| Papers [1-12] of 12 | Search results on "HISTORY SYLLABUS GASPING": |
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?Our History Syllabus Has Us Gasping?, 2004.
This paper analyzes "'Our History Syllabus Has Us Gasping': History in Canada Schools?Past, Present, and Future" by Ken Osborne, which discusses the problem of teaching history to Canada?s young students.
1,340 words (approx. 5.4 pages), 1 source, APA, £ 32.95
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Abstract
This paper explains that Osborne categorizes the methods of teaching history in Canada?s educational system into two periods: the traditional mode used from 1930 to the 1950s, and the progressive mode used from the 1960s to the present. The author points out that, in the traditional mode of teaching history, the focus is on the teaching of facts. The paper relates that the progressive mode interrelates history with different fields of study in the social sciences, such as economics, sociology, politics, and other disciplines and does a better job of imparting knowledge of the nation?s history, an essential requirement in developing national identity, patriotism, and a sense of Canadian citizenship.
From the Paper
"Thus, as the 20th century arrived, Canada is rebuilding its country as a nation. Social institutions were established, which includes the educational system, considered as an essential tool in developing Canada?s citizens as future leaders and providers to the country?s progress. After two world wars that left the whole world crippled, Canadians had once again rebuilt their nation during the years 1930s-1940s, wherein significant social changes have occurred. These social changes involves themes like Canadian Nationalism, emphasizing on the role of each citizen to partake in knowing the country?s historical heritage and the vital role of the society and the individual to do their duties and responsibilities as citizens of the nation."
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"The Adventures of Huckleberry Finn", 2006.
A look at whether Mark Twain's "The Adventures of Huckleberry Finn" should be admitted as part of the school reading syllabus.
2,703 words (approx. 10.8 pages), 19 sources, MLA, £ 57.95
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Abstract
This paper presents an analysis of the social commentary about slavery in Mark Twain's famous story, "The Adventures of Huckleberry Finn" and then launches into a discussion of the appropriateness of the book in the classroom. The paper concludes that "The Adventures of Huckleberry Finn" should be included in the school syllabus but that teachers should be equipped and trained to handle sensitive issues that may arise as a result of reading the book.
From the Paper
""The adventures of Huckleberry Finn" is one of the finest works of Mark Twain and probably the most controversial too. This is because it is by no means an ordinary story of Huckleberry's adventures; it is essentially a social commentary on the slavery and post civil war era in the United States. T. S. Eliot in 1950 acknowledged the book as, "...the only one of Mark Twain's various books which can be called a masterpiece. I do not suggest that it is his only book of permanent interest; but it is the only one in which his genius is completely realized, and the only one which creates its own category.""
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Jarrell as a Modern Poet, 2002.
A poetic analysis of Randall Jarrell in modern poetry.
2,650 words (approx. 10.6 pages), 11 sources, £ 69.95
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Abstract
This paper will argue for the works of Randall Jarrell to be considered for a syllabus in modern poetry. By presenting his modernist infleunce in symbols, imagery and characters, we can learn why he should be included in a modern poetry syllabus.
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Teaching Archaeology, 2004.
An overview of curriculum and resources for teaching archaeology in secondary education.
8,374 words (approx. 33.5 pages), 18 sources, MLA, £ 126.95
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Abstract
This paper has two purposes, the first provides a collection of otherwise scattered archaeological resource material for secondary education providers and secondly, it considers wider issues inherent in the New South Wales history curricula. The first section of this paper contains archaeological resources for secondary education and includes material from North America, United Kingdom and Australia. While the survey is not definitive, it is designed to highlight current trends in printed matter, visual media and the internet as rapidly evolving resource theatres.
Secondly, the paper provides an overview of the relevant stages and structure of history as presented to Australian secondary students. Description, explanation and illustration of the 'continuum of learning' will assist those uninitiated in educational jargon, and hopefully provide an appreciation of the overall course content. Finally, the paper reviews archaeology as taught in Australian secondary schools.
Outline
Preface
Part 1 NSW Curriculum
1. Introduction
1.0 Introduction
1.1 Stages 1-3
1.2 Stages 4-5
1.3 Stage 6
1.4 Board of Studies Requirements
2. Ancient History Stage 6
2.1 Stage 6 History Course Structure
2.2 Stage 6 History Extension Course Structure
3. Review
3.1 Introduction
3.2 History Syllabus
3.3 Assessment and Examination
3.4 Teaching Archaeology
3.5 History and Archaeology
3.6 Recommendations
Part 2 Resources
1. North America
1.1 Print Resources
1.2 Internet Resources
1.3 CD-ROM
2. United Kingdom
2.1 Print resources
2.2 Internet Resources
2.3 CD-ROM
3. Australia
3.1 Print Resources
3.2 Internet Resources
3.3 CD-ROM
3.4 Video
3.5 HSC - Listed Texts
4. References
From the Paper
"For those considering a teaching career, and possessing an archaeological background or skills, a great deal of scope exists within the syllabus for the inclusion of archaeology. A career in teaching HSIE will require a three years bachelor degree plus either a Diploma of Education (Secondary), or a four year Bachelor of Education, or a four/five year combined degree, such as Bachelor of Arts/Bachelor of Teaching (Secondary). Strictly speaking, archaeology is not included in the range of subjects taught in HSIE as listed by the NSW Teachers Association (2003). However, teachers are, 'encouraged to use their special interests and talents to contribute to a wide range of school activities'. Nevertheless, and whilst the course bears the title, Ancient History, a significant body of relevant information comes directly from an archaeological approach, and the archaeological record. "
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Teaching Playwriting, 2008.
Explores teaching playwriting in high school.
1,635 words (approx. 6.5 pages), 6 sources, MLA, £ 37.95
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Abstract
This paper argues for a greater inclusion of playwriting in the high school educational syllabus. The writer points out that some of the reasons playwriting is not included are it is simply impractical and serves no functional purpose. However, many teachers feel that playwriting is an important and educationally viable subject, which can have many benefits for the student. The paper relates that the formal academic advantages of playwriting as a school subject are literary competency and inquiry, communications skills and creative problem solving. The author stresses that playwriting as a teaching method is interesting and as well as a craft for the students, which in itself encourages further learning.
Table of Contents:
The Argument for Playwriting in Schools
Conclusion
From the Paper
"In the first instance, some commentators are of the opinion that play writing skills and other theater arts have a positive effect generally on the student's educational development. It can, for example, "... promote the educational outcomes associated with good citizenship" This view is related to a central aspect of playwriting, which is the fact that it encourages the students to think outside the narrow boundaries of his everyday frame of reference and encourages them to imagine other circumstances, situations and events that help to expand their view of life and explore problem areas that they would not normally experience."
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Literature and Colonialism, 2007.
This paper explores the impact of Victorian-era children's literature upon postcolonial cultures.
986 words (approx. 3.9 pages), 10 sources, MLA, £ 24.95
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Abstract
The paper addresses the impact of colonialism on Singapore by examining Victorian children's literature and how it reflected and/or rejected the indigenous cultures of the nation. The paper looks at the historical syllabus of the nation through the Victorian period and attempts to demonstrate the cultural biases that were present in the official and unofficially available children's books of the period.
From the Paper
"In a post colonial culture it is relatively easy to find the vestiges of the colonial influence upon the cultures of the colonized nations. There are few exceptions, even in the cases were the nation was not colonized but simply associated somehow with a trade rout for an English speaking nation. The challenges of resuscitating the past, and eradicating the potentially negative influences of the often racially driven colonial thought process, are substantial and in many ways this eradication must begin with children. Children often witness the devaluation of their culture, through social discrepancies that repeatedly demonstrate one race's superiority over another but there is no greater affront when the official sources of their education also demonstrate these principles."
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Content-Based Instruction of Foreign Languages, 2007.
An analysis of the benefits of content-centered instruction on English-as-a-second-language (ESL) study in Korea.
2,479 words (approx. 9.9 pages), 32 sources, APA, £ 53.95
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Abstract
This paper analyzes how second language acquisition can be facilitated and made more efficient by content-centered instruction. It particularly focuses on English-as-a-second-language (ESL) study in Korea and how content-based instruction, blending language and culture can make teaching more effective. The paper also discusses the problems associated with not teaching foreign languages in this way.
Table of Contents:
Introduction
Literature Review
Holistic Approach
Integration
CBI Benefits
Syllabus Design
Case Studies
Implications for KFL
Conclusion
From the Paper
"Clearly, the second language classes, whose importance is being fuelled by globalization, need an instructional system that links language and content to accommodate the cognitive, social and linguistic demands of a responsive and relevant educational system. The content-based instruction concept in ESL study is especially critical in countries like Korea where the written alphabet is phonetically distant from English. By integrating real-life events and situations with language, ESL study becomes a living entity that stirs the interest of students. There is more enthusiasm in the learning process to make learning itself more efficient and productive. Language and content when combined in ESL study unarguably provide more incentive for learning. In sum, second language study will be less interesting, less enjoyable and fulfilling and the acquisition of language proficiency will be slower and more painful if it is limited to language instruction. In the process, education will also fail in its goal to broaden cross-cultural knowledge of students. ESL students will acquire such a well-balanced knowledge if teaching and learning are organized around content or information rather than around forms, functions and situations or skills."
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Sequencing Literacy Activities, 2005.
A series of steps a teacher might follow when teaching literacy skills.
1,185 words (approx. 4.7 pages), 4 sources, APA, £ 28.95
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Abstract
This paper describes an environmental lesson plan that a teacher might assign to her students with the intention of teaching the students how to comprehend and produce written factual descriptive texts on the subject of the lesson plan using technical vocabulary and a scientific register as described in the syllabus.
From the Paper
"This step of pre-planning highlights how, before even dealing with the class, the teacher sets forth what she wishes to accomplish with her lesson. She knows this might be ahead of where the students are ?at? but she is determined to help them acquire the necessary literacy skills for more academically orientated work."
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Theater Genres, 2007.
This paper discusses genres of the theater, both past and present.
1,509 words (approx. 6.0 pages), 4 sources, MLA, £ 34.95
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Abstract
In this article, the writer discusses that, as noted by Alvin Goldfarb and Edwin Wilson in the text 'Theater: The Lively Art', quite often it is difficult to identify a play as either tragic or comic, simply based upon its plot. The writer points out that the way that the author of a play chooses to depict certain events determines the audience's reaction, whether viewers will gasp in horror or roar with laughter. Further, the writer notes that the difficulty in determining the genre of the play based upon plot alone, however, is best illustrated, perhaps in comparing some of Shakespeare's plays with exactly the same plots. The writer concludes that when classifying the genre of a play, one must consider the overall texture of the work, as the playwright usually cannot, nor wants, to create a seamless effect of laughter or sadness.
From the Paper
"Goldfarb and Wilson point out that the genres of tragedy and comedy themselves have undergone substantial reconfiguration over the course of the history of drama. Classical tragedy used to only involve august personages, like kings and great heroes, along the lines of Oedipus Rex or Jason. Later, in modern tragedy, ordinary men and women's lives were given epic scope and drama, like Arthur Miller's tragic figure of the salesman Willy Loman in "Death of a Salesman," or the Iceman Hickey, the man who murders his wife in Eugene O'Neill's "The Iceman Cometh." These modern characters were not heroes or gods. Their actions were deemed worthy by the modern playwright of the audience's interest, and the main character's tragic fall is viewed with great sadness, even though the men are quite ordinary."
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Sex Education Programs, 2001.
This paper examines the sex education program in schools debate.
3,665 words (approx. 14.7 pages), 14 sources, £ 71.95
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Abstract
This paper examines school sex education programs to determine whether these classes are really helping teenagers, whether they are sending the right messages, and what information should even be included in such classes. The author contends that schools have to be aware of current statistics on sex and take these factors into account when designing the syllabus for the class. Graphs.
From the Paper
"Sex education for teenagers today come from a variety of sources that each give a different message on sex. Traditionally, it has been a parent?s role to communicate the messages about sex, but since the beginning of the sexual revolution in the 1960?s, teenagers have become surrounded with a variety or confusing messages on sex. Before the sixties, sex was seen as being dirty and sex was completely unmentionable. "
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How Visual Perception Occurs, 2004.
An explanatory piece outlining how visual perception occurs within a psychological framework.
1,513 words (approx. 6.1 pages), 7 sources, MLA, £ 34.95
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Abstract
This essay outlines in a factual, explanatory tone, how 'visual perception' occurs within the body and brain. It is heavily based on scientific terminology as outlined within the psychology syllabus. Includes the function of rods and cones, the interpretation of stimuli, depth cues, Gestalt principles, psychological factors of perception, and a discussion on the fallibility of visual perception. Highly reliable examples are included.
From the Paper
"Visual Sensation, which occurs so we can detect physical stimuli, begins with the reception of information. Light waves (electromagnetic energy) enter the eye and are focused on the retina. This electromagnetic energy is then transduced by rods and cones, (light sensitive cells), into electrochemical energy enabling it to be transmitted to the brain. The electrochemical energy is then transmitted along the neurons of the optic nerve to the Occipital Lobe (Visual Cortex of brain)."
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"What True Education Should Do", 2005.
A review of Sydney Harris's "What True Education Should Do".
900 words (approx. 3.6 pages), 1 source, £ 24.95
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Abstract
According to Sydney Harris, the educational system treats students as "animate sausage casing[s]." To quite a large degree, this perspective is true. The student is given a certain amount of time to complete the goals the teacher has set forth on the syllabus, no matter how well he or she may be able to comprehend that information in that time. This paper responds to Harris' essay, examining his perspective in relation to both grade school and the college or university level.
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