Lewis and Clark's Expedition Essay Example | Topics and Well Written Essays - 250 words

Lewis and Clark's Expedition - Essay Example Lewis, Clark and the rest of their crew recorded journals of their findings; in addition to setting up trade and diplomatic relations with the Indians they encountered (Bergon 1). Additionally, they were able to describe the landscape’s architecture as well as the new creatures they encountered. William Clark also drafted a series of remarkably useful maps named rivers, creeks as well as other useful spots for future expeditions. Subsequent explorers largely relied on these maps (Ambrose 511). Additionally, the expedition is reputed as having shaped a crude route to the Pacific waters and hence marked the initial pathway for new nation to extend westwards from ocean to ocean (Allen 366). Sanctioning the exhibition has extensively shaped the way Jefferson is viewed. He not harbored expansionist policies but was also a calculating leader bent on understanding new area before fully venturing. Further, it would not be far-fetched to argue that Jefferson was keen on opening up new trade routes that would be beneficial to the

Pedagogy and Practice Essay Example | Topics and Well Written Essays - 1500 words

Pedagogy and Practice - Essay Example nt paramount views of a community, in that case it can be useful to have such standards to study the assumptions, ethics, and attitude of teaching, learning, and teacher education. The National Science Teachers Association Standards writers describe a model of pedagogy known to teachers and teacher educators. This model consists of: actions and plans of teaching, organization of classroom practices, providing for varied student requirements, appraisal and completion of learners past ideas, and conversion of thoughts into realistic bits. (National Science Teachers Association, 1998) These well-known concepts were evidently explained in Borko and Putnams (1996) review of literature on learning to teach (Watson, & Konicek, 1990). Shulman (1986) came up with a new agenda for teacher education by launching the notion of pedagogical content knowledge (PCK). Instead of viewing teacher education from the perspective of content or pedagogy, Shulman said that teacher education programs should merge these two knowledge bases to more efficiently organize teachers. Pedagogical content knowledge project researched how a beginner in teaching obtained new understandings of their content, and how these new understandings influenced their teaching. These scholars explained pedagogical content knowledge as the knowledge formed by the blend of subject matter knowledge, pedagogical knowledge, and knowledge of background. Teachers differ from biologists, historians, writers, or educational researchers, not by their subject matter knowledge, but in how that information is planned and used. For instance, skilled science teachers’ knowledge of science is prepared from a teaching outlook and is used as a basis for helping s tudents whereas; scientist’s knowledge is structured from a research perspective. The use of PCK as an issue for research and debate about the nature of a proper knowledge base for developing future science teachers has progressively improved as its inception. (NRC,