Teaching after 9/11

Autor/in	Gardner, Robert
Titel	Teaching after 9/11
Quelle	In: Canadian Social Studies, 48 (2016) 2, (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1191-162X
Schlagwörter	Foreign Countries; Teaching (Occupation); Terrorism; Social Studies; Secondary School Teachers; High School Students; Urban Schools; Learner Engagement; Interdisciplinary Approach; Current Events; Reflective Teaching; Political Issues + Suchen Sie Ihr Suchwort? Ausland; Teaching; Lehrberuf; Terrorismus; Gemeinschaftskunde; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Aktualität; Politischer Faktor
Abstract	Robert Gardner is a Social Studies teacher at a large urban high school in Edmonton (Canada) with a widely diverse ethnic population. He observes that after the terrorist attacks of September 11, 2001 his students became much more engaged in discussion of international issues and more willing to share their personal experiences of life outside of Canada. Mr. Gardner soon found that he needed to learn far more about Middle Eastern history, culture and religion to better understand and to better teach current events from a range of perspectives. [This article originally appeared in the v38 n1 Fall 2013, issue of "Canadian Social Studies" and was one of five selected for this Retrospective Issue that "offers insights into the concerns of the past that still live with us today".] (As Provided).
Anmerkungen	University of Alberta. 347 Education South, Edmonton, Alberta T6G 2G5, Canada. Web site: http://www2.education.ualberta.ca/css/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01