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Jen Bartsch

Global Trek - 1 views

content.scholastic.com/...lessonplan.jsp

NCSS People Places and Environments Research Skills Countries Continents and Regions Geography Map Skills Technology

shared by Jen Bartsch on 06 Oct 09 - Cached
  • Jen Bartsch on 06 Oct 09
     
    Scholastic's Global Trek is a way for students to travel around the world without ever having to leave their classroom. When students arrive in the country of their choice they are supplied with a suggested travel itinerary. This itinerary offers them links to background information and a chance to read about the country's people.
Sara Dusbabek

Wilson & Ditch Digging America | PBS KIDS GO! - 0 views

pbskids.org/wilsonandditch

Geography

shared by Sara Dusbabek on 13 Jan 10 - No Cached
  • Sara Dusbabek on 13 Jan 10
     
    Very entertaining for children, two gophers traveling across the U.S. in an eco-fuel powered van.
Siri Anderson

Arounder - Travel and Lifestyle in 360-degree Quicktime VR - Virtual Reality Full Scree... - 0 views

www.arounder.com

travel panoramas photography virtual social_studies geography

shared by Siri Anderson on 02 Apr 10 - Cached
  • Siri Anderson on 02 Apr 10
     
    Beautiful views on the word.
  • Siri Anderson on 02 Apr 10
     
    For those of us that didn't get to "get away" over Spring Break a visual vacation...
Kristiana Holmes

Teacher's Guide: Culture & Change: Black History in America - 0 views

teacher.scholastic.com/...tguide.htm

NCSS Time Continuity and Change Black History in America Culture & Change

shared by Kristiana Holmes on 09 Nov 09 - Cached
  • Kristiana Holmes on 09 Nov 09
     
    Scholastic project that travels through time in Black history. Multiple components could make up a variety of lessons. There is also an interactive timeline that identifies black "trailblazers" (only goes through 2001--much more to add!).
Siri Anderson

Learning about the world through photography | TrekEarth - 0 views

www.trekearth.com

photography travel photos geography

shared by Siri Anderson on 16 Feb 13 - Cached
  • Siri Anderson on 16 Feb 13
     
    Visual Learning!
Siri Anderson

Slavery in the United States | Economic History Services - 1 views

eh.net/...wahl.slavery.us

race slavery economics

shared by Siri Anderson on 14 Jan 12 - Cached
  • Jason Soltis on 15 Jan 12
     
    I have a cousin that has done a lot of work with the Coalition of Immokalee Workers in Florida. It is an organization that works for the rights of migrant farm workers. http://www.ciw-online.org/freedom_march/index.html. There is also a link to the Modern Day Slavery Museum that travels around the South Eastern US.
Siri Anderson

Paddle-to-the-Sea by Holling Clancy Holling - 0 views

www.googlelittrips.com/...by_Holling_Clancy_Holling.html

google geography GoogleEarth social_studies content_area_reading literature

shared by Siri Anderson on 06 Jan 12 - No Cached
  • Siri Anderson on 06 Jan 12
     
    Here is an example of lesson materials for a unit in geography and literature developed within Google Earth. Students take a tour of the places that are traveled to in Google Earth while being prompted with appropriate questions and content links for each chapter of the text. Really fun.
Siri Anderson

Plimoth - 0 views

www.startribune.com/...108963069.html

Thanksgiving Mayflower

shared by Siri Anderson on 25 Nov 10 - No Cached
  • Siri Anderson on 25 Nov 10
     
    Thanks Jeff!
Kandace Norby

A Brief History of Rubber - 1 views

www.mongabay.com/10rubber.htm

Social_Studies

shared by Kandace Norby on 25 Jan 10 - Cached
  • Kandace Norby on 25 Jan 10
     
    This article has indepth information about the "Rubber Men" of South America. This group eventually wiped out the native tribes from 30,000 to less than 8,000. (By the tiime, Theordore Roosevelt traveled the River of Doubt the Rubber Men were few and far between because now the rubber plantations were in now growing in Southeast Asia.) This group provided great assistance to the Rondon/Roosevelt expedition toward the end of the trip.
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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