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Kandace Norby

Pioneer Life - 0 views

www.projects.yrdsb.edu.on.ca/...home_eng.htm

NCSS Time Continuity and Change

shared by Kandace Norby on 26 Mar 10 - Cached
  • Kandace Norby on 26 Mar 10
     
    I like this site because it talks about Canada and the pioneer life. It's easy to think that pioneers were only in the US. We need to expand our thinking which this site does a great job helping us learn more about pioneers in Canada.
Kandace Norby

Pioneer Life - 0 views

www.42explore2.com/pioneer.htm

NCSS Time Continuity and Change

shared by Kandace Norby on 26 Mar 10 - Cached
  • Kandace Norby on 26 Mar 10
     
    This include some great sites to explore and learn about the pioneers.
Kandace Norby

Pioneer Unit - 0 views

home.att.net/...pioneer.html

NCSS Time Continuity and Change

shared by Kandace Norby on 26 Mar 10 - Cached
  • Kandace Norby on 26 Mar 10
     
    This has some great ideas that can be incorporated into the lesson plan when studing about pioneers.
Kandace Norby

Pioneer Letters - 0 views

www.usgennet.org/...letters

NCSS Time Continuity and Change

shared by Kandace Norby on 26 Mar 10 - Cached
  • Kandace Norby on 26 Mar 10
     
    I love reading old letters. This allows us to get a wonderful glimpse into history by reading actual letters from the pioneers!
Kandace Norby

How to Have a Pioneer Day and Make it a Family Tradition | eHow.com - 1 views

www.ehow.com/neer-day-family-tradition.html

NCSS Time Continuity and Change

shared by Kandace Norby on 26 Mar 10 - Cached
  • Kandace Norby on 26 Mar 10
     
    How we can learn and appreaciate the Pioneers from long ago!
Kandace Norby

Pioneer Daughters - 0 views

history.sd.gov/...default.aspx

NCSS Time Continuity and Change

shared by Kandace Norby on 26 Mar 10 - Cached
  • Kandace Norby on 26 Mar 10
     
    This is also gives me some great information about the Pioneer women who lived in South Dakota just like Laura Inglas Wilder did! The Long Winter takes place in South Dakota, too.
Siri Anderson

Internet Archive: Free Download: Pioneers of the Plains - 0 views

www.archive.org/...Pioneers1942

video animation archive social_studies NCSS Time Continuity and Change

shared by Siri Anderson on 15 Nov 09 - Cached
  • Siri Anderson on 15 Nov 09
     
    Thanks for this Jennifer B.!
  • Siri Anderson on 15 Nov 09
     
    Thanks for this Jennifer B.!
mrsremick4

A is for Thomas Armstrong: His Pioneering Work In Education - The Positive Encourager - 0 views

www.thepositiveencourager.global/s-pioneering-work-in-education

very child is gifted multiple intelligences

shared by mrsremick4 on 05 Oct 21 - No Cached
  • mrsremick4 on 05 Oct 21
     
    "very child is gifted"
rachaela

Paulo Freire: the pioneer of critical pedagogy | MNP Blog : Maths - No Problem! - 0 views

mathsnoproblem.com/...e-pioneer-of-critical-pedagogy

ED5780 CriticalPedagogy

shared by rachaela on 27 Sep 21 - No Cached
  • Paulo Freire (1921–1997) was a champion of what’s known today as critical pedagogy: the belief that teaching should challenge learners to examine power structures and patterns of inequality within the status quo.
  • Remember that teachers and children are both learners:
  • Develop their critical literacy
  • ...9 more annotations...
  • Encourage active enquiry and curiosity-lead participation:
  • opening your own eyes to the injustices around us
  • When you start to notice how one dominant group in society may be imposing a culture or worldview on everyone else, you can begin to resist it.
  • Use first names in your school
  • Admit that the teacher doesn’t know everything
  • Give choice
  • Make project work research-oriented
  • Think carefully about texts, clips, and other resources you use
  • Introduce the vocabulary of critical literacy
nikkilh

The Power of Mindfulness: What You Practice Grows Stronger | Shauna Shapiro | TEDxWashi... - 0 views

www.youtube.com/watch

SEL

shared by nikkilh on 12 Apr 22 - No Cached
  • 5:58Translator: Peter van de VenReviewer: Mile ŽivkovićUp nextLiveUpcomingCancelPlay NowYou're signed outVideos you watch may be added to the TV's watch history and influence TV recommendations. To avoid this, cancel and sign in to YouTube on your computer.CancelConfirmTEDx Talks
  • nikkilh on 12 Apr 22
     
    TED Talk Dr. Shauna Shaprio
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."
Jen Bartsch

Google Gadgets For Your Webpage - 0 views

www.google.com/...directory

shared by Jen Bartsch on 25 Nov 09 - Cached
    • Jen Bartsch
      Jen Bartsch on 25 Nov 09
       
      I came across this resource while designing my unit plan on Minnesota pioneer life of the 1800's. After reviewing many of the gadgets available, I was able to embed several that related to my topic and may be useful to those who explore my literature Wiki.
Jenny Mathiesen

Looking for Lincoln Throughout His Life | PBS LearningMedia - 2 views

pioneer.pbslearningmedia.org/...or-lincoln-throughout-his-life

Social Studies Lincoln

shared by Jenny Mathiesen on 10 Oct 21 - No Cached
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This fits the standard 3G because the teachers is asking the students what their thoughts are about Lincoln. The teachers gets to know the students a bit because it is about getting the students ideas and there's no right or wrong answer.
  • Culminating Activity: Creating a Personal Timeline Review the Lincoln timeline that students assembled at the beginning of the lesson. Point out that each event has a date, as well as information and a picture about that date. Remind students that the timeline begins with the earliest date and goes until the most recent date. Explain to students that it is now their turn to make a timeline about their own lives. Ask them to think about two important things that have happened to them in their lives. Ask for some volunteers to share this information. (Some possible answers: the day they were born; going on a fun vacation; learning to play an instrument; getting a special gift; starting school; making a new friend; etc.) Hand out blank sheets of paper to each student. (Hand out 1 sheet of paper for each student creating a timeline online and distribute 3-4 sheets for each student creating a timeline by hand.). Ask each student to write down the two events that they thought of on a sheet of paper. Now ask them to think of 4 more important things that have happened to them in their lives and to write those down, as well. Ask students to create a timeline on which to put these events. Creating timelines by hand: Ask students to draw a line from left to right across the middle of their paper. Then ask them to draw small vertical lines to indicate important years in their lives. To create a longer timeline, students can tape 2-3 pieces of paper end to end and then draw a horizontal line across all the sheets. Creating online timelines: Direct students to the “Timeline Generator” at TeAch-nology.com (Note: Instruct them to scroll to the bottom of the page to see the timeline tool.) Ask students to put their 6 events in chronological order in their timelines, starting with the earliest event and ending with the most recent. If students are using the online timeline tool, ask them to print out their timelines once they have finished. Encourage all students (whether creating a timeline by hand or on the computer) to draw/paste images or photographs to go along with each event. After students have completed their individual timelines, ask for volunteers to explain/ present their timelines to the group.
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This supports standard 7I because the students take the learning about Lincoln and create their own timeline about their own lives.
  • ...5 more annotations...
  • After the segment, bring out the drawn outline of the hat. Ask students to tell you some facts that they learned about Lincoln in the video. Write the facts (or ask students to write the facts) on the hat. (Some possible answers: Abraham Lincoln worked as a congressman in Washington for one term; he returned to Illinois in 1849 to practice law; he was a father; had 2 children; he needed to earn a living; he educated himself; he read; he taught himself Euclidian geometry; he traveled with other lawyers, judges and sheriffs to different county courthouses; made close friendships; his time working as a lawyer was an important time in his life; the courthouses that Lincoln worked in are now tourist attractions; he was involved in over 5,000 court cases; he took almost any case.)
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This section could support 4E if the teacher is purposeful to create/develop the conversation to not just explain terms used but connect the events in Lincoln's life to lives of the students in the classroom. It doesn't specifically call out to do this, so the teacher would need to KNOW to actively do this during the lesson.
  • Ask students to think about and discuss the following question with their group: If someone wanted to learn about this class just by viewing 5 things in this classroom, what 5 things would you select for him or her to view? What could he/she learn about the class from each object? Once they have selected 5 objects, each group should complete one Our Things Student Organizer for each object. Students should write down the name and/or draw a picture of the object and write a brief description of what someone could learn from viewing that object. (For example, a dictionary- shows that they can read and like to find out about new words, etc.) As an alternative to this activity, students can describe 5 items from their home that tell a story about their family.
    • Jenny Mathiesen
      Jenny Mathiesen on 10 Oct 21
       
      This supports 7I because it does a great job of connecting the lesson to the lives of the students and invites them to express themselves in the same way they did as a class about Lincoln. The teacher will get to know the students in fun and deep ways with this lesson!
  • Ask: What is one type of job that you think he had before becoming President?
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