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Siri Anderson

News - Indianz.Com - 0 views

www.indianz.com/News

history journalism Native_American CRP

shared by Siri Anderson on 11 Nov 21 - No Cached
  • Siri Anderson on 11 Nov 21
     
    When current events happen, where do you learn about them? One way to expand our/our students' understanding of the world is to choose news sources from around the world that ascribe to the principles of ethical journalism. This channel is offers indigenous perspectives on the news of the day.
Siri Anderson

#pasttofuture - YouTube - 0 views

www.youtube.com/...pasttofuture

history culture world_geography world_history animations

shared by Siri Anderson on 11 Nov 21 - No Cached
  • Siri Anderson on 11 Nov 21
     
    Decent simple short videos that can introduce topics to students, would be very helpful to establish some background knowledge for concepts that some students don't have.
Siri Anderson

Home - 0 views

eji.org

race social_justice

shared by Siri Anderson on 11 Nov 21 - No Cached
Siri Anderson

On Nov 10, 1898: White Mobs Lead Racialized Political Coup in North Carolina - 0 views

calendar.eji.org/...10

race social_justice calendar revolution US_history

shared by Siri Anderson on 11 Nov 21 - No Cached
  • Siri Anderson on 11 Nov 21
     
    This website provides a daily calendar of racial injustices. Disturbing, and true. How can these have existed so densely across our nation's history with so many of us unaware?
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

Lesson 1 - Actions and consequences | Equality and Human Rights Commission - 0 views

www.equalityhumanrights.com/...son-1-actions-and-consequences

3140 Human Relations LessonPlans K-12

shared by Siri Anderson on 09 Nov 21 - No Cached
  • Understand that our actions can have positive and negative consequences. Be able to make choices that aim to create positive consequences.
  • Siri Anderson on 09 Nov 21
     
    Thansk to Lovely for this useful set of resources.
Siri Anderson

Katharine Hayhoe - "Our future is still in our hands" | The On Being Project - The On B... - 0 views

onbeing.org/...r-future-is-still-in-our-hands

GlobalWarming climate change conservative Christian science STEM podcast

shared by Siri Anderson on 08 Nov 21 - No Cached
  • Siri Anderson on 08 Nov 21
     
    This may be a useful resource to those of you who work in environments where there are still those afraid that admitting to the dire direction climate change is pulling our global community is a partisan rather than a scientific issue. Functioning democracy requires that we accept the reality of facts and the powers of reason to discern our ways forward. I enjoyed the talk anyway. ; )
Siri Anderson

The True History of Voting Rights | Learning for Justice - 0 views

www.learningforjustice.org/...-true-history-of-voting-rights

CCC LessonPlans suffrage voting_rights Tim_Goodwin

shared by Siri Anderson on 05 Nov 21 - No Cached
  • Siri Anderson on 05 Nov 21
     
    This lesson that Jackie shared is such a great example of the CCC. Notice how it guides students to activate and revise prior knowledge in the form of a story, integrated more accurate understandings as the lesson progresses. At the end there are even more opportunities for confirming/applying/transferring the content in a personally meaningful way.
Siri Anderson

Voting Rights Timeline - 0 views

www.learningforjustice.org/...eline-Handout-October-2020.pdf

suffrage women's_suffrage equal-rights voting_rights

shared by Siri Anderson on 05 Nov 21 - No Cached
  • Siri Anderson on 05 Nov 21
     
    Thanks to Jackie for sharing this! So much in here
Siri Anderson

2021 Overcoming Racism Conference - 0 views

www.peacemakerresources.org/...rcoming_Racism_Conference.html

conference virtual

shared by Siri Anderson on 03 Nov 21 - No Cached
  • Siri Anderson on 03 Nov 21
     
    Cool opportunity if you happen to be free on November 12th.
Siri Anderson

EdPost - St. Cloud State University - 0 views

edpost.stcloudstate.edu

MN employment schools

shared by Siri Anderson on 02 Nov 21 - No Cached
  • Siri Anderson on 02 Nov 21
     
    If you haven't heard of EdPost before be sure to add this to your Diigo library for future or current reference. A great one-stop shop to find employment in schools across the state. So many needs out there right now, let's try to fill them!
Siri Anderson

"The Effects of Parent-Teacher Communication using Digital Tools in Ear" by NaTeal Bosc... - 0 views

sophia.stkate.edu/231

StKate graduate_student action-research LMS parent-teacher-communication

shared by Siri Anderson on 29 Oct 21 - No Cached
  • Although Seesaw had much greater efficacy at the early elementary than middle school level, this may have been related to institutional factors.
  • Siri Anderson on 29 Oct 21
     
    This is that project I presented in Amsterdam!
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