History Lab معمل التاريخ كأحد طرق التدريس

Chris Nasson Executive Director Concord Review Society

History Lab Plan

Introduction:

In high school I always considered myself a Humanities guy. With a natural inclination for

reading, thinking, writing, and discussing, it seemed that the Humanities should be a perfect fit for me.
In part, they were. I enjoyed English class, devouring books such as Grapes of Wrath, A Tale of Two
Cities, and Animal Farm, and I lived for the extra-credit writing assignments when my teacher told us,
“Write about anything that interests you.” I still remember my naive ninth grade essay attempting to
explain the merits of capital punishment. When people asked me what my favorite subjects were, I
always answered truthfully, “English and History.” Yet for some reason I often dreaded History class,
and until recently I was never sure why. I loved reading biography and had an insatiable appetite for
politics and current events, but this passion never spilled into History class. Now I think I know why.

As it is presently taught, History is an interesting subject being presented in a boring fashion.

The typical History class consists of students sitting passively while a teacher lectures about a
historical topic. Some students may listen and take notes, while many others stare aimlessly at the
blackboard waiting for the ringing bell to signal the end of class. Homework often consists of reading
from a textbook that sterilizes fascinating subjects such as World War II, the framing of the U.S.
Constitution, and the rise and fall of the Soviet Union, by providing superficial summaries of major
events. In other words, the problem with History is not that it is inherently boring, but that it is taught
in an inherently boring manner.

The problem with the History teaching archetype is that it prohibits students from actually

doing history. History involves reading nonfiction books, researching, debating, and writing. History
does not need to rely solely on dry hour-long lectures or video presentations. If educators want to make
History class fun and interesting, they must let the students do history, in the way they let students do
math, science, and English. Imagine a Geometry class where the students never did problem sets, a
Chemistry class without laboratory work, or an English Literature class without a novel. Not only
would these class lack substance, they would also contribute to student boredom.

Overview:

The History Lab Plan (H.L.P.) is an education plan designed to improve history education at

the high school level. If instituted, the H.L.P. will change the way History is taught in the classroom,
emphasizing an independent student learning model as opposed to the teacher-dependent archetype.
The premise behind the H.L.P. is by involving students in the hands-on investigation and study of
history, as is done in science and athletics, teachers can make History a more enjoyable and interesting
subject. Additionally, students will develop important skills that otherwise would remain

undeveloped in a traditionally taught History class.

What is the History Lab Plan?

The H.L.P. is a structural change in the way History is taught. In the traditional History class,

students often sit passively while a teacher stationed at the front of the room lectures about important
historical dates, figures, events, and periods. Occasionally the class will engage in brief, teacher-
driven discussions. Less frequently, the class will be exposed to a video or a guest lecturer.

The H.L.P. seeks to make students active learners by engaging them in the study of history

through the acts of researching and writing historical expository essays. Instead of spending all of
their time in the classroom, students will make a weekly trip to the library, where their teacher will
act as a “History Coach,” guiding students through their own exploration of history. This approach
does not seek to remove all aspects of the traditional teacher-dependent model. Instead it seeks to
supplement lecture with active learning. By encouraging students to choose a topic of interest to them,
find primary and secondary sources in the library that illuminate the topic, then think and write
critically about the topic, educators can encourage ownership of history by the students.

How does the History Lab Plan work?

History class would be scheduled like Science class; classes would meet daily, Monday through

Friday, with one day per week designated for a “double-block,” where students would have two
consecutive periods of History class. Like Biology, Chemistry, and Physics teachers, History teachers
would use this extended period for “History Labs.” History Labs would be conducted in the library,
where students would carry out independent research on the historical topic of their choice. The
teacher would roam the library, coaching students through brief one-on-one meetings. After six weeks of
conducting research during History Labs and on their own time, students would spend the next four
weeks of History Lab working independently and with their teacher to develop a plan and create an
outline for their expository essay. The remainder of the semester’s labs, as well as some of the students’
own time, would be spent writing and editing a history research paper. Beginning in the ninth grade,
students would be required to write two four-to-six page papers. As students advanced a grade level, the
required length of the history essays would increase by two pages, so by twelfth grade students would
be writing two ten-to-twelve page essays. By making room for one extra History period per week,
educators could create an environment in which students are writing two serious research papers per
year.

The History Lab Plan can also be implemented as an interdisciplinary project, linking History

and English teachers and their students. Students can spend one semester researching and writing a
history essay and another semester researching and writing a literature essay. Teachers can work with
students within their area of expertise, with History teachers focusing on student research and English
teachers concentrating on student writing. If the interdisciplinary model of the H.L.P. is implemented,
school systems would only have to add one English period for half of the year and one History period
for the other half of the year to create an academic environment in which students are writing two

research essays per year.

الموضوع كاملا علي الرابط

http://www.tcr.org/tcr/institute/historylabplan.pdf

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َزُورُ مختبرُ التأريخَ

حيث يُمْكِنُ أَنْ تَضعَ وجهَكَ في Decameter، يُعيدُ لعب الماضي مَع a دفع a زرّ، أَو مسرحيّة a دورة مكانِ البطاقة البريديةِ؟ الجواب: في مختبرِ التأريخَ يَتعلّمُ مركزاً.

نلْ وجهاتَ نظر كويك تايمِ الشهادةِ 360 وصورِ مركزِ التَعَلّم.

مفتوح الآن على الطابقِ الخامسِ لمتحفِ تأريخِ ولاية واشنطن في تاكوما، مختبر التأريخَ الذي يَتعلّمُ مركزاً يَشْغلُ الزوّارَ بالمعروضاتِ التفاعليةِ التي تَعْرضُ مثل هذه المفاهيمِ التأريخيةِ كوقت، مكان، وجهة نظر، إستكشاف، وسابقة. في مركزِ التَعَلّم، زوّار كُلّ الأعمار تُشجّعُ لإسْتِعْمال أدواتِ تجارةِ التأريخَ (مصنوعات يدوية وأشياء عابرة وكُتُب ونشرات دورية، ناس، خرائط، وصور) لإعتِقاد مثل المخبرين في بحثِ الدليلِ. لأن، بينما أمين مختبرِ تأريخِ الإفتراضيِ Inspecta Detecta يُشيرُ، "كُلَّ مَرَّةٍ نَستديرُ، نحن نُواجهُ مَع a لغز تأريخِ الذي مَنْ الضَّرُوري أَنْ نُحْلَّ." أنت فقط تَحتاجُ لمعْرِفة كَيفَ. ويَكتشفُ كَيفَ "يَعمَلُ تأريخُ" الذي مختبرُ التأريخَ كلّ شيء عن.

يَزُورُ الصنفُ إلى مركزِ التَعَلّم

برامج صنفِ مُسَهَّلةِ خصيصاً مَعْرُوضة في مختبرِ التأريخَ تَتعلّمُ الثّلاثاءَ المركزيَ إلى الجمعة في 9:30 صباحاً، 11:00 صباحاً، 12:30، و2:00 مساءً. يُبرمجُ لغزُ التأريخَ مَرةً لساعةِ وa نِصْف ويُمْكِنُ أَنْ يُسكنَ بحدود 30 طالبِ. زُرْ صفحةَ جولةِ الصنفَ للمزيد من المعلومات ولعَمَل a حَجْز.

عمل مختبرِ التأريخَ الذي يَتعلّمُ مركزاً

أَخْذ السَنَواتِ لتَصميم وشهورِ لصِناعَة، مختبر التأريخَ الذي يَتعلّمُ مركزاً فَتحَ إلى الجمهورِ في يونيو/حزيران عُشُرِ، 2001. البناء بَدأَ في أبريل/نيسانِ، ونحن عِنْدَنا الكثير مِنْ الصورِ التي تُشوّفُ عمليةَ تَركيب مختبرِ التأريخَ تَعْرضُ.

أردْ أَنْ تَعْرفَ أكثر؟ هنا بَعْض التفصيلاتِ:

النظرة العامّة التربوية

تَعَلّم نشرةِ الحقائق المركزيةِ

"مفاهيم مُفَكِّرة تأريخية"

"أدوات تجارةِ التأريخَ"

"تحقيق شغّال: يَبْني مختبرُ تأريخِ مجتمعِ تأريخيِ ولاية واشنطن يَتعلّمُ مركزاً "

الصلات إلى التحقيقِ التأريخيِ الآخرِ أسندَ مواقعَ الويب

موقع ويب مختبرِ التأريخَ

إنطلقَ في 1999، موقع ويب مختبرِ التأريخَ بيتُ إلى النشاطاتِ على الإنترنتِ للطلابِ، منهج ومُلاحظات تطويرِ محترفةِ للمعلمين، و"حائط متبرعنا الإلكتروني" يَعْرضُ تعددَ متبرعي المشروعِ الذي ساعدَ على تَسجيل مختبرِ التأريخِ حقيقيِ.

يَفِيقُ مختبرُ التأريخَ عُدّةً

يُنتظر أَنْ يَعْرضَ أثناء 2001-2002 سنة دراسية، يَفِيقُ مختبرَ التأريخَ عُدّةً جوهرياً النسخةُ الجوّالةُ لمركزِ التَعَلّم. هو سَيَتضمّنُ كلا a قرص ذاكرة مدمج أَو دي في دي لمختبرِ التأريخِ المصمّم خصيصاً الذي يَتعلّمُ برامجاً وa طالب وكتاب مُناسِب للمعلّمَ الذي يُبرزُ المناطقَ المختلفةَ مِنْ المعروضِ بينما تُوضّحُ كُلّ مفهوم وأداة مُفَكِّرة تأريخي.

فرص التطويرِ المحترفةِ لمدراءِ المدرسةَ والمعلمين

إنّ معاهدَ مختبرِ التأريخَ الصيفيةَ تُصمّمُ لمُسَاعَدَة المعلمين يَتعلّمونَ مُكَامَلَة المفاهيمِ والأدواتِ المُفَكِّرةِ التأريخيةِ بالعديد مِنْ مناطقِ الدراسةِ المختلفةِ، بضمن ذلك العِلْمِ، فَنّ، رياضيات، ومعرفة القراءة والكتابة. يُركّزُ كُلّ معهد على a مفهوم أَو أداة مختلفة بينما ورشات تُزوّدُ a نظرة عامّة شخصية عامّة. وحدات منهجِ تُطوّرُ لدَعْم كُلّ مفهوم بالإضافة إلى إستعمالِ الأدواتِ المُخْتَلِفةِ.

ورشات مختبرِ تأريخِ

عَرضتْ خلال مناطقِ المدرسةِ، إي إس دي إس، والمجتمع التأريخي، تُقدّمُ هذه ورشاتِ 1-2 النهارية المعلمون إلى عِلْمِ منهج مختبرِ التأريخِ الذي يَستعملُ المفاهيمَ المُفَكِّرةَ التأريخيةَ السبعة وسبعة "أدوات تجارةِ التأريخَ." الورشات يُمكنُ أَنْ تَكُونَ يوماً كاملاً أَو نِصْفَ نهاريَ، تقديم أثناء الخدمة أَو الطرق الشخصية النهارية الإختيارية يَتعقّبانِ.