40 US$
weeklyor 400 US$ for 10 classes
Historia antigua avanzada: pensamiento histórico y crítica histórica
Completado por 18 alumnos
Edades 12-15
Clase grupal
Videoconferencias en vivo
1 x por semana, 10 semanas
1-2 alumnos por clase
60 min
Qué está incluido
10 reuniones en vivo
10 horas presencialesTarea
2-4 horas por semana. Homework will have the form of primary sources sent to students weekly and selected by me based on their personal interests, their individual potentialities and their age. Their task will be to read them carefully in advance, take good notes and think over the content of these sources, before coming in class to discuss them with me. When necessary, I will provide students with necessary information to contextualize their primary sources. Also, the students will be asked to submit a short essay every other week, and a cumulative one at the end of the course.Evaluación
I do not believe that a letter grade is meaningful for a tutorial. However, I will communicate with the parents and the students directly and in a weekly or bi-weekly basis, providing my personal comments, private feedback and an informal assessment.Calificación
incluidoExperiencia de clase
Nivel de inglés: desconocido
Grado de EE. UU. 7 - 9
Nivel Advanced
(A) Required Experience and Class Format: This is a mutli-day tutorial addressed to students who already have a background on ancient civilizations, as well as to those who have a special interest in ancient History in general. The age range should not discourage younger students to enroll, so occasionally, and based on each student's abilities, I may allow younger students (9 or 10 years old) to join the class. The number of students is very small (two) in order to have a more fruitful class dialogue and at the same time for me to being able to really focus on the skills of each individual student. However, a class format of up to 4 students is not excluded, upon request. (B) Teaching Style and Students Interaction: In this tutorial I want to bring a different perspective, based on reading and using primary sources (textual and visual), asking research questions, doing close analysis, and thus NOT based on traditional textbook-based methods. A long term goal can even be the writing of a historical research paper based on broader topics such as those for National History Day, but always focused in the area of my specialty: the ancient world. This means that the class will be based on students' good preparation before class, on their class attention and active/dynamic class participation where they will be expected to interact wtih me throughout the entire class for each of our meetings. It is an almost exclusively discussion-based tutorial where students have to come prepared. (C) Topics to Be Covered, and Class Structure: The tutorial is broadly based on using primary and secondary sources on any topic related to any aspect of the ancient world (religion-politics-diplomacy-war-economy-society-art-architecture-literature-philosophy-sciences). I am specialized in the ancient Greek and Roman world, but the class material can also include the Mesopotamian civilization, or even take a comparative approach of these three ancient cultures. The primary (and occassionally secondary) sources will be related to a main theme that the students, with my help, will try to explore. The theme can be something the students or me or all of us together can decide from the beginning of the tutorial. My intention, though, is mostly to follow the students' interests. In the past months I have taught this class reading primary sources related to the work of the Early Greek Philosophers and their ideas of the creation of the World; ancient historians about the Life of Alexander the Great comparing them critically; relevant passages from Thucydides' History and Aristotle's Politics around the question of human law vs human nature; a variety of Roman and Greek sources referring to Roman society (slaves, freedmen, women, marriage, family, patronage, corruption, ethics, etc); the use of mythology by ancient historians; and many more topics. Often students had to join the same class in consecutive sections of 10 meetings twice or even more, sometimes multiple times over a year or two to read as many primary sources as possible and discuss them at great length. Or, the students can pick a work they like to read in full from any literary genre and discipline from ancient Greece, Rome or Mesopotamia, and go through it in great detail with my help, like for example the Odyssey of Homer or the Meditations of Marcus Aurelius.
Metas de aprendizaje
In this tutorial the students will be able to appreciate the beauty and importance of the study of history. Having studied myself history at a graduate, postgraduate and doctoral level, and trained in historical research and archaeological excavations, ancient languages (Greek, Latin, Coptic), and the use of various aspects of ancient material culture (art, architecture, coins etc), I want to bring this bigger picture of ancient history to this tutorial.
The students and myself, we will discuss together in class not just about events and personnalities of ancient history, but also about major ancient monuments, art, religion, society, and texts in English translation, so as to understand ancient history in its entirety. The epistemological approach according to which History means historical arguments based on reliable primary sources, remains still relevant for me, if not necessary today, and this tutorial aims at showing young students how to chose reliable primary sources upon which to build robuste historical arguments in ancient history.
Ancient History means also appreciating ancient cultures, respecting them, learning from their mistakes, and admiring them for their accompishments. History can be also used as a point of reference or a measure of comparison between an ancient pre-modern society and our contemporary post-modern world.
For students who are taught ancient History at their school, this tutorial can be used as a tool to advance their understanding and sharpen their critical thinking.
Otros detalles
Recursos externos
Los estudiantes no necesitarán utilizar ninguna aplicación o sitio web más allá de las herramientas estándar de Outschool.
Fuentes
A great online source which I personally use is Perseus Digital Library (section Collections/Texts), under the auspices of Tufts University (http://www.perseus.tufts.edu/hopper/collections) which contains most of the works of ancient Greek and Roman authors which we will be using as our primary sources throughout the duration of the tutorial, according to the thematic units of our choice. Students will not need to access these, as I will be providing them from Perseus Digital Library all necessary primary sources.
In addition, images of art will be provided to students through the online collections of Greek, Roman or Mesopotamian artifacts painted or sculpted that are available around the world (e.g. from major public Museums such as the Museum of Louvre, the British Museum, or the Metropolitan Museum, from Museums of major Universities such as Harvard, Yale, UPenn, Cornell, or Chicago, from Art Museums such as The Walters Art Museum, or the Boston Fine Arts Museum, and from professional phootgraphers whose work is available at flickr).
Archaeology and architecture are two other necessary tools that will be used as primary sources to understand the material culture of ancient people. Any such material will be distributed by me based on the information available on the official websites of the private and public institutions that conduct excavations or are entrusted with the protection of monuments (e.g. private and public Museums, Ministries of Culture, Foreign Archaeological Schools and University Departments of Archaeology).
More hard-to-access and hard-to-use historical sources such as inscriptions, coins and papyri will be used, whenever relevant, to enlighten aspects of ancient history, and will be also provided by me. My background in all these fields will guide students through these peculiar sub-fields of history, in order to be able to "read" them and value their significance for our historical knoweldge of the past.
Finally, the tutorial is based on modern sources, that will be introduced in the classroom when students wil be considered ready to move from the close reading of primary sources to the investigation of secondary sources. My 20-years of experience in the scientific study of Ancient History will help us make the right choices from the relevant material available, especially from those I have online access to, such as most of the major scientific journals and a selection of monographs and volumes published by University Presses.
The following link from Stanford History Education Group provides a good example of the kind of work we will be doing in this tutorial and the philosophy behind it:
https://sheg.stanford.edu/history-lessons?f%5B0%5D=topic%3A9#main-content%23main-content%23main-content
Conoce al profesor
Experiencia y certificaciones del docente
I have a B.A. and M.A. in Ancient Greek and Roman History and Archaeology, as well as an M.A. in History and Philosophy of Religions. I have excavated in ancient Greek sites, I speak Latin and ancient Greek and I am currently finishing my PhD.
Reseñas
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