Описание: Provides thirty secondary lesson plans that address nine different topics centred around inequity and inequality throughout history, many of which connect students to the world we are living in today.
Описание: The challenges of teaching history are acute where we consider the world history classroom. Generalized world history courses are a part of many, if not most, K-12 curricular frameworks in the United States. While United States history tends to dominate the scholarship and conversation, there are an equally wide number of middle-level and secondary students and teachers engaged in the study of world history in our public schools. And the challenges are real. In the first place, if we are to mark content coverage as a curricular obstacle in the history classroom, generally, then we must underscore that concern in the world history classroom and for obvious reasons. The curricular terrain to choose from is immense and forever expanding, dealing with the development of numerous civilizations over millennia and across a wide geographic expanse. In addition to curricular concerns, world historical topics are inherently farther away from most students’ lives, not just temporally, but often geographically and culturally.
Thus the rationale for the present text, Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach World History. The reviews of the first volume Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach Untied States History strategy have been overwhelmingly positive, especially as it pertains to the application of the strategy for practitioner. Classroom utility and teacher practice have remained our primary objectives in developing the Hollywood or History? strategy and we are encouraged by the possibilities of Volume II and the capacity of this most recent text to impact teaching and learning in world history. We believe that students’ connection to film, along with teachers’ ability to use film in an effective manner, will help alleviate some of the challenges of teaching world history. The book provides 30 secondary lesson plans (grades 6-12) that address nine eras in world history.
Описание: The challenges of teaching history are acute where we consider the world history classroom. Generalized world history courses are a part of many, if not most, K-12 curricular frameworks in the United States. While United States history tends to dominate the scholarship and conversation, there are an equally wide number of middle-level and secondary students and teachers engaged in the study of world history in our public schools. And the challenges are real. In the first place, if we are to mark content coverage as a curricular obstacle in the history classroom, generally, then we must underscore that concern in the world history classroom and for obvious reasons. The curricular terrain to choose from is immense and forever expanding, dealing with the development of numerous civilizations over millennia and across a wide geographic expanse. In addition to curricular concerns, world historical topics are inherently farther away from most students’ lives, not just temporally, but often geographically and culturally.
Thus the rationale for the present text, Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach World History. The reviews of the first volume Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach Untied States History strategy have been overwhelmingly positive, especially as it pertains to the application of the strategy for practitioner. Classroom utility and teacher practice have remained our primary objectives in developing the Hollywood or History? strategy and we are encouraged by the possibilities of Volume II and the capacity of this most recent text to impact teaching and learning in world history. We believe that students’ connection to film, along with teachers’ ability to use film in an effective manner, will help alleviate some of the challenges of teaching world history. The book provides 30 secondary lesson plans (grades 6-12) that address nine eras in world history.
Описание: To continue with the Hollywood or History strategy, this text uses television shows (sitcoms) to brings issue-centred curriculum to middle and high school classrooms. By exploring issues in specific episodes, students can learn the history behind an issue, relate it to their lives, and develop an informed decision associated with the issue.
Описание: To continue with the Hollywood or History strategy, this text uses television shows (sitcoms) to brings issue-centred curriculum to middle and high school classrooms. By exploring issues in specific episodes, students can learn the history behind an issue, relate it to their lives, and develop an informed decision associated with the issue.
Описание: How being “nice” in school and university settings works to reinforce racialized, gendered, and (dis)ability-related inequities in education and society Being nice is difficult to critique. Niceness is almost always portrayed and felt as a positive quality. In schools, nice teachers are popular among students, parents, and administrators. And yet Niceness, as a distinct set of practices and discourses, is not actually good for individuals, institutions, or communities because of the way it maintains and reinforces educational inequity. In The Price of Nice, an interdisciplinary group of scholars explores Niceness in educational spaces from elementary schools through higher education to highlight how this seemingly benign quality reinforces structural inequalities. Grounded in data, personal narrative, and theory, the chapters show that Niceness, as a raced, gendered, and classed set of behaviors, functions both as a shield to save educators from having to do the hard work of dismantling inequity and as a disciplining agent for those who attempt or even consider disrupting structures and ideologies of dominance. Contributors: Sarah Abuwandi, Arizona State U; Colin Ben, U of Utah; Nicholas Bustamante, Arizona State U; Aidan/Amanda J. Charles, Northern Arizona U; Jeremiah Chin, Arizona State U; Sally Campbell Galman, U of Massachusetts; Frederick Gooding Jr., Texas Christian U; Deirdre Judge, Tufts U; Katie A. Lazdowski; Rom?n Liera, U of Southern California; Sylvia Mac, U of La Verne; Lindsey Malcolm-Piqueux, California Institute of Technology; Giselle Martinez Negrette, U of Wisconsin–Madison; Amber Poleviyuma, Arizona State U; Alexus Richmond, Arizona State U; Frances J. Riemer, Northern Arizona U; Jessica Sierk, St. Lawrence U; Bailey B. Smolarek, U of Wisconsin–Madison; Jessica Solyom, Arizona State U; Megan Tom, Arizona State U; Sabina Vaught, U of Oklahoma; Cynthia Diana Villarreal, U of Southern California; Kristine T. Weatherston, Temple U; Joseph C. Wegwert, Northern Arizona U; Marguerite Anne Fillion Wilson, Binghamton U; Jia-Hui Stefanie Wong, Trinity College; Denise Gray Yull, Binghamton U.
Описание: How being “nice” in school and university settings works to reinforce racialized, gendered, and (dis)ability-related inequities in education and society Being nice is difficult to critique. Niceness is almost always portrayed and felt as a positive quality. In schools, nice teachers are popular among students, parents, and administrators. And yet Niceness, as a distinct set of practices and discourses, is not actually good for individuals, institutions, or communities because of the way it maintains and reinforces educational inequity. In The Price of Nice, an interdisciplinary group of scholars explores Niceness in educational spaces from elementary schools through higher education to highlight how this seemingly benign quality reinforces structural inequalities. Grounded in data, personal narrative, and theory, the chapters show that Niceness, as a raced, gendered, and classed set of behaviors, functions both as a shield to save educators from having to do the hard work of dismantling inequity and as a disciplining agent for those who attempt or even consider disrupting structures and ideologies of dominance. Contributors: Sarah Abuwandi, Arizona State U; Colin Ben, U of Utah; Nicholas Bustamante, Arizona State U; Aidan/Amanda J. Charles, Northern Arizona U; Jeremiah Chin, Arizona State U; Sally Campbell Galman, U of Massachusetts; Frederick Gooding Jr., Texas Christian U; Deirdre Judge, Tufts U; Katie A. Lazdowski; Rom?n Liera, U of Southern California; Sylvia Mac, U of La Verne; Lindsey Malcolm-Piqueux, California Institute of Technology; Giselle Martinez Negrette, U of Wisconsin–Madison; Amber Poleviyuma, Arizona State U; Alexus Richmond, Arizona State U; Frances J. Riemer, Northern Arizona U; Jessica Sierk, St. Lawrence U; Bailey B. Smolarek, U of Wisconsin–Madison; Jessica Solyom, Arizona State U; Megan Tom, Arizona State U; Sabina Vaught, U of Oklahoma; Cynthia Diana Villarreal, U of Southern California; Kristine T. Weatherston, Temple U; Joseph C. Wegwert, Northern Arizona U; Marguerite Anne Fillion Wilson, Binghamton U; Jia-Hui Stefanie Wong, Trinity College; Denise Gray Yull, Binghamton U.
Описание: Through employing relational pedagogies and foregrounding voices that are too often silenced, the lessons in Hollywood or History? An Inquiry-Based Strategy for Using Film to Acknowledge Trauma in Social Studies engage students in examining the role of traumatic or traumagenic events in social studies curriculum.
Описание: Through employing relational pedagogies and foregrounding voices that are too often silenced, the lessons in Hollywood or History? An Inquiry-Based Strategy for Using Film to Acknowledge Trauma in Social Studies engage students in examining the role of traumatic or traumagenic events in social studies curriculum.
Автор: Delia Malia Caparoso Konzett Название: Hollywood at the Intersection of Race and Identity ISBN: 0813599326 ISBN-13(EAN): 9780813599328 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 18810.00 р. Наличие на складе: Нет в наличии.
Описание: Hollywood at the Intersection of Race and Identity explores the ways Hollywood represents race, gender, class, and nationality at the intersection of aesthetics and ideology and its productive tensions. This collection of essays asks to what degree can a close critical analysis of films, that is, reading them against their own ideological grain, reveal contradictions and tensions in Hollywood’s task of erecting normative cultural standards? How do some films perhaps knowingly undermine their inherent ideology by opening a field of conflicting and competing intersecting identities? The challenge set out in this volume is to revisit well-known films in search for a narrative not exclusively constituted by the Hollywood formula and to answer the questions: What lies beyond the frame? What elements contradict a film’s sustained illusion of a normative world? Where do films betray their own ideology and most importantly what intersectional spaces of identity do they reveal or conceal?
Описание: A key concern in postwar America was ""who's passing for whom?"" Analyzing representations of passing in Hollywood films reveals changing cultural ideas about authenticity and identity in a country reeling from a hot war and moving towards a cold one. After World War II, passing became an important theme in Hollywood movies, one that lasted throughout the long 1950s, as it became a metaphor to express postwar anxiety. The potent, imagined fear of passing linked the language and anxieties of identity to other postwar concerns, including cultural obsessions about threats from within. Passing created an epistemological conundrum that threatened to destabilize all forms of identity, not just the longstanding American color line separating white and black. In the imaginative fears of postwar America, identity was under siege on all fronts. Not only were there blacks passing as whites, but women were passing as men, gays passing as straight, communists passing as good Americans, Jews passing as gentiles, and even aliens passing as humans (and vice versa). Fears about communist infiltration, invasion by aliens, collapsing gender and sexual categories, racial ambiguity, and miscegenation made their way into films that featured narratives about passing. N. Megan Kelley shows that these films transcend genre, discussing Gentleman's Agreement, Home of the Brave, Pinky, Island in the Sun, My Son John, Invasion of the Body-Snatchers, I Married a Monster from Outer Space, Rebel without a Cause, Vertigo, All about Eve, and Johnny Guitar, among others. Representations of passing enabled Americans to express anxieties about who they were and who they imagined their neighbors to be. By showing how pervasive the anxiety about passing was, and how it extended to virtually every facet of identity, Projections of Passing broadens the literature on passing in a fundamental way. It also opens up important counter-narratives about postwar America and how the language of identity developed in this critical period of American history.
Автор: Erigha Maryann Название: The Hollywood Jim Crow: The Racial Politics of the Movie Industry ISBN: 1479847879 ISBN-13(EAN): 9781479847877 Издательство: Mare Nostrum (Eurospan) Рейтинг: Цена: 4138.00 р. Наличие на складе: Есть у поставщика Поставка под заказ.
Описание: The story of racial hierarchy in the American film industry The #OscarsSoWhite campaign, and the content of the leaked Sony emails which revealed, among many other things, that a powerful Hollywood insider didn’t believe that Denzel Washington could “open” a western genre film, provide glaring evidence that the opportunities for people of color in Hollywood are limited. In The Hollywood Jim Crow, Maryann Erigha tells the story of inequality, looking at the practices and biases that limit the production and circulation of movies directed by racial minorities. She examines over 1,300 contemporary films, specifically focusing on directors, to show the key elements at work in maintaining “the Hollywood Jim Crow.” Unlike the Jim Crow era where ideas about innate racial inferiority and superiority were the grounds for segregation, Hollywood’s version tries to use economic and cultural explanations to justify the underrepresentation and stigmatization of Black filmmakers. Erigha exposes the key elements at work in maintaining Hollywood’s racial hierarchy, namely the relationship between genre and race, the ghettoization of Black directors to black films, and how Blackness is perceived by the Hollywood producers and studios who decide what gets made and who gets to make it. Erigha questions the notion that increased representation of African Americans behind the camera is the sole answer to the racial inequality gap. Instead, she suggests focusing on the obstacles to integration for African American film directors. Hollywood movies have an expansive reach and exert tremendous power in the national and global production, distribution, and exhibition of popular culture. The Hollywood Jim Crow fully dissects the racial inequality embedded in this industry, looking at alternative ways for African Americans to find success in Hollywood and suggesting how they can band together to forge their own career paths.
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