...internet revolutionized the way people shared information and catalyzed further technological advancement. Will these radical changes affect future historians’ understanding and practice of historiography? This question puts the Annales School of history under the scrutiny and debates of many modern historians. The Annale School of history was started by Marc Bloch and Lucien Febvre. The name Annale comes from Annales d'histoire économique et sociale, which was a journal Marc Bloch and Lucien Febvre founded in 1929. The Annale School emphasized on a comprehensive understanding of history, which requires interdisciplinary study involving sociology and anthropology, demography, geography, economics, psychology, linguistics, and art history. The journal gained most of its influence under the leadership of Fernand Braudel. Braudel's particular contribution to the Annales School is his “geo-historical structuralism”, this structuralism is a three-tiered conception of historical time: structure (long-term) at base, then conjuncture (medium-length units) and finally évènement (short-term or event). Braudel regards the évènement as having the least importance in understanding history. His denigration of the évènement came from his mistrust in traditional history, which just chronically records important events that took place. The traditional historians heavily rely on documentary authenticity as they believe that good historical documents are self-sufficient. Braudel, in contrast, does...
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...As we begin our graduate degrees, it is very important for us to understand how and where the tradition originated. The foundation of the American higher education system is derived from the original ideology of European education. Two Greek pioneers of tutelage, Plato and Aristotle, established the Academy in 387 BC and the Lyceum in 335 BC, respectively (University of Oklahoma, 2015). Over the next few centuries there were significant developments in Palestine, Babylonia, India, China, and Egypt. Jewish, Buddhist, and Islamic religions each had their own educational institutions founded during this time, and were equally important in the expansion of graduate studies. The development of universities in Western Europe began when groups of students flocked from their home countries to various locations to witness instructors lecture about specific topics. Numerous universities were established in Europe during the 12th century. England, Germany, Bohemia, and Poland each had the inauguration of their first university. The primary model for European institutions originated from the basis of the University of Paris, which became the central establishment for the studies of philosophy and theology (University of Oklahoma, 2015). In Italy the University of Bologna became known for the study of law and the University of Salerno became renowned for the study of medicine. Future universities in Italy and Spain modeled their institutions after the University of Bologna (University...
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...consistently moving forward. The Wisconsin school system also claims to have a proud history of progressive education. Wisconsin was granted statehood on May 29, 1848, becoming the 30th state. It was in this same year that Wisconsin first recognized public education, and began dialogue on ways to finance it. Wisconsin Constitution, Article X, Section 3 states that, “The legislature shall provide by law for the establishment of district schools, which shall be as nearly uniform as practicable.” Established school districts were handed the authority to govern the schooling in their region, and were given the power to tax in order to fund school development. According to Maher, Skidmore and Statz (2007) it was decided that the school districts should be funded through local property taxes, which presented further challenges. This created a heavy reliance on local property taxes, leading to frustration for taxpayers. The second major challenge was that all districts were different in size and demographic, therefore this created a disparity between districts in their ability to raise money through taxes. The state was forced to provide financial aid due to the inequity in dollars that could be raised between districts. The state set up financial aid, the Common School Fund or Library Aid. Maher et al. (2007) state that, “Initially, this support was provided to every school in the form of a flat amount of aid per pupil. This original aid, the Common School Fund or Library Aid, had as its purpose...
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...Title Robert Winn’s experience in high school history was not a positive one. His teachers for that subject were far from supporting and did not instill the love of the subject in their students. What lead him to the idea of becoming a history professor and getting his Ph.D. from the Catholic University of America was his English teacher. His English teacher tied in history with the regular class work. At that moment, Professor Winn was hooked, and he knew that he only wanted to teach in college. Like most education students, Professor Winn student taught through his student years, but it was not until graduate school that he got his first teaching job as a fill in for a class. After he finished his degree, he taught for 3 years at Creighton...
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...Schools should offer more world history classes because the lack of knowledge leaves people at a disadvantage, it’s important to know how other countries shaped theirs, and students will regain interest if they’re taught something new. By the time students reach high school, they’ll have spent the past nine years learning about only American history and chances are that they know next to nothing about the rest of the world. It may not seem like it, but learning just a little information about other countries can drastically open a person’s eyes. “Our view of history shapes the way we view the present, and therefore it dictates what answers we offer for existing problems. Let me offer a few examples to indicate how this might be true.” (Crabtree) Who was Benjamin Disraeli? Charlemagne? Li Si? Unless students have already learned about these people from somewhere else, they most likely have never even heard their names before because schools don’t teach about them, despite their importance in history. Disraeli was a well-known English prime minister, Charlemagne was a French king and one of the first people to build schools so that others could earn an education, and Li Si was a Chinese advisor who organized many laws that we still use to this day. Ironically, Li Si...
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...Syed Akeel Bilgrami Quite often, those associated with the Indus Valley School of Art and Architecture at Karachi have been asked: - What was the need for the Indus Valley School to spend so much time and effort to re-locate an old building on its campus, and, - Why the Nusserwanjee Building? The answers to these questions can be linked to the day, May 1, 1991, when twelve prominent architects of the city brain-stormed at the Indus Valley School to evolve a design criteria for its new campus. The school had just acquired a plot and since it was the first time that a custom–designed campus for an Art and Architecture institution was being built in Pakistan, it was expected the brain-storming would generate some fresh, innovative, ideas. Interestingly however, the consensus at the end of the day, reached, perhaps half in jest, was that an ideal environment for a school of art is in and around an old building, and that the School should find such a building and move into it! Hardly a week later, Shahid Abdulla, one of the founders of the Indus Valley School, excitedly called to say he had found a beautiful old building, right in the heart of Kharadar, which was for sale and about to be demolished. Before one could express one’s reservations about the location, he quickly added, “We will save it and move it to the campus in Clifton.” What he had seen was the hundred-year-old Nusserwanjee Building, a stone structure in two blocks of three and four storeys with large halls...
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...EFFECTS OF INSTRUCTIONAL RESOURCES ON THE ACADEMIC PERFORMANCE OF STUDENTS IN HISTORY IN NIGERIA BY Dr. (Mrs.). A. A. Jekayinfa ABSTRACT This study was carried out to find out the effects of instructional resources on the academic achievement of secondary school students in History. For the purpose of the study, data were collected from five hundred and five (505) form IV history students, eleven (11) History teachers and seven (7) principals in eleven (11) selected secondary schools in Ogbomoso North and Central Local Government areas of Oyo State. Teachers and students in the sampled schools were administered, an investigator – constructed questionnaire. History Achievement Test was also administered on the students in the selected schools. Results of the study indicated that adequate supply of instructional resources have significant effects on students’ performance in history. Furthermore, the results revealed that schools with adequate teacher quality and material resources in History showed superiority in achievements on the history test than schools without adequate teacher quality and material resources. INTRODUCTION Education, according to Coombs (1970) consists of two components. He classified these two components into inputs and outputs. According to him, inputs consist of human and material resources and outputs are the goals and outcomes of the educational process. Both...
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...2nd school school school Revision for History GCSE (1) Thursday 3rd school school school Revision for Religious Studies GCSE (1) Revision for Biology GCSE (1) Revision for Chemistry GCSE (1) Friday 4th school school school Revision for Mathematics GCSE (1) Revision for English GCSE (1) Saturday 5th school school school Revision for History GCSE (1) Sunday 6th school school school Revision for Religious Studies GCSE (1) Revision for Chemistry GCSE (1) October 2013 Day Monday 7th Early AM school Later AM school Early PM school Later PM Early Eve Revision for Biology GCSE (1) Later Eve Revision for Mathematics GCSE (1) Revision for English GCSE (1) Tuesday 8th school school school Revision for History GCSE (1) Wednesday 9th school school school Revision for Religious Studies GCSE (1) Revision for Biology GCSE (1) Revision for Chemistry GCSE (1) Thursday 10th school school school Revision for Mathematics GCSE (1) Revision for English GCSE (1) Friday 11th school school school Revision for History GCSE (1) Saturday 12th school school school Revision for Religious Studies GCSE (1) Revision for Biology GCSE (1) Revision for Chemistry GCSE (1) Sunday 13th school school school Revision for Mathematics GCSE (1) October 2013 Day Monday 14th Early AM school Later AM school Early...
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...History of Dorsey High School Opening in 1937 Dorsey High School was home to an average of 2,400 students. Dorsey High School served students of Baldwin Hills, Baldwin Village, Jefferson Park, Leimert Park, and portions of Crenshaw. The school was named after Susan Miller Dorsey, the first female superintendent of the Los Angeles public school system. Throughout the years, Dorsey High School has made quite a reputation for itself. Some can say that it is worth bragging about. Others beg to differ. Ranging from the various sports teams, notable alumni, math and science programs, and more, Dorsey High School is a place where teenagers are turned into young adults, sports is idolized, and education is taken seriously. Throughout the negativity, assumptions, and rumors, Dorsey has strived above and beyond the call and has made great history. Dorsey High School has pleasant extracurricular activities history. Dorsey High School has several athletic teams, such as wrestling, football, basketball, track & field, and more. Dorsey’s main rival is Crenshaw High School. Dorsey’s football games are held at Jackie Robinson Stadium. Dorsey High School has the distinction of sending the second most players to the NFL in its entire history behind Long Beach Poly. Dorsey is also a 4-A in its conference. Dorsey has the most wins ever made in Los Angeles history. Dorsey‘s academic decathlon teams also won Los Angeles City Super Quiz championships in 1981, 1982, 1984, and 1985. In 1989,...
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...audience that The Pledge of Allegiance should be recited in schools. Central Idea/Thesis: The Pledge of Allegiance is a part of history and a part of this country and needs to be recited by children in schools. Introduction I. I pledge allegiance to the flag of the United States of America, and to the Republic for which it stands: one nation under God, indivisible, for liberty, and justice for all. II. After today you will understand the importance of The Pledge of Allegiance and why children should recite it in schools. III. We all remember reciting The Pledge of Allegiance in school and it has recently been banned from being said every morning by students. IV. The Pledge of Allegiance is a part of history and a part of this country and needs to be recited by children in schools. Main Point 1: The Pledge of Allegiance has been banned from being recited in schools in several states. Main Point 2: Throughout the history of The Pledge of Allegiance, there have been several revisions and many misinterpretations. Main Point 3: The Pledge of Allegiance should still be recited in school. Transition (Internal Preview): First, Mrs. Charlery is going to tell you a little about the ban on The Pledge of Allegiance in schools, and then Mrs. Borton is going to tell you about the history of the pledge and what it is supposed to stand for. Body I. The Pledge of Allegiance has been ban from being recited in schools in several states. A. June 2002, a three-judge panel...
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...Broward Virtual School / Florida Virtual School -High School 2010-2011 Course Offerings 2010-2011 Online High School Courses Broward Virtual School Broward County students have the opportunity to take courses for middle and high school credit taught online by Broward County teachers. Florida Legislators have made virtual education a component of parent/student choice. Broward Virtual School (BVS) has franchised the award-winning program for online learning from the Florida Virtual School, sponsored by the State of Florida. All courses are based on the Sunshine State Standards and the curriculum is directly linked to the benchmarks established by the Florida Department of School. Students may learn wherever they are, whenever they choose, maintaining a specified course pace. Students will use the Internet to participate in a learning experience quite different from the traditional school classroom. BVS serves full-time students as well as students who take courses at traditional high and middle schools. Broward County Schools will offer courses not otherwise available to students at their schools, such as select Advanced Placement classes. Any student eligible to enroll in a Broward County middle or high school may select the online environment. Successful online students are self-disciplined, motivated to learn, possess time management skills, and 21st century technology skills. Course Offerings Students may register for any BVS course offering (contingent...
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...History of National Women's History Month The Beginning As recently as the 1970's, women's history was virtually an unknown topic in the K-12 curriculum or in general public consciousness. To address this situation, the Education Task Force of the Sonoma County (California) Commission on the Status of Women initiated a "Women's History Week" celebration for 1978. We chose the week of March 8 to make International Women's Day the focal point of the observance. The activities that were held met with enthusiastic response, and within a few years dozens of schools planned special programs for Women's History Week, over one-hundred community women participated in the Community Resource Women Project, an annual "Real Woman" Essay Contest drew hundreds of entries, and we were staging a marvelous annual parade and program in downtown Santa Rosa, California. Local Celebrations In 1979, a member of our groups was invited to participate in Women's History Institutes at Sarah Lawrence College, attended by the national leaders of organizations for women and girls. When they learned about our county-wide Women's History Week celebration, they decided to initiate similar celebrations within their own organizations and school districts. They also agreed to support our efforts to secure a Congressional Resolution declaring a "National Women's History Week." Together we succeeded! In 1981, Sen. Orrin Hatch (R-UT) and Rep. Barbara Mikulski (D-MD) co-sponsored the first Joint Congressional...
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... Search in this database with the term "Nursing History" (or other related terms), to find the "official" names MeSH uses for the subject you have in mind. Then, switch into the PubMed database (you can also do this from within MeSH) and use the term(s) you found to find articles. MeSH and PubMed are available to the general public for free, but UIC faculty, staff, and students can enter a version of PubMed that includes links to many online full-text journals. -------------------------------------------------------------------------------- Web Resources American Association for the History of Nursing, Inc. (AAHN) The AAHN is a professional organization founded in 1978 as a historical methodology group. It is open to anyone interested in nursing history. This web site includes links to a nursing history calendar, a historical methodology bibliography, resources for nursing history (which includes a list of recent nursing history publications), short biographies with suggested readings about some nurses (available under "Gravesite Series"), and a nursing history primer to introduce undergraduate students to history research. Canadian Association for the History of Nursing (CAHN) This site lists many links to other nursing history resources, including the Internurse History Page, BC History of Nursing Group, and a Significant Events in the History of Nursing timeline. The Center for The Study of The History of Nursing Established in 1985 at the University...
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...it only from a certain perspective. The textbooks in history classrooms represent many different groups from the perspective of one group, usually European. Loewen explores the topic of why students dislike history classes. He also discusses the idea that much of what students learn in American history classes is wrong and that there are many omissions. He challenges the Public School system, mostly in regards on how history is taught in high school classrooms. American history books wish to paint the United States as the best country, almost to the point where they make it seem that it doesn’t have any flaws. a lot of books used to teach history in high school neglect to include the entire information on events that formed the united states. Reading some essays from the book Lies My Teachers Told Me helped me open my eyes and see how wrong history is taught in high school; we as citizens need to do the proper research and spread the knowledge among peers to create socially aware generations. Most of the time American history isolates children of color by ignoring the fact that many of the people who contributed greatly to this country were non-white. In a sense one can say that this contributes to the majority of high school students thinking of white as superior to other races, they think that no other races made great contributions in building this nations. This mentality can be seen as an immediate effect of history classes omitting details about other races major contributions...
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...EDU 604 HISTORY OF EDUCATION IN NIGERIA COURSE GUIDE Course Code Course Title Course Developer History of Education in Nigeria EDU 604 Dr Samuel Amaele Guidance and Counselling University of Ilorin Kwara State Dr Samuel Amaele Guidance and Counselling University of Ilorin Kwara State Mr Akanbi G. O. Department of Educational Foundation College of Education Oyo state Dr. O. I. Salawu School of Education National Open University of Nigeria Lagos Course Writers Course Editor Programme Leader NATIONAL OPEN UNIVERSITY OF NIGERIA ii EDU 604 HISTORY OF EDUCATION IN NIGERIA National Open University of Nigeria Headquarters 14/16 Ahmadu Bello Way Victoria Island Lagos Abuja Annex 245 Samuel Adesujo Ademulegun Street Central Business District Opposite Arewa Suites Abuja e-mail: centralinfo@nou.edu.ng URL: www.nou.edu.ng National Open University of Nigeria 2006 First Printed 2006 ISBN: 978-058-134-0 All Rights Reserved Printed by …………….. For National Open University of Nigeria iii EDU 604 HISTORY OF EDUCATION IN NIGERIA Contents Page Introduction ……………………………………………. 1 Course Aims ………………………………………………... 2 Course Objectives ………………………………………….. 2 Working through this Course ………………………………. 2 Course Materials …………………………………………… 3 Study Unit …………………………………………………. 3 Assessment …………………………………………………. 4 End of Course Examination ………………………………... 4 Summary ………………………………………………….. 4-5 Introduction To appreciate the current educational development and plan better...
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