Also, it will make students wonder how people could actually believe these things. However, in the book Fahrenheit 451, there are points that will make students question why they should bother learning. In the novel, Fahrenheit 451, there are points in the book where students will obtain the point of view from where they can see how controversial reading can be. They get this point of view from the following quote, “‘Where’s your common sense, none of these books agree with each other…Snap out of it’” (38)! This quote can give readers the thought that rather than books being beneficial to the
Inside me I think they are insane. My abuelita tells me many stories that I didn’t believe they were true but after reading the selections I came to see abuelita was not lying to me about my childhood place. As a freshman in Bowie High School I got to learn a little more about my culture than what my abuelita would tell me. I always thought
If he hadn’t met her, got to know her and be close friends with her he wouldn’t have found out about the other “replayers.” He also wouldn’t learn about other things that Pamela had taught or talked about such as kids, movies and how long they would replay until the next replay. Therefore, the past is essential to who we are because of the people we associate with. The second reason of why the past is essential to who we are in the future is because of our mistakes. In the novel, Jeff and Pamela the “replayers” searched diligently for other replayer’s. When they finally find’s another “replayer” they contact him and make arrangements to meet.
Taking Responsibility For Education Students rely on a number of things in their pursuit of a higher education; teachers, accredited institutions, and textbooks containing correct information. James Loewen, who wrote Lies My Teacher Told Me, brings up concerns for students stating US History lower-learning textbooks are not equipped with factual information. In Loewen’s text he brings to light some very significant US events he believes are not factual. When we think of studying history we think about learning specific dates, events, or wars that impacted our country. Not many people stop to question if the information they are reading or being taught is factual.
This statement may be true for Ban and her friends, but any other nineteen year-old college student who favors speed and effortlessness who pulls an all-nighter for a regular essay would easily wait until the last minute and do the same for a research paper. Ban still brings a tough argument in saying, "Learning how to take what is already known and enhance it in a unique way is an unparalleled learning experience that we should not lose." This ability can be utilized in oral presentations and other essays that do not allow students to use the internet to enhance the work for them. The research paper can be a very useful tool in analyzing student performances and understanding, but there is also plenty opportunity for students to take advantage of electronic information and avoid all of the hard but important work involved in this type of paper. There are other ways of evaluating a student's understanding of a topic that are equally
Interpreting Annotating When a student at Boca High walks into Mrs. Boyle’s classroom, there are a variety of inspirational posters. But the one that drew my attention was a small picture of an old lady that said “annotating- ain’t nobody got time for that!” Sadly for us students, this is the case. Annotating a novel is not only tedious, but it takes away from the book itself. Additionally, it is time consuming as well as stressful on the already stressed out student. Annotation may seem like it has many implications, but those uses don’t outweigh the lessons and enjoyment of reading.
EDUCATON TODAY “The Truth about Columbus”, from New York: The New Press gives an audience the chance to look into education. It is not just widening the view on Columbus and other mislead or mistold adventures, but more giving us an insight into how little students are actually learning in schools, and in that minuscule amount of information there are twists, untruths , and lies. I myself have known for an extensive time that Columbus did not truly discover America. Coming across one piece of misleading or wrong information is typical. But after reading this I can raise the question, Are we actually learning our history?
Scott Jaschik’s “A Stand Against Wikipedia” quotes Don Wyatt, the chair of the history department at Middlebury College in Vermont, who contends, “Even though Wikipedia may have some value, particularly from the value of leading students to citable sources, it is not itself an appropriate source for citation”. Many faculty members feel similarly, arguing that students need to be taught to go for quality information, not just convenience. Wikipedia official, Sandra Ordonez, agrees in part, saying: “Wikipedia is the ideal place to start your research and get a global picture of the topic. However, it is not an authoritative source. In fact, we recommend that students check the facts they find in Wikipedia against other sources.
Russell, (2009) stated students lack an understanding of what constitutes good quality scholarly information. Students difficulty evaluating the glut of information available, and to cope they frequently depend on quick but questionable sources, like Dictionary.com, which can result in a blind acceptance of advertising-based information, or sources that depend on a truth by consensus approach such as Wikipedia. (Russell, 2009). Instructors as well as a student need to critically think about whom they are acquiring the research from. Is the knowledge credible and reliable to the student who is utilizing it?
History textbooks—including world history textbooks—are full of developments in the past, and in this sense they clearly catalog change. But they rarely step back to analyze change, creating a sense that history involves one thing after another in fairly pell-mell fashion. Even scholarly monographs, dealing with change, sometimes become so engrossed in narrative story lines that the actual evaluations of change do not stand out. Then there is the teaser approach (common, I think, particularly in treatments of the early modern period): here's a past pattern, richly detailed, but in conclusion a "by the way, this situation would change greatly later on"—yet no explicit treatment of the actual process of change. Here again is a series of invitations to use the classroom to model the assessment of change, applying materials from the historians' treatments but adding some definite highlights.