001451866 000__ 05613cam\a2200541\a\4500
001451866 001__ 1451866
001451866 003__ OCoLC
001451866 005__ 20230310004721.0
001451866 006__ m\\\\\o\\d\\\\\\\\
001451866 007__ cr\un\nnnunnun
001451866 008__ 221225s2022\\\\sz\\\\\\o\\\\\001\0\eng\d
001451866 019__ $$a1355220956
001451866 020__ $$a9783031169151$$q(electronic bk.)
001451866 020__ $$a3031169158$$q(electronic bk.)
001451866 020__ $$z303116914X
001451866 020__ $$z9783031169144
001451866 0247_ $$a10.1007/978-3-031-16915-1$$2doi
001451866 035__ $$aSP(OCoLC)1354993430
001451866 040__ $$aYDX$$beng$$cYDX$$dGW5XE$$dEBLCP$$dOCLCQ$$dBRX$$dN$T$$dUKAHL
001451866 043__ $$aa-is---
001451866 049__ $$aISEA
001451866 050_4 $$aDS126.5
001451866 08204 $$a956.94$$223/eng/20230109
001451866 1001_ $$aWeinreb, Amelia Rosenberg,$$eauthor.$$1https://isni.org/isni/0000000120295668
001451866 24510 $$aTeaching Israel studies:$$bglobal, virtual, and ethnographic approaches to active learning /$$cAmelia Rosenberg Weinreb.
001451866 260__ $$aCham, Switzerland :$$bPalgrave Macmillan,$$c2022.
001451866 300__ $$a1 online resource
001451866 500__ $$aIncludes index.
001451866 5050_ $$aIntro -- Preface -- Background: Growth of Israel Studies -- Motivation to Write This Book -- Acknowledgments -- About This Book -- Contents -- About the Author -- Part I: Navigating the Classroom -- Chapter 1: Introduction -- How to Use This Book -- What This Book Is Not -- On International Audience -- The Teaching Guide Genre -- The Sage on the Stage -- The Guide on the Side -- Student-Centered and Active Learning -- Disciplines in the Field of Israel Studies -- Disciplinary Anchors in Cultural Anthropology -- Cultural Transmission -- The Lived Experience -- Ethnographic Evidence
001451866 5058_ $$aBook Overview -- Chapter Components -- Concluding Comment -- References -- Chapter 2: Start Here: The Opening Day of Class -- Introduction -- The Syllabus Response -- Israel Studies Is Political -- Thin Slicing, Course Marketing, and Student Retention -- Step 1: Introduce the Brainstorm Activity -- Step 2: Provide a Working Definition of National Culture -- Step 3: Establish Brainstorm Expectations -- Step 4: Use Timing -- Step 5: Set Up the Board for Documentation -- Step 6: Assign a Scribe -- Step 7: Pause at the Midway Point -- Step 8: Generate a Top Ten
001451866 5058_ $$aStep 9: Assign Material for the Next Class -- Note on Facilitating the Day 2 Activity -- Concluding Notes: Why the National Cultural Brainstorm Works -- References -- Chapter 3: Start Now: History Can Wait -- Introduction -- Background: Teaching History Is Changing -- Today's History Students: A Profile -- Step 1: Consider Questions to Ask and Data to Collect -- Step 2: Design the Pretest -- Step 3: Administer the Pretest -- Step 4: Grade and Discuss Results with Students -- Step 5: Optional Post-test -- Step 1: Select Quotes or Images -- Step 2: Cut Quotes into Strips
001451866 5058_ $$aStep 3: Students Draw Random Snippets from a Hat -- Step 4: Provide Instructions to Student Breakout Groups -- Step 5: Report Back to the Large Group -- Step 6: Students Now Read for Homework -- Step 7: Report Back to Class with More Information -- Concluding Comment on Snippets -- History Can Wait: The Logic of Syllabus Resequencing -- Let Them Decide -- Step 1: List Your Timeline Non-negotiables -- Step 2: Assign Reading and Note-Taking at Home -- Step 3: Pair and Share Notes in Class -- Step 4: Regroup as a Class, Agree on the Historical Scope -- Step 5: Set up the Board for Documentation
001451866 5058_ $$aStep 6: Assign a Scribe -- Step 7: Use Timing -- Step 8: Establish Brainstorm Expectations -- Step 9: Brainstorm -- Step 10: Pause at the Midway Point -- Step 11: Negotiate the Top 10 Dates and Events -- Step 12: Close with Your Non-negotiables -- Concluding Comments: Top 10 Timeline -- Gamify the Timeline -- Step 1: Volunteer Students Create a Question Bank -- Step 2: Submit Questions for Review Before the Game -- Step 3: Finalize Game Design and Rules -- Step 4: Create Random Teams and Play -- Concluding Note on Jeopardy and Gamification Versus Seminar Discussions
001451866 506__ $$aAccess limited to authorized users.
001451866 520__ $$aThis book presents pedagogical strategies for todays diverse Israel Studies classrooms. It offers Israel-specific innovations for online teaching, tested methods for organizing global virtual exchanges that uplift marginalized voices in Israel, including Palestinian voices, and an intellectual and political overview of the field. Informed by the authors experiences in the classroom and principles shared with her by fellow instructors, the book provides a guide to developing an Israel Studies syllabus or integrating Israel Studies units into an existing curriculum Amelia Rosenberg Weinreb is a cultural anthropologist and lecturer for New York University-Tel Aviv and The Hebrew Univerisity of Jerusalem, Israel. She previously taught Israel Studies courses for thirteen years at the University of Texas at Austin as an associate professor of instruction.
001451866 588__ $$aDescription based on print version record.
001451866 650_0 $$aActive learning.
001451866 651_0 $$aIsrael$$xHistory$$xStudy and teaching.
001451866 651_0 $$aIsrael$$xCivilization$$xStudy and teaching.
001451866 655_0 $$aElectronic books.
001451866 77608 $$iPrint version:$$z303116914X$$z9783031169144$$w(OCoLC)1341437863
001451866 77608 $$iPrint version:$$aWeinreb, Amelia Rosenberg, author.$$tTeaching Israel studies$$z9783031169144$$w(OCoLC)1346945150
001451866 852__ $$bebk
001451866 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-3-031-16915-1$$zOnline Access$$91397441.1
001451866 909CO $$ooai:library.usi.edu:1451866$$pGLOBAL_SET
001451866 980__ $$aBIB
001451866 980__ $$aEBOOK
001451866 982__ $$aEbook
001451866 983__ $$aOnline
001451866 994__ $$a92$$bISE