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Table of Contents
Intro
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
Book 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
Step 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
Step 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
Step 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
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
Book 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
Step 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
Step 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
Step 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