two medieval scholars are arguing about earth is round or flat give some arguments to support in their cases
Answers
Answer:
the earth is round shape
before the scientists used to belive the earth in a flat shape but in earlier they known that earth is round shape
we we started a place again we will travel and reach to same place. it means earth is round shape
hope it may helps u
Explanation:
hope this helps you
For at least a century, educational critics and school reformers have pointed to high school history teaching as the model for poor and ineffective pedagogy. Consider, for example, the introduction to a series of nineteenth-century books on teaching written by psychologist G. Stanley Hall:
History was chosen for the subject of the first volume of this educational library because, after much observation in the schoolrooms of many of the larger cities in the eastern part of our country, the editor … is convinced that no subject so widely taught is, on the whole, taught so poorly, almost sure to create a distaste for historical study—perhaps forever.1
History education, Hall observed, involved generally unprepared teachers who used ineffective methods to turn history into the driest of school subjects. “The high educational value of history is too great,” Hall explained, “to be left to teachers who merely hear recitations, keeping the finger on the place in the text-book, and only asking the questions conveniently printed for them in the margin or the back of the book.”2 In a call to instructional arms, Hall and other late-nineteenth-century reformers urged teachers to move beyond lecture, recitation, and textbooks, asking them to “saturate” history teaching with more active historical pedagogy.
Most subsequent educational critics have shared Hall’s concerns about the quality of history instruction and embraced the recommendation that teachers reform history teaching to make it more effective and engaging. However, critics have disagreed vigorously about the goals and features of an improved pedagogy. The language of reform reflects these disagreements, often urging history teachers to choose either student-centered or teacher
centered pedagogies, an emphasis on facts or concepts, hands-on learning or lecture, textbooks or primary sources, depth or breadth, inquiry or direct instruction.
History teachers know that the choices are neither so dichotomous nor so simple. Framing the instructional situation as a set of either-or choices, such as abandoning textbooks in favor of primary sources or substituting student inquiry projects for teachers’ lectures, ignores the perennial challenges that history students and, consequently, history teachers face in trying to learn history and develop historical understanding. History is a vast and constantly expanding storehouse of information about people and events in the past. For students, learning history leads to encounters with thousands of unfamiliar and distant names, dates, people, places, events, and stories. Working with such content is a complex enterprise not easily reduced to choices between learning facts and mastering historical thinking processes. Indeed, attention to one is necessary to foster the other. As How People Learn suggests, storing information in memory in a way that allows it to be retrieved effectively depends on the thoughtful organization of content, while core historical concepts “such as stability and change” require familiarity with the sequence of events to give them meaning. Moreover, learning history entails teaching students to think quite differently than their “natural” inclinations. As Wineburg3 suggests, historical thinking may often be an “unnatural” act, requiring us to think outside familiar and comfortable assumptions and world views. Such work, then, requires both substantial knowledge and skill on the part of the teacher to help students learn historical content while expanding their capacities to use evidence, assess interpretations, and analyze change over time.
This chapter addresses the challenges high school history teachers confront every day when, facing large classes, predefined course goals, and the required use of textbooks, they try to engage students in the intellectual work of learning and “doing” history. Given the demands on history teachers and the intellectual challenges students face while learning history, how m.