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Haley Linder

How are We Defined as Americans?: Lesson Plan | And Then They Came for Us | PBS Learnin... - 1 views

tpt.pbslearningmedia.org/...korematsu-institute

Human Relations Americans

shared by Haley Linder on 08 Oct 21 - No Cached
  • the students will explore what it means to them to be an American
    • Haley Linder
      Haley Linder on 08 Oct 21
       
      Standard 3G- Students will explore with their classmates what it means to be an American. Students are encouraged to use discuss and write what they think. Students will talk about what it means to them about being an American. Students will use their family history on this piece of discussion
  • "I am an American because_____and____."
    • Haley Linder
      Haley Linder on 08 Oct 21
       
      Standard 4E- Students will be using their individual experiences, family, and culture to explain why they are an American. Students are given the chance to express why they are American. This reveals their background and their origin.
  • might wish to watch the film, And Then They Came for Us,
    • Haley Linder
      Haley Linder on 08 Oct 21
       
      Standard 7I- Using other forms of media. Students will watch the film to have a complete understanding about the content of the lesson on why we are Americans
  • ...3 more annotations...
  • group discussions of their identity as Americans
  • individual and a group definition of an "American"
    • Haley Linder
      Haley Linder on 08 Oct 21
       
      Standard 7I- Students will be divided into groups of four and discuss the definition of an American. They will come up with ideas to express their identity as an American
  • Do you have to be a citizen to be considered an American?
    • Haley Linder
      Haley Linder on 08 Oct 21
       
      Students can express their nationalities and their country of origin. They may be born in America but their parents and ancestors might be from a different country.
Holly Thumann

Native Americans Facts for Kids: - 1 views

www.native-languages.org/kids

Native Americans NCSS Culture

shared by Holly Thumann on 24 Nov 09 - Cached
  • Holly Thumann on 24 Nov 09
     
    An American Indian website for children and teachers. Amazing site!
  • Barb Hagen on 29 Nov 09
     
    Holly, I love this site. It has every Indian trible available to explore. I especially thought the Native American picture dictionaries were very neat and students would find then fasinating.
  • Sara Dusbabek on 04 Dec 09
     
    A great comprehensive list of Native American information for students. I am going to recommend this site to a teacher I know whose students are researching different Native American groups throughout the United States. This will be a valuable site to reference again and again.
chlohawk

Culturally Responsive Instruction for Native American Students - Center for Standards, ... - 0 views

csaa.wested.org/...n-for-native-american-students

native-american inclusion culture diversity

shared by chlohawk on 03 Sep 21 - No Cached
  • chlohawk on 03 Sep 21
     
    How to be culturally responsive when teaching for Native American students by participating in this series of lessons aimed at teachers
Maleah Pedersen

A History of American Agriculture: Farm Machinery & Technology - 0 views

www.agclassroom.org/...farm_tech.htm

farm agriculture american history fertilizer

shared by Maleah Pedersen on 04 Feb 12 - Cached
  • Maleah Pedersen on 04 Feb 12
     
    This is a timeline of American Agriculture.  Notice the amount of fertilizer being used, and how it changes.  It also shows the time it takes to grow a bushel of corn.  
Stephanie Mohs

The History Place - American Revolution - 0 views

www.historyplace.com/...revolution

NCSS Standard I D. Political Unrest and the American Revolution

shared by Stephanie Mohs on 08 Sep 09 - Cached
  • Stephanie Mohs on 08 Sep 09
     
    The American Revolution
Jen Bartsch

PBS Teachers - Resources For The Classroom - 0 views

www.pbs.org/...preview

History Language Arts America Pioneers Homestead Act Westward Expansion

shared by Jen Bartsch on 05 Sep 09 - Cached
  • Jen Bartsch on 05 Sep 09
     
    PBS Teachers provides PreK-12 educational resources and activities for educators tied to PBS programming and correlated to local and national standards and professional development opportunities delivered online. As stated in the lesson plan overview: "Through the activities presented in this lesson, students will become familiar with the tenets of the Homestead Act, the shifting borders of the American frontier, and the life faced by homesteaders. After a class discussion and examination of a variety of Web sites, students will complete an written assessment in which they will determine whether or not the land available through the Homestead Act was, in fact, "free." This lesson can be used as an introduction to a unit on American settlement in the latter half of the nineteenth century, or as a pre-viewing activity to the PBS series FRONTIER HOUSE. A basic knowledge of 19th-century United States history is required."
Siri Anderson

WGBH American Experience - Watch Online - 0 views

www.pbs.org/...onlineFilms

NCSS Time Continuity and Change history social_studies

shared by Siri Anderson on 08 Nov 09 - Cached
  • Siri Anderson on 08 Nov 09
     
    Free web videos on American History and Geography
  • Siri Anderson on 08 Nov 09
     
    Free web videos on American History and Geography
Siri Anderson

American History: - 0 views

www.animatedatlas.com/movie.html

social studies american history maps video social studies geography interactive

shared by Siri Anderson on 28 Aug 09 - Cached
  • Sarah Emery on 28 Aug 09
     
    Hello. I guess I am seeing if this works and I also liked this because it is a quick visual to see the growth of our nation. There are other links as well to see. I found a Civil War one which I might use for my research.
  • ...2 more comments...
  • Sarah Emery on 28 Aug 09
     
    'Growth of a Nation' is a ten minute animated movie of American history from 1789.
  • Sarah Emery on 31 Aug 09
     
    Great site to learn about continents. I like how this incorporates music which also helps us to remember.
  • Siri Anderson on 26 Oct 11
     
    This is awesome! What a great find, thanks for sharing.
  • Siri Anderson on 26 Oct 11
     
    Animated map of US history.
Sarah Emery

Picture History : People & Professions : Native American Indians - 0 views

www.picturehistory.com/find

NCSS I.A.

shared by Sarah Emery on 12 Sep 09 - No Cached
  • Sarah Emery on 12 Sep 09
     
    The Primary Source for History Online. License digital images illustrating more than two hundred years of American history
Siri Anderson

Spokesman Recorder - 0 views

spokesman-recorder.com/...national

history journalism CRP African American

shared by Siri Anderson on 11 Nov 21 - No Cached
  • Siri Anderson on 11 Nov 21
     
    This African American owned and operated newspaper in Minnesota has been in operation for almost a century.
madisonryb

Using Supporting Evidence to Interpret Meaning - A Native American Folktale | PBS Learn... - 2 views

prairiepublic.pbslearningmedia.org/...ing-a-native-american-folktale

Lesson_Plan_Revision Human_Relations

shared by madisonryb on 13 Oct 21 - No Cached
    • madisonryb
      madisonryb on 13 Oct 21
       
      Standard 3G: Students will be encouraged to share their ideas in a discussion about what the storyteller meant by "coyote spirit." Students are asked for evidence from the story that supports their ideas. This will allow them to perform a few of the skills in 3G, student thinking, discussion encouragement, listening, and responding to the questions asked.
  • 1. Ask students what they know about coyotes. List the various responses. 2. Next, tell students the words they used to describe coyotes could also be used to describe people.
    • madisonryb
      madisonryb on 13 Oct 21
       
      4E Standard: Students are asked to use prior learning to list what they know about coyotes. This will allow them to make connections to their own personal experiences and prior learning of the subject on coyotes. This may relate to culture and community too as it relates to Native American folktale and the interpretation of the term coyote. The students different descriptions of the word "coyote" are then altered to make connections to how it could resemble people.
  • Ask students to listen for each of these phrases, then ask if there is more than one meaning and discuss. Ask students to continue to provide evidence that supports the meanings they have given. After viewing the video again ask students to write the meanings on the Shulayen Meaning of Words handout.
    • madisonryb
      madisonryb on 13 Oct 21
       
      7I Standard: The students are asked to listen to each of the phrases from the video. They are asked to support their evidence of the meanings that they are given. This allows the students to fully expand their learning and express what they have learned using the expression of listening and speaking.
Siri Anderson

Americans Eat the Cheapest Food in the World, But What is It Really Costing Us? : TreeH... - 0 views

www.treehugger.com/...t-is-it-really-costing-us.html

agriculture economics food food security green_corps

shared by Siri Anderson on 30 Mar 12 - No Cached
  • Siri Anderson on 30 Mar 12
     
    Thanks Breanna!
Siri Anderson

Americans Try To Place European Countries On A Map - 1 views

www.buzzfeed.com/...ce-european-countries-on-a-map

geography humorous

shared by Siri Anderson on 27 Nov 13 - No Cached
  • Siri Anderson on 27 Nov 13
     
    Good for a giggle.
Siri Anderson

American Journeys: Eyewitness Accounts of Early American Exploration and Settlement - 0 views

www.americanjourneys.org/index.asp

primarysources NCSS Time Continuity and Change social_studies

shared by Siri Anderson on 27 Sep 09 - Cached
  • Siri Anderson on 27 Sep 09
     
    Amazing collection of primary sources related to the early exploration of North America. Shared by B Hagen!
  • Siri Anderson on 27 Sep 09
     
    Amazing collection of primary sources related to the early exploration of North America.
colleen schumack

Native Peoples of Minnesota - 0 views

www.mnsu.edu/...mncultures

NCSS Time Continuity and Change

shared by colleen schumack on 08 Sep 09 - Cached
  • colleen schumack on 08 Sep 09
     
    Native American Tribes to Minnesota and about their history and culture
Siri Anderson

Paradigms Restrained: Implications of New and Emerging Technologies for Learning and Co... - 1 views

quod.lib.umich.edu/...text-idx

Instructional Design MediaLiteracy technology cognition critical_thinking objectivism EdPsych Pedagogy

shared by Siri Anderson on 14 Feb 10 - Cached
  • Instructional technology seeks to disprove the idea that "great teachers are born, not made."
  • "Students today can't prepare bark to calculate their problems. They depend on slates, which are more expensive. What will they do when the slate is dropped and it breaks? They will be unable to write." From a Teachers Conference, 1703. "Students today depend on paper too much. They don't know how to write on a slate without getting chalk dust all over themselves. They can't clean a slate properly. What will they do when they run out of paper?" From a principal's publication, 1815. "Students today depend too much on ink. They don't know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil." From the National Association of Teachers Journal, 1907. "Students today depend on store-bought ink. They don't know how to make their own. When they run out of ink they will be unable to write words or cipher until their next trip to the settlement. This is a sad commentary on modern education." From The Rural American Teacher, 1928. "Students depend on these expensive fountain pens. They can no longer write with a straight pen and nib. We parents must not allow them to wallow in such luxury to the detriment of how to cope in the business world, which is not so extravagant." From the Parent Teachers Association Gazette, 1941. "Ballpoint pens will be the ruin of education in our country. Students use these devices and then throw them away. The American values of thrift and frugality are being discarded. Business and banks will never allow such expensive luxuries." From Federal Teachers, 1950.
  • What this suggests is that all technologies, be they things that plug in or advances in thought, have various affordances that make them at times useful and at times not useful. The trick is to figure out what makes them useful in what situations in order to leverage their strengths and avoid their weaknesses.
  • ...15 more annotations...
  • Organizational instructional strategies are those decisions the instructional designer makes when designing learning activities. The most important of these decisions is how the designer will assist learners to process new information and to process at a deeper level, producing meaningful learning, whether or not a teacher is presen
  • The choice of strategy is based on the designer's belief in the independent existence of knowledge: does it exist without the learner? Which epistemological approach to learning a designer espouses will have great impact on the organizational instructional strategy selected for use.
  • The goal of learning from the objectivist perspective is to communicate or transfer complete and correct understanding to the learner in the most efficient and effective way possible
  • In simple terms, objectivism holds that learners are the passive receivers of knowledge.
  • Cognitivism requires that learners devise methods for learning content.
  • Cognitivism recognizes that most people must develop a method of processing information to integrate it into their own mental models. The most recognizable mechanism in cognitive theory may be the definition of short term and long-term memory, and the need then to devise learner-appropriate methods of moving information from short-term memory to long-term memory. Learners must develop methods to learn how to learn. Consequently, interest in critical thinking skills has become fashionable in education. In terms of what this means for learning, it may be said that the truths are absolute in terms of what people are supposed to learn, but that we provide them latitude in how they arrive at those truths.
  • nchored instruction is simply the idea that learning should be centered on problems.
  • he major differences between objectivism and constructivism involve beliefs about the nature of knowledge and how one acquires it. Objectivists view knowledge as an absolute truth; constructivists are open to different interpretations depending on who is interpreting. Objectivists believe learning involves gaining the answer; constructivists believe that because there are many perspectives, a correct answer is a limiting factor in learning. Constructivists say learning should focus on understanding and it may involve seeing multiple perspectives.
  • Transfer of inert knowledge from one context to another unfamiliar context (i.e. the real world) is difficult and unlikely.
  • Constructivism, described by von Glaserfeld (1977) as an alternate theory of knowing, is the belief that knowledge is personally constructed from internal representations by individuals who use their experiences as a foundation (
  • Cognitive-flexibility theory is centered on "the ability to spontaneously restructure one's knowledge, in many ways, in adaptive response to radically changing situational demands . . .
  • The idea is to allow students to criss-cross the landscape of a content area so that they might have a rich mental model of the domain. The trick is to determine how much complexity a given group of learners is capable of handling without becoming lost or discouraged. A series of scenarios escalating in complexity can usually accommodate most learners.
  • Kurzweil (1999) says there is exponential growth in the rate of exponential growth; examining the speed and density of computation beginning with the first mechanical computers and not just the transistors that Moore used, he concluded that this doubling now occurs every year. He notes that "if the automobile industry had made as much progress [as the computing industry] in the past fifty years, a car today would cost a hundredth of a cent and go faster than the speed of light" (Kurzweil 1999, 25).
  • Already today it is becoming archaic and superfluous to teach facts. Instead, education needs to focus on ways of thinking. In particular, students will need to be able to recognize a problem, determine what information might be needed to solve a problem, find the information required, evaluate the information found, synthesize that information into a solution for the problem, apply the solution to the problem, and evaluate the results of that application
  • By the year 2099 there will no longer be any clear distinction between humans and computers.
  • Siri Anderson on 14 Feb 10
     
    This artcle really struck me in terms of the descriptions of instructional design and the way they influence the type of learning that happens. Much social studies instruction, it seems to me, produces "inert knowledge" which is why most of us can't remember it later. Consider the descriptions I've highlighted of anchored instruction for an alternative approach.
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