| dc.description.abstract | English:
This paper is about lesson planning in Norwegian upper secondary classrooms.
The thesis is as follows:
“Grounded in theory, how could one work with The Narrative Life of Frederick Douglass in the classroom while teaching the topic of African American history in the subject Social Studies in English?”
Research, theory and observations presented by Keith C. Barton, Linda S. Levstik and Alan Booth in books about how to teach history provide the main theoretical basis for this assignment alongside The Cambridge Companion to: The African American Slave Narrative, edited by Audrey A. Fisch.
What the researchers suggest are the pros and cons of different ways to teach are discussed. Reaping the rewards while minimizing the weaknesses is a constant underlying concern throughout this paper. A final, readily planned hypothetical 90-minute lesson, firmly justified by a theoretical discussion is the end goal. | nb_NO |
