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    • Spring 2019
      • Table of Contents, Spring 2019
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      • Contributors (Spring 2018)
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        • Current Issue
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      • 1. Study Outside the Box – The “Modern” Staging of the Middle English Everyman
      • 2. The ‘Dante vivo’ Project, Florence, Italy
      • 3. Student Scholarly Identity and Multimodal Making with a Digital Anthology Project
      • 4. Gui de Cambrai’s Barlaam and Josaphat: A Primer of Medieval Christian Concepts for Undergraduates*
      • 5. Canterbury Trails: Walking with Immigrants, Refugees, and the Man of Law
      • 6. Race and Ethnicity: Saracens and Jews in Middle English Literature
    • Fall 2016
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      • 1. ‘A’ is for Affeccioun: Strategies for Teaching the History of Emotions in Medieval Studies
      • 2. Teaching Feeling: Medieval Literature, Emotional Ethics, and the Case of Compassion
      • 3. Object Lessons: Inter- and Extra-Disciplinary Teaching in the History of Education
      • 4. “Parzival’s Fear and Werther’s Loathing” – Teaching Emotions in Medieval and Modern Literature to High School Students in Germany: An Experiment
      • 5. Mindfulness, Contemplative Pedagogy, and the Medieval Now
    • Spring 2016
      • Contributors (Spring 2016)
      • Advisory Board, Spring 2016
      • Introduction (Spring 2016)
      • 1. The Original Odd Couple: Constantine and Irene–Lesson for Grades 9-12
      • 2. Walking the Walk: Experiential Learning, Pilgrimage, and ‘Kynde Knowynge’
      • 3. The Horsemen of the Apocalypse Can’t Ride Unicorns: Adventures in Medieval Drama
      • 4. Is ‘My Lefe in a Lond’ or ‘My Lief in Londe’? And Does It Make a Difference?
      • 5. Creative Translation and Old English Poetry: A Teaching Technique
      • 6. Three Approaches to Teaching “Pearl”: Introduction to Literature, British Literature I, and the Mythology of J. R. R. Tolkien
      • 7. A Journey into Late Medieval Italy with “The Inferno”
      • 8. Medieval Popular Religion, Annotated Bibliography for Teachers
      • 9. Medieval Women Writers: An Annotated Bibliography for Teachers
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Table of Contents, Spring 2019

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VOLUME XV, ISSUE I (SPRING 2019)

TABLE OF CONTENTS

CONTRIBUTORS

EDITOR’S INTRODUCTION

ADVISORY BOARD

ESSAYS

JENNIE M. CARR AND COURTNEY E. RYDEL, “Medieval Birds: Science Meets Poetry in the Parliament of Fowls.”

ANDREW KLEIN, “Getting in Touch with the Text: Pedagogy with Rare Books and Special Collections with Sample Assignments.”

CHELSEA SKALAK, “Mapping the Global Middle Ages: Diversifying the Classroom with GIS.”

DAVID RAYBIN, “Teaching Chaucer in Secondary Schools: Three Views.”

ELAINE GRIFFIN, “How a Fourteenth-Century Text Teaches Twenty-First-Century Skills: New Reasons for Teaching The Canterbury Tales in the Digital Age.”

LEE READ, “Across Time and Space: Teaching Chaucer in a Modern Classroom.”

ELIZABETH LABARGE, “Teaching Chaucer in a Bilingual High School.”

ADDITIONAL RESOURCES  

Gerald E. Cheshire, “The Algorithmic Method for Translating MS408 (Voynich)” 

 Teaching the Middle Ages in Higher Education        

 


The Once and Future Classroom. XIV.I (Spring 2019)
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