Actividades Finales Geohistoria

8/9/2019 Actividades Finales Geohistoria

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REPUBLICA BOLIVARIANA DE VENEZUELAUNIVERSIDAD PEDAGOGICA EXPERIMENTAL LIBERTADORINSTITUTO PEDAGOGICO DE MATURIN “ANTONIO LIRA ALCALÁ”SUBDIRECCIÓN DE INVESTIGACIÓN Y POSTGRADOCOORDINACION GENERAL DE POSTGRADO

Teaching High School History: The Power of the Personal.By Ann White

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Do we still believe that good teaching emerges from a teacher's love of thesubject? A generation ago a book called The Art of Teaching, by scholar and teacher Gilbert Highet , argued eloquently that good teachers keep onstudying the subjects they teach, and that they keep on studying because theylove their subjects After all, who would drudge away at the books, year in andyear out, without a deep personal passion for her subject?

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#et current educational literature, where the spirit of impersonal science prevails,rarely notes the e$ect of teachers' personal enthusiasm %ne feelsembarrassed to speak of personal passion amid concern over such pressingquestions as how to use technology in teaching, how to assess students'learning, and how to apply the national history standards to classroom coverageof historical material & write, nevertheless, about a teacher's personal passionfor history, because in " years of high school history teaching, during which &have paid attention to the impersonal educational dialogue and sought toimprove my teaching according to its lights, my personal intellectual passionshave intruded themselves in surprising ways

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)othing gets more attention in the current educational dialogue than thequestion of how to assess what students learn & felt quite at the center of current debate when, some half*do+en years ago, & gave up tests in the medievalhistory unit of my 1 th*grade uropean history course & gave up both the short*answer test and the -essay- test, in which students write fact- lled

paragraphs in a speci.ed amount of time & gave up tests in favor of essaysthat require deeper thought and longer preparation /tudents might better learnthat historical facts do not sit in books, like nuggets of gold in a stream bottom,waiting to be read and memorized Th ! might begin to understand thatwords, with their changing meanings convey understanding of the past from onehuman mind to another

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0 hat is more, in my heart of hearts & know that & did not give up tests for any of the progressive reformers' reasons & gave th " up for my own personal,passionate desire to teach students how to write history with all their books andnote cards spread out on the 2oor and all the wheels of their minds andfeelings**not just the memory wheel**furiously whirring & do not think that allhistory teachers should instruct in this way, any more than all history teachersshould instruct according to progressive or conservative methods

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All intellectual passion is deeply personal 3edieval historian )orman 4antorhas observed that most of the scholars wh# gave us the 3iddle Ages we knowcould hardly have devoted whole lifetimes to di5cult scholarly work withoutprojecting substantial -positive value- on the history they studied &n other

words, these scholars worked from a deep personal passion for the 3iddle Ages&f such is true of scholarly giants, can it be less true of high school students?

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Tomado de: http://www.theatlantic.com/education/archive/2014/01/you-have-to-know-history-to-actually-teach-it/2829 !/"odi#icado con #ines did$cticos

http://www.theatlantic.com/education/archive/2014/01/you-have-to-know-history-to-actually-teach-it/282957/





Acti$i%&% s

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666667a forma en que in2uye la pasi8n por los temas que ense9amos, en nuestracalidad como

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S.3> ct = ? E%.c&ti#0&,= V

St.% 0ts = V M %i $&, = V C&+%s = V

P#siti$ = V P+#! cti04 =V

@ist#+! = V P&ssi#0 = V D 3&t = V

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P&,&3+& S.st&0ti$# A%> ti$# A%$ +3i# Si40i c&%# 0 Es*& #,/ubject : ;ema<eneration = <eneraci8n

loquently = locuentementeducational = ducacional

>istorical = >ist8ricouriously = uriosamente

@rogressive = @rogresivo@ositive = @ositivo

6() L & c.i%&%#s&" 0t ,&s si4.i 0t s ;+&s s /t+&-%&s % ,& , ct.+& 5 0c.+si$& ! 0 4+it& % 0t+# % , t /t#7 i% 0ti .A tipo de frase Bnominal, verbal, adjetival o preposicionalb De ser nominal, subraye nCcleo4 scriba el equivalente en espa9ol de la fraseB" pts c u E " pts

1. good teaching :

Buena enseñanza. ADJETIVAL.

2. ! scho"ar and teacher #i" ert $ighet: %or e" acad&'ico ! (rofesor #i" ert $ighet. %)E%*+I I*-AL.

. fee"s e' arrassed to s(ea/:+e siente a(enado (ara ha "ar. VE)BAL.

0. in the current educationa" dia"ogue



En e" di "ogo educaciona" actua". %)E%*+I I*-AL.. Teachers3 (ersona" enthusias':

E" entusias'o (ersona" de "os (rofesores. -*4I-AL

5. /ee( on stud!ing+igue estudiando. VE)BAL.

6. I'(ersona" Education Dia"ogues:Dia"ogos educaciona"es i'(ersona"es. -*4I-AL.

7. 8act9 ""ed (aragra(hs:%arrafos ""enos de hechos. ADJETIVAL.

;. <aiting to e read and 'e'orizedEs(erando ser "e=do ! 'e'orizado. VE)BAL

1>. dee("! (ersona"%rofunda'ente (ersona". ADJETIVAL

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1 its Bp"F 71" G ;he impersonal educational dialogue" hich Bp(F 71H G ;he IessayJ test( ;hey Bp(F 7" G /tudents0 ;hem Bp0, 7"( G ;ests! ho Bp!F 7( G /cholars

() R s*#0%& 0 s*& #, ,&s si4.i 0t s *+ 4.0t&s + ,&ci#0&%&s c#0 ,&, ct.+&(

1 KDe acuerdo con <ilbert >ighet cuLles son las caracterMsticas de un buenprofesor? B",! pts

" Kpor cuLl mNtodo de evaluaci8n la autora sustituy8 los e:Lmenes? B",! pts( K@or quN la autora renunci8 a hacer o aplicar e:Lmenes? B( pts0 DN su opini8n personal acerca del contenido de la lectura stL usted te

acuerdo con los argumentos e:puestos por la autora? Ousti.que B" pts



REPUBLICA BOLIVARIANA DE VENEZUELAUNIVERSIDAD PEDAGOGICA EXPERIMENTAL LIBERTADORINSTITUTO PEDAGOGICO DE MATURIN “ANTONIO LIRA ALCALÁ”SUBDIRECCIÓN DE INVESTIGACIÓN Y POSTGRADOCOORDINACION GENERAL DE POSTGRADO

'You Have to Know History to Actually Teach It'%n interview with ric !oner & 'ulit(er pri(e-winnin) author o# The Fiery Trial: Abraham Lincoln and

American Slavery.*y +avid ,utler

+avid ,utler: recently spoke to ric oner a out the teachers who in#luenced him and how hi)h-school history teachers can etter prepare students #or colle)e.



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".#: Where shoul$ high%school teachers &lace ore e &hasis on the s(ills of history) the literary as&ect of it* or the actual content+

. : respect what hi)h-school teachers do enormously. They have a much harder 3o thanwe do at the colle)e level. think oth are important. m stron)ly in #avor o# studentsknowin) the #acts o# history& not 3ust memori(in) or havin) it drilled into their heads. mcertainly a)ainst this testin) mania that s )oin) on now where you can 3ud)e whether someone really understands history y their per#ormance on a multiple-choice test.

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5nowled)e o# the events o# history is important& o viously& ut also think what see incolle)e students& that seems to e lackin) at least when they come into colle)e& is writin)e6perience. n other words& ein) a le to write that little essay with an ar)ument. see thatthey think& 7 5& there are the #acts o# history and that s it what more is there to e said 7*ut o# course& the very selection o# what is a #act& or what is important as a #act& is itsel#

ased on an interpretation. ;ou can t 3ust separate #act and interpretation <uite as simply asmany people seem to think. would love to see students )et a little more e6perience in tryin)to write history& and tryin) to understand why historical interpretation chan)es over time.

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".#: Is an e &hasis on rote e ori,ation lessening stu$ent interest in history* an$a(ing the fiel$ see less relevant to younger generations+. : think it pro a ly is. There are many reasons #or that. think there s a )eneral tendency

in education nowadays toward what you mi)ht call the pra)matic side o# education & whichis #ine. The students need to have 3o s eventually& no <uestion a out it. *ut education is not

3ust a vocational enterprise teachin) people the skills that will ena le the to )et 3o s--althou)h that s o viously part o# it. >e are also teachin) citi(ens. >e try to teach people theskills that come alon) with studyin) history. The skills o# evaluatin) evidence& o# posin)<uestions and answerin) them& o# writin)& o# mo ili(in) in#ormation in order to make anar)ument. think all o# that is important in a democratic society i# people are actually )oin)to e active citi(ens. Teachin) to the test does not really encoura)e emphasis on those aspectso# the study o# history.

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Tomado de: http://www.theatlantic.com/education/archive/2014/01/you-have-to-know-history-to-actually-teach-it/2829 !/"odi#icado con #ines did$cticos

A#TI-I"A" S

Activi$a$ . +ada la in#ormaci?n e6tra@da de la revisi?n r$pida del te6to y su relaci?n con el t@tulo dela misma& escri a 2 ideas <ue usted cree se desarrollar$n en la lectura. A1 pt. c/uB

1B Ca enseDan(a de la historia.

2B Ca importancia de conocer la historia.






Activi$a$ /. ,opie del te6to al menos 10 pala ras <ue usted entendi? por su parecido con el espaDol.A0& pts c/u E pts.B

Fespect& much& certainly& mania& events& selection& interpretation& e6perience& pro a ly& reasons.

Activi$a$ 0. Cea cuidadosamente los enunciados e6tra@dos del te6to y seDale la parte del ha la a la <ue

corresponden las pala ras en ne)rita& lue)o escri a el e<uivalente en espaDol de cada enunciado. A12 pts.B

1. I 1&rono 2re3 respect what hi)h-school teachers1sustantivo3 do enor ously1a$ver2io3.

;o respeto enormemente lo <ue hacen los pro#esores de secundaria.

2. s an e &hasis1sustantivo3 on rote e ori,ation1sustantivo3 lessenin) stu$ent1sustantivo3interest in history1sustantivo3 456+

G st$ el Hn#asis en la memori(aci?n disminuyendo el interHs de los estudiantes en la historia

=. thin(1ver2o3 all o# that is i &ortant1a$7etivo3 in a $e ocratic1a$7etivo3 society i# &eo&le1sustantivo3 are actually1a$vervio3 )oin) to e active1a$7etivo3 citi(ens.

;o creo <ue todo eso es importante en una sociedad democr$tica si las personas van a ser ciudadanos activos realmente.

Activi$a$ 8. Se9ale el referente conte tual $e los siguientes &rono 2res $entro $e la lectura 1/&ts. c;u< = &ts.3

1. They Ap1I C=B: Ji)h school teachers.2. They Ap2I C9B: ,olle)e students.

=. >hich Ap=I C19B: Keneral tendency.4. Them Ap=& C21B: 'eople.

Activi$a$ 0. *as$ndose en la in#ormaci?n o tenida del te6to& realice un reve resumen del mismo. A= pts.B LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL

Actividades Finales Geohistoria

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