Critical Perspectives on Teaching in the Southern United States
presents new and provocative insights into education in the
Southern United States, from the perspective of educators with a
variety of experiences. This book foregrounds the Southern United
States as having unique sociopolitical, sociohistorical, and
sociocultural contexts which directly influence knowledge and
classroom pedagogies. Contributors use a range of critical
frameworks that coalesce around methods including: self-reflection
through research, social justice advocacy, and culturally
responsive, culturally relevant, culturally sustaining, and
asset-based pedagogies. Through the lenses of these critical
frameworks, several contributors also address challenges and
strategies for teaching controversial topics in the classroom.
Drawing upon unique experiences teaching in various regions of the
Southern United States, chapters explore salient topics such as
race, language, gender, discrimination, identity, immigration,
poverty, social justice, and their influence(s) on pedagogy. This
book raises questions considering the ways that history has shaped
present-day Southern education and about the myriad complex
dynamics that influence pedagogy in the Southern U.S. context.
Ultimately, this book affirms the importance of utilizing critical
perspectives in contemporary discussions about education in the
Southern United States.
Teaching and learning through Hollywood, or commercial, film
productions is anything but a new approach and has been something
of a mainstay in the classroom for nearly a century. Purposeful and
effective instruction through film, however, is not problem-free
and there are many challenges that accompany classroom applications
of Hollywood motion pictures. In response to the problems and
possibilities associated with teaching through film, we have
collaboratively developed a collection ofpractical, classroom-ready
lesson ideas that might bridge gaps between theory and practice and
assist teachers endeavoring to make effective use of film in their
classrooms. We believe that film can serve as a powerful tool in
the social studies classroom and, where appropriately utilized,
foster critical thinking and civic mindedness. The College, Career,
and Civic Life (C3) framework, represents a renewed and formalized
emphasis on the perennial social studies goals of deep thinking,
reading and writing. We believe that as teachers endeavor to digest
and implement the platform in schools and classrooms across the
country, the desire for access to structured strategies that lead
to more active and rigorous investigation in the social studies
classroom will grow increasingly acute. Our hope is that this
edited book might play a small role in the larger project of
supporting practitioners, specifically K-16 teachers of United
States history, by offering a collection of classroom-ready tools
based on the Hollywood or History? strategy and designed to foster
historical inquiry through the careful use of historically themed
motion pictures. The book consists of K-5 and 6-12 lesson plans
addressing each the following historical eras (Adapted from: UCLA,
National Center for History in Schools).
|
You may like...
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
Loot
Nadine Gordimer
Paperback
(2)
R398
R330
Discovery Miles 3 300
|