NCTQ clearly looks at a lot of course descriptions. Can a one-paragraph description of a course in a catalog reveal all that much?

We are using course descriptions only to determine whether an education school devotes a course or part of a course to essential areas of study for example, special education, reading across the content areas and methods. These broad, elemental areas can reasonably be expected to appear in a course description. We never use course descriptions to judge the quality of a course, but these descriptions are nonetheless quite revealing.

For instance, some courses focus much more than others on the topics that will help teachers walk into their classrooms equipped to do their jobs. In the two sample course descriptions below, which would appear to better equip a prospective high school social studies teacher to understand adolescent development issues? More.

I cant really gove you an answer,but what I can give you is a way to a solution, that is you have to find the anglde that you relate to or peaks your interest. A good paper is one that people get drawn into because it reaches them ln some way.As for me WW11 to me, I think of the holocaust and the effect it had on the survivors, their families and those who stood by and did nothing until it was too late.