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Amanda Nichols

Teaching With Documents - 0 views

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    great resource for history teachers looking to use primary sources
Amanda Nichols

Kansas City school allows students to bring laptops, smartphones to class - KansasCity.com - 0 views

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    From the article: South Forsyth High School in Georgia made the leap to BYOT in 2009 and saw the number of discipline referrals for technology abuse drop dramatically, principal Jason Branch said. In its first year of BYOT, the school had four discipline referrals for technology abuse, after amassing 400 over the previous two years. Instead of working to subvert tech barriers, students were protecting their privilege with what Branch called a "mutual respect and instructional understanding between teachers and students." Sion made its leap trusting students - and trusting teachers. "We have to change the way we teach," said Sion world history teacher Beth Ingram. "Our concept of what knowledge is is changing.
anonymous

Twitter in the Classroom: Watch This Teacher Engage Shy Students in Learning History - ... - 0 views

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    Short CNN story on a high school teacher's use of twitter in the classroom to help all students become engaged.
Amanda Nichols

Videoconferences with the National Archives - 0 views

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    Cool videoconferencing option for social studies and history classes, and a way to work with some historically relevant primary sources
Amanda Nichols

picturing the thirties - 0 views

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    From the Smithsonian Institution - Picturing the '30s
Amanda Nichols

Center for Civic Education 60-Second Civics Podcast - 0 views

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    podcasts and quizzes - short, informational resources for civics classes
Amanda Nichols

FACEBOOK: LIKE? | More Intelligent Life - 0 views

  • The internet allows three things, broadly speaking: access to content (video, music, things to read), self-expression (blogs, Twitter) and communication (e-mail, chat, Skype). Facebook competes with it on all these fronts
  • “If you’re a start-up today, you can leverage the world’s largest social network. For free. Why would you want to do the really hard thing, which is recreate a social network, when what you can do is focus on the technology you want to build, and use the one that already exists?”
  • “You didn’t come to Facebook because we’re so awesome. You came to Facebook because your friends are awesome. They’re doing interesting things and you want to know about it. Time that you’re spending conscious of Facebook as a thing probably means we made a mistake.”
  • ...7 more annotations...
  • The culture of “why not this too?” keeps the giant growing and constantly changing. 
  • The plain lower-case logo looks almost sorry to bother you. Tiffani Jones Brown, who oversees the writing of much of the text on the site, says that its personality must be nothing more than “simple, human, clear and consistent”. The music app is called…Music. The photos app is called Photos. The message service is called Messages. Everything on the site is to be written so that an 11-year-old can read it—even though Facebook likes its users to be at least 13.
  • This highlights a key feature of Facebook: it is the anti-Apple. Apple’s products are designed down to their molecules so that you never forget who made them. The colours, fonts and distinctive shapes give Apple an ever-present personality. This reflects the top-down, “we know best” culture cultivated for decades by the brilliant authoritarian Steve Jobs. Facebook could not be more different. “‘Authority’ is just not a word here,” Bosworth says with a laugh. “It’s not a thing we use.”
  • “The things people complain about in real life, it’s like they rediscovered them on Facebook. It’s like gossip never existed before, as if your history never followed you around before. I’m not saying there’s not some differences—but these aren’t Facebook problems, they’re just fundamentally human problems.”
  • Even if Facebook should fall—as Friendster and MySpace rose and fell—its reverberations will be lasting. Google made the internet navigable. Apple made it portable, through intuitive, brilliant devices. Now Facebook has made it social, raising a generation that will never again expect things to be otherwise.
  • Facebook has not replaced social life. It has tightened the social fabric, in a way that fits many people, and which many just as clearly chafe against. The social ills ascribed to it are, by and large, not new. Once people suffered from hysteria and melancholy; in the modern age, they have anxiety and depression. Once they suffered gossiping and bullying; now it’s “Facebook official” drama and cyber-bullying. Once they could envy the greener grass on their neighbour’s side; now it’s “Facebook anxiety” about his (or, more likely, her) online photos. Once they wondered if their social lives were fulfilling enough; now they suffer FOMO—fear of missing out—and get to see all the pictures from the party they weren’t invited to. New labels for old problems. But these problems are larger-looming and becoming ever-present for the mill
  • ions who can’t get enough of their social networks
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    Interesting article on how Facebook permeates daily life and online interactions
Amanda Nichols

Patrimonium-mundi.org : UNESCO World Heritage sites in panophotographies - immersive an... - 0 views

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    Very cool virtual learning/field trip resource
Amanda Nichols

Free Resources - NBC Learn - 1 views

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    Free video resources from NBC Learn, an educational arm of NBC.
Amanda Nichols

ExhibitBuilder - 0 views

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    The Henry Ford's "exhibit builder" tool - primary sources & artifacts in the classroom
Amanda Nichols

Resource Bank - 0 views

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    Historical educational resources from The Henry Ford - available for students, teachers, and other groups
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