All goals have been accomplished!
1b. Teachers engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
Plan: I plan to incorporate a Current Events Activity into my weekly or monthly lessons in World History and World History Honors. It should not be difficult to find appropriate real-world issues to explore for any unit we are covering. We will utilize databases through the school library as well as other resources.
Action: This year my World History and World History Honors students have read and analyzed data from textbooks, primary source readings and images, and online sources for use in informal class discussions, more formal student-led seminars, essays, and group projects. They are currently involved in a WebQuest project on "The Legacy of Imperialism," in which they will participate in a mock International Conference on the Legacy of Imperialism. Each student takes on the role of a delegate from a former colony, including Nigeria (Great Britain), South Africa (Great Britain), Vietnam (France), the Philippines (U.S.), and India (Great Britain). They research the history, current situation, and daily lives of ordinary citizens as shaped by imperialism, and present the information to the other delegates at the conference. The project will culminate in a debate in which the delegates respond to the question, "Was the overall effect of imperialism on your country more positive or negative?" For their research, students may interview people who are native to those former colonies, via face-to-face, telephone, or e-mail.
4d. Teachers develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.
Plan: I anticipate that I will be able to initiate work on this goal when I have begun making contacts under 5c.
Action: Central to the study of world history are the objectives of educating students about the diversity of the world around them, of assisting students in becoming globally conscious, and of promoting equity and mutual respect among students. This is so integral to my teaching that I do it every day, at every available opportunity. I have not engaged with colleagues or students of other cultures using digital-age communication and collaboration tools this year, but it will be a goal of mine for next year.
5c. Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
Plan: A colleague sent me the links for a discussion group for World History teachers centered upon the book, Teaching World History in the 21st Century, edited by Heidi Roup. Participants discuss how to go about teaching world history, what works best, and so forth. What I have seen of the input so far is definitely worthwhile, and I plan to continue to monitor this ongoing discussion.
Action: This year I have engaged in extensive collaboration with Maureen Patton, who also teaches World History. We have conducted numerous planning sessions, and in fact collaborate on an ongoing basis in planning, preparing, teaching, and assessing our course.
I have also received valuable input from Dave Ostroff, another colleague in our History Department, who conducted a peer evaluation for one of my Honors classes this year and gave me excellent feedback and recommendations. Mark Miner also conducted a formal observation of one of my classes this year and he, too, gave me helpful suggestions for promoting active student learning.