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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?
Siri Anderson

Visualizing School Equity | Learning for Justice - 0 views

www.learningforjustice.org/...visualizing-school-equity

Lesson Improvement

shared by Siri Anderson on 10 Oct 21 - No Cached
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 7I. Where the teacher is supporting and expanding expression through speaking, writing, or other media. This is happening through connections and building relationships with other schools in different districts and creating a portfolios about the facilities at the schools. Once these portfolios are exchanged they will then use the insights to create their own Student Bill of Rights. This will allow students another perspective to look at, think about, and reflect on.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      Yes this is 7I
  • Form a partnership with a teacher in another district. You will ask your students to assemble a portfolio documenting the facilities at their school (through lists, narratives or photos); your partner teacher will ask her/his students to do the same. Classes can exchange portfolios. Each class can use the insights from the exchange to draft their own Student Bill of Rights. 
  • 3. Ask to students to present their posters to the entire class. 
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3G where we are using student's thinking and experiences as a resources in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written and other samples of student thinking. This will allow students to look at public information on the per-student funding in the best and least funded schools. They will then present their findings to their peers while listening to others findings and thoughts.
  • ...6 more annotations...
  • 4. Circle back to the “Crossing the Gap” story by ask students to vote on the following proposition: An explicit right to equal per-student funding should be added to the Illinois Council of Students' Bill of Rights. Once your students have voted “yes” or “no” to the proposition, ask each group to present their decision, and three reasons supporting it, to the class as a whole. 
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 4E where we understand how a students learning is influenced by individual experiencs, talents, and prior learning, as well as language, culture, family, and community values. This will allow students to look at their findings and how they think they have affected their choices. This will also allow students culture, family, and community values to play a part in their decision making. School and education is very important to different cultures, individual families, and communities. This will affect how students vote. This will also tap into 3G by encouraging discussion and support of the way they have voted.
  • Then have students find the per-student funding levels (listed in dollar amounts) for the best-funded district, least-funded district, and their own district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to students individual experiences with their own schools funding to see how it affects them,. This will allow them to connect to and build off this scaffolding.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 4E.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      OK yes
  • Have students create a chart illustrating the funding gap between the best-funded and least-funded districts in the state, along with the per-student funding for their district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 7I. Where students will create other media in the form of a chart to expand their learning to see the gap in funding between their school, the best funded school, and the least funded school.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      yes
  • Have students brainstorm a list of useful educational items that could be purchased with the funding gap money for the least-funded district and/or their own district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3G. Students are actively engaging in inquiry by looking at the gap and figuring what they think could be funded in the least funded school. Things that they may use or see as beneficial in their own school.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      The benefit in 3G is to the teacher, when we elicit student thinking it helps us tailor instruction to meet their needs. The standards are teacher standards, not student standards.
  • • learn about inequities in the system and begin to question why those inequities exist by examining the funding gap in their own state.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3g. Students will be using their experiences in their school to think about why this funding gap exists . They will then brainstorm ways that they money could benefit the least funded school through oral and written activities.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      I don't see how looking at experiences in their own education will help students understand "why" funding gaps exist.
  • • A large portion of public school funding comes from local property taxes. The funding gap exists when higher tax revenues mean much more school funding is available to wealthy communities than to poor communities.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This could connect to 7I by allowing students to consider if this is fair and how we can look into and prevent this gap in funding. Do they think that this is fair, with wealthy communities paying a higher tax revenue? How do they think they could solve this.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      Standard 7I is about eliciting student communication in written or other forms. I don't see how this demonstrates that.
madisonryb

Strategies to Create a Community in Your Classroom | PBS Education - 0 views

www.pbs.org/...-a-community-in-your-classroom

Human_Relations Community_Building Classroom_Functionality

shared by madisonryb on 09 Sep 21 - No Cached
  • madisonryb on 09 Sep 21
     
    A web resource providing strategies as to how to create a community in the classroom.
madisonryb

Creating a Happy Classroom: 5 Ways to Spread the Happiness | PSHE blog | PSHE Lessons |... - 0 views

www.laughology.co.uk/...5-ways-to-spread-the-happiness

Human_Relations Happiness Community_Building

shared by madisonryb on 09 Sep 21 - No Cached
  • madisonryb on 09 Sep 21
     
    How to create a happy environment for students.
Siri Anderson

TargetMap - Create & share customized data maps on Googlemaps. Free Online Mapping tool - 0 views

www.targetmap.com

maps googleearth googlemaps

shared by Siri Anderson on 17 Apr 11 - Cached
  • Siri Anderson on 17 Apr 11
     
    Service for creating maps with data sets.
chlohawk

With Boys in Mind / Teaching to the Minds of Boys - ASCD - 1 views

www.ascd.org/...teaching-to-the-minds-of-boys

boys boy-friendly tips classroom

shared by chlohawk on 03 Sep 21 - No Cached
  • who's perpetually in motion,
  • ho stares into space,
  • w
  • ...12 more annotations...
  • turns in rushed and sloppy work and receives failing grades.
  • By introducing more boy-friendly teaching strategies in the classroom, the school was able to close the gender gap in just one year.
  • he now understands how relevant this focus on action and heroism is to males, and she sees that letting boys write on these topics has improved their papers.
  • he task-oriented discussion and interaction, the physical movement, and the orientation in space access the boys' neurological strengths, keeping them energized and attentive.
  • Realizing the need for nonverbal planning tools, especially in males, to help bridge the gap between what students are thinking and what they're able to put down on paper, Mrs. Johnston now asks Timothy and his classmates to create storyboards, a series of pictures with or without words that graphically depict a story line. T
  • n her 2nd grade classroom, most of the boys read and write about such topics as NASCAR racing, atomic bombs, and football or about such situations as a parrot biting a dad through the lip. Many of the girls write about best friends, books, mermaids, and unicorns.
  • eachers tended to view the natural assets that boys bring to learning—impulsivity, single-task focus, spatial-kinesthetic learning, and physical aggression—as problems. By altering strategies to accommodate these more typically male assets, Douglass helped its students succeed, as the following vignettes illustrate.
  • One of the primary reasons that some boys getDs and Fs in school is their inattention to homework.
  • parents sign homework assignments.
  • One of the innovations that teachers can use in targeted ways in coeducational classes is single-gender grouping.
    • chlohawk
      chlohawk on 03 Sep 21
       
      How and when can I implement one of these strategies in the first week of school with my boy learners?
  • Quite often, boys do their best work when teachers establish authentic purpose and meaningful, real-life connections.
  • chlohawk on 03 Sep 21
     
    Creating a boy-friendly classroom, increasing experiential and kinesthetic learning opportunities, supporting literacy through visual-spatial representations and more strategies can support our boy learners.
Kristiana Holmes

Geography Standards - Xpeditions @ nationalgeographic.com - 0 views

www.nationalgeographic.com/...matrix.html

Geography Standards Through National Geographic NCSS People Places and Environment

shared by Kristiana Holmes on 21 Sep 09 - Cached
  • Kristiana Holmes on 21 Sep 09
     
    This site is created by National Geographic. It contains lesson plans, activities, atlases, etc. It links to U.S. national geography standards. Nice resource.
Siri Anderson

Pilgrim Fact Cards: Thanksgiving Activity (Grades 3-8) - TeacherVision.com - 0 views

www.teachervision.fen.com/...785.html

Pilgrims Mayflower US_history

shared by Siri Anderson on 15 Oct 10 - Cached
  • Siri Anderson on 15 Oct 10
     
    I wonder what kind of games we could create with these fact cards.
Siri Anderson

Renewables can create 8.5 mn jobs: Greenpeace - The Economic Times - 0 views

economictimes.indiatimes.com/...6019620.cms

MN economics geography environment liberal

shared by Siri Anderson on 26 Nov 10 - Cached
  • Siri Anderson on 26 Nov 10
     
    Green Peace statement on economic potential of moving into renewables.
Siri Anderson

Personas | Metropath(ologies) | An installation by Aaron Zinman - 0 views

personas.media.mit.edu/personasWeb.html

visualization personas MIT profile web2.0

shared by Siri Anderson on 07 Feb 10 - Cached
  • Siri Anderson on 07 Feb 10
     
    Create a visual image of a data mine of your name.
  • Siri Anderson on 07 Feb 10
     
    Try this!
Siri Anderson

YouTube - Twitter and the World Simulation - 0 views

www.youtube.com/watch

twitter web2.0 social_studies globalization NCSS Global Connections

shared by Siri Anderson on 01 Apr 10 - Cached
  • Siri Anderson on 01 Apr 10
     
    MWesch creates a class simulation of the world's history using twitter and jott.
Siri Anderson

Main Page - Placeography - 0 views

www.placeography.org/...Main_Page

social studies geography MN wikisota

shared by Siri Anderson on 09 Jan 11 - Cached
  • Siri Anderson on 09 Jan 11
     
    This is a great resource for a teacher wanting to have students actively involved in creating social-studies content for a public forum. You can add places in your community or add-to places in your community with class-created content. Worth exploring for sure.
steffanie_arneson-bristow

Knights of Labor - History.com Articles, Video, Pictures and Facts - 0 views

www.history.com/...knights-of-labor

labor organization strike labor history industrial revolution knights of labor

shared by steffanie_arneson-bristow on 25 Jan 11 - No Cached
  • steffanie_arneson-bristow on 25 Jan 11
     
    Established in 1869 in Philadelphia the KOL was a secret society of tailors. Following Terence Powderly's rise to leadership in 1877 the organization went public, pursuing such goals as an 8-hour workday, abolishment of child labor, graduated income tax and fair wage. One of several organizations created to "look out for the workers." For students: what was the purpose of labor organizations? How did they differ from labor unions? How was the KOL organized? What power did the labor organizations have? How did they obtain power?
Siri Anderson

Many Voices for Darfur - 0 views

manyvoicesdarfur.blogspot.com

wiki Citizen_Action

shared by Siri Anderson on 12 May 11 - Cached
  • Siri Anderson on 12 May 11
     
    A teacher created wiki that has people all over the world talking and thinking about Darfur.
Sara Dusbabek

Wordsmyth - The Premier Educational Dictionary - Thesaurus - 0 views

new.wordsmyth.net

vocab

shared by Sara Dusbabek on 09 Oct 09 - Cached
  • Sara Dusbabek on 09 Oct 09
     
    Found this site to help out with creating vocab. activities.
Bruce Rengo

PBS Global Connections - 0 views

www.pbs.org/...globalconnections

NCSS Global Connections

shared by Bruce Rengo on 26 Nov 09 - Cached
  • Bruce Rengo on 26 Nov 09
     
    Global Connections is the online home to a family of sites created to help teachers, students, and the general public learn more about events around the world through readings, lesson plans, links, timelines, and maps.
Siri Anderson

MapMaker Interactive - National Geographic Education - 0 views

education.nationalgeographic.com/...interactive-map

mapmaker geography resources geographic map interactive

shared by Siri Anderson on 17 Apr 11 - No Cached
  • Siri Anderson on 17 Apr 11
     
    Bookmark this for sure, a great tool for creating maps for content lessons in Social Studies.
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