This past school year, I cut back on the amount of homework that I was assigning to accommodate some students who were taking more time to do the homework than I anticipated. At the end of the year, I was also realized just how little free time students have at home, given homework, sports, and … Continue reading The homework myth?
Category: Lesson Plans
"This is, like, your favorite game." One of my students said after I announced that we were going to play a game that I like to call "Are you smarter than Google Translate?" Pretty much every world language teacher dislikes our students using Google Translate, and each of us has our own way of discouraging … Continue reading Discouraging the use of Google Translate
This semester, as I walked around my classroom, I noticed that students' notes and notebooks were somewhat sparse and disorganized. In fact, they were mainly the paradigm charts.... often without explanation. This disturbed me, but I saw why their notes were this way. Students copied what I wrote on the board (or PowerPoint) or they … Continue reading Lecture worksheets
In a recent post, I shared some of the lessons that I learned while teaching world history this semester. I also gained insight into another tension that I've always confronted while teaching a history lesson: do I tell a story or do I answer a research question? Strayer's Ways of the World was enlightening because he … Continue reading Narrative, Cause/Effect, or Question of the Day: A tension in lesson planning
In a recent post, I commented on a difference between ancient slavery and the modern, American antebellum slavery: racism. Race was not a major factor in ancient slavery. But, how do we convince students of that? This semester, in Roman history, I spent an entire day on Roman slavery and the growth of slavery during the Late Republic, … Continue reading Ancient Slavery, a lesson plan
There is an excellent German website that combines Bing's maps with wikipedia's articles: http://www.geopedia.de/ Like videos, this is a great tool to take students on a virtual field trip. For example, in my Roman Archaeology class, I asked students to visit this site at home, explore the excavated area of Pompeii, and answer a few … Continue reading Geopedia, Pompeii, and Spatial Analysis
Homer is a foundational text for our discipline, and there has been a massive amount of scholarship about him and his poems. Much of this work is detailed and complicated, and it draws on data points in many fields: Greek philology, archaeology, and Hittite studies. Many undergraduates do not possess the skills to grapple with this data--the … Continue reading Teaching the Homeric Question(s)
"Keep ancient lands, your storied pomp!" cries she With silent lips. "Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tost to me, I lift my lamp beside the golden door!" -Emma Lazarus, "The New Colossus" Ancient Rome can be … Continue reading Romans and the Other
Recently, I quickly taught about the Roman civil wars. I mentioned Cato the Younger killing himself at Utica, Brutus and Cassius's suicides at Philippi, and Antony and Cleopatra's suicides after the Battle of Actium. During my first class about the civil wars, I started to feel awkward talking about all these suicides, and I wondered … Continue reading Talking about suicide: The Roman Civil Wars
Last week, one of my friends used a Latin reading with the story of Nisus and Euryalus so that he could talk about the quotation of a Vergil line on the 9/11 Memorial in New York City, and about quotation and intertextuality. Since the class was on September 11, 2015, it was perfect timing; but he was … Continue reading Should we teach sensitive topics?