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  1. This structure—our scope and sequence or the Facing History journey—is a key component of our pedagogy. The journey begins by examining common human behaviors, beliefs, and attitudes students can readily observe in their own lives.

  2. history and how do I know? What stories do other people tell about the past? How can stories of the past be told and shared? How has family life changed or remained the same over time? How can we show that the present is different from or similar to the past? How do we describe the sequence of time? What aspects of the past can you see today? What

  3. 15 Οκτ 2016 · In our scope and sequence in Facing History & Ourselves, we start off-- and we always start off-- with identity. The question I would ask the students is, let's explore identity, and let's look at how society shapes an individual.

  4. 2 ημέρες πριν · Find out what happened today or any day in history with On This Day. Historical events, birthdays, deaths, photos and famous people, from 4000 BC to today.

  5. The three fields that Braudel identifies in the context of historical inquiry can inform the scope and sequence of curriculum. It is important for students to understand social, political, and economic changes as they relate to specific events and to place these developments in broader contexts.

  6. Today I heard from a mom who wanted a chronological scope and sequence, starting with the ancients and ending with modern, just for high school, so I put together some ideas for her. Following are three different scopes and sequences to help you plan your own high school history courses. Chronological History Scope and Sequence High School

  7. The four elements of the TOK framework provide a universal, systematic structure for approaching the core and optional themes and all five Areas of Knowledge. 1. SCOPE. What is this particular Area of Knowledge or theme about? What makes it intriguing? What are some of the intrinsic strengths and limitations?

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