I’d like to invite any suggestions from educators and experts of Art History that might help structure CLIL (Content and Language Integrated Learning) lessons in public schools in Italy. We are currently experimenting with the methodology, but lack a strong syllabus from which to extract language AND content learning objectives. Please leave any helpful information in the comments below.
Dr. Roy Rosenzweig, the Mark and Barbara Fried Professor of History & New Media and director of the Center for History and New Media at George Mason University, passed away October 11, 2007, of cancer.
More information is available at
One of the problems frequently cited in the SoTL literature is learning objectives. I’ve recently begun requiring my students to link their presentation objectives to class LOs as noted in the syllabus. They are having a terrible time doing it.
They are not the only ones. Many of my colleagues, to judge by syllabi linked online, also have a hard time defining clear LOs. Here’s my challenge to you: list your learning objectives (or a link thereto) here, and let’s all start looking at them.
Here are mine for my World Civ class to 1500. I welcome comments, suggestions (oh please!!) and critiques.
1. Students will analyze various kinds of visual art for what that art can inform them about the specific society/culture that produced it. To do this effectively, students will analyze their readings in the assigned text(s) so that they can compare and contrast the values, structures and issues of the producing society with those exhibited in the art.
2. Students will synthesize and evaluate the art for its relevance to the study of the history of the producing society/culture.
3. The analyses, syntheses and evaluations will be manifested in various products that each student will be communicating in both written and oral forms.
The full syllabus is available here.
Oklahoma City University
I’d like to say hello to the group. Lendol Calder directed me to the site, and I’m excited about it becoming an important forum for talking about our common pedagogical concerns.
I’m the director of the Teaching of History program at the University of Illinois at Chicago. Housed in the history department, we prepare BA and MAT students to become middle and (mainly) high school teachers. We also serve as the main resource for teaching issues generally in the department. At the same time, I have an active research program outside the teaching of history and am currently working on a book about controversies over vaccination in American history.
Below I will include the syllabus for the Teaching of History course I’m currently doing for our MAT students. Any suggestions and criticisms will be greatly appreciated. I might well change course during the semester, and in any case next year’s students will greatly benefit!
With best wishes,
johnsto1 [at] uic [dot] edu
History 500 Robert Johnston
BSB 135 UH 930
Fall 2007 (o) 312-413-9164
Wed, 5-8 (h) 773-381-7285
Office Hours: W, 10-12, johnsto1 [at] uic [dot] edu
and gladly by appt.
I would appreciate the comments and feedback of this community on my fall 06 experiment. The class and an accompanying blog are documented at
I am planning another, different experiment in fall 07 (I’m currently on sabbatical and involved to my eyeteeth on yet a different project) that will integrate art into a World Civ to 1500 class. That class will have a working subtitle of History through Art, and use various visual arts to illustrate and explore the cultures and values of the societies that produced the art. At least, that’s the plan. If anybody knows of a good supplemental text that focuses on the arts and would generally fit this scenario, please let me know.
SoTL will play a key role in the development and implementation of this (and all of my future) classes. I am delighted that this society has been created!
Oklahoma City University
I would like to post a set of questions here about scholarly research into the teaching and learning of history. I know that sometimes terminology differs across national boundaries (for example, in the connotation of the term “assessment”), so feel free to comment about that.
1. What are the major research issues that need to be addressed by historians (us)?
2. What are good models of historians conducting such research?