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Valerie T

Civil War Collection (Photographs), George Eastman House - 0 views

www.geh.org/civil-war.html

Civil War Photograph Primary Source Document Historian Lincoln Conspiracy

shared by Valerie T on 01 Apr 09 - Cached
  • Valerie T on 01 Apr 09
     
    Primary Source photographs divided by these subjects: Gardner's Sketch Book of the War, The Lincoln Conspiracy Album, E.& H.T. Anthony, Taylor & Huntington, William H. Tipton, Tipton & Myers, Stereo Views by Unidentified Publisher/Photographer, and War Photograph & Exhibition Co.
Anthony Armstrong

H-Survey Discussion Network - 0 views

www.h-net.org/~survey

shared by Anthony Armstrong on 04 Feb 09 - Cached
  • Anthony Armstrong on 04 Feb 09
     
    Welcome to H-Survey, a member of H-Net Humanities & Social Sciences OnLine. The primary purpose of H-Survey is to communicate and exchange ideas about teaching approaches, methods, problems, and resources related to introductory United States history courses, as well as research in the field.
Anthony Armstrong

SEDL Letter Volume IX, Number 3: Constructivism - Is It Constructivism? - 0 views

www.sedl.org/...construct.html

constructivism

shared by Anthony Armstrong on 29 Oct 08 - Cached
  • Start with what students know and help them build increasingly sophisticated understandings by making the material and subject matter relevant to them; this is a cornerstone of constructivist education.
  • Constructivist teachers see the viewpoints of their students as "windows into their reasoning." But to see through those windows, teachers must talk with and listen to their students - and allow students to come up with their own answers. Erroneous answers can reveal student viewpoints; in fact, they can give constructivist teachers a way to reach students and encourage the growth of new skills and more accurate understandings.
  • To better engage their students, constructivist teachers often present curriculum holistically, organizing materials in conceptual clusters or, as some constructivists put it, "big ideas." According to Brooks and Brooks, this instructional approach entices students to build meaningful knowledge "by breaking up the wholes into parts that they can understand" and work with. The emphasis on primary ideas instead of sets of discrete facts also naturally leads to cross-curricular teaching and learning.
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  • Thus, teachers should first determine the degree of their pupils' prior knowledge of a subject. This can help teachers alter the curriculum so study units can open with students' expressing their current assumptions; teachers design subsequent lessons to help students form a more accurate understanding of the subject matter by working with primary materials and raw data. Some constructivist teachers also modify a curriculum to cater to students' distinctive learning styles.
  • In contrast, constructivist teachers assess student learning while they teach to gain insight into students' understanding as well as the level of their cognitive development. Right and wrong answers are important to constructivist teachers - but so are opportunities to gain insight into their students' current understanding and the chance to enhance that understanding.
Anthony Armstrong

NCSS Position Statement on Media Literacy | National Council for the Social Studies - 0 views

www.socialstudies.org/...medialiteracy

shared by Anthony Armstrong on 06 Apr 09 - Cached
  • The multimedia age requires new skills for accessing, analyzing, evaluating, creating, and distributing messages within a digital, global, and democratic society. The acquisition and application of critical analysis and media production skills are part of what constitutes media literacy.
  • Outside of the classroom young people regularly engage with music and videos via MP3 players, constantly text their friends with their cell phones, check the latest videos on YouTube, and even upload ones themselves. But, upon entering the classroom they are expected to disengage from this interpersonal, producer-oriented, digital world. If we hope to make learning relevant and meaningful for students in the 21st century, social studies classrooms need to reflect this digital world so as to better enable young people to interact with ideas, information, and other people for academic and civic purposes.
  • Likewise, social studies educators should provide young people with the awareness and abilities to critically question and create new media and technology, and the digital, democratic experiences, necessary to become active participants in the shaping of democracy.
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  • These changes in society and the experiences the students bring into the classroom challenge social studies teachers to change both how and what we teach. One reaction is to fear these changes and try to protect our students from things we don’t understand or appreciate. Such an approach is neither helpful nor pedagogically sound.
  • Whether we like it or not, this media culture is our students’ culture. Our job is to prepare them to be able to critically participate as active citizens with the abilities to intelligently and compassionately shape democracy in this new millennium.
  • the 21st century social studies teacher should guide students to explore different sources of information such as independent blogs, open source sites, wikis, podcasts, and numerous new resources that offer alternatives to corporate media. Teaching students to think critically about the content and the form of mediated messages is an essential requirement for social studies education in this millennium.
  • Changes in technology, media, and society require the development of new pedagogy to empower students to adequately read media messages and produce media themselves in order to be active participants in the contemporary democratic society
  • What do young people need to learn to best enable them to participate in this democratic culture, while navigating their way through the emerging media environment?
  • Media literacy is a pedagogical approach promoting the use of diverse types of media and information communication technology (from crayons to webcams) to question the roles of media and society and the multiple meanings of all types of messages. Analysis of media content is combined with inquiry into the medium. This approach is analytical and skill-based. Thus media literacy integrates the process of critical inquiry with the creation of media as students examine, create, and disseminate their own alternative images, sounds, and thoughts.
  • Media literacy includes the skills of accessing, analyzing, evaluating, creating, and distributing messages as well as the cultural competencies and social skills associated with a growing participatory culture. This participatory culture is characterized not simply by “individual expression” but also by “community involvement,” requiring “social skills developed through collaboration and networking.” (Jenkins et al, 2007, p. 4). Media literacy also includes analysis of ideology and power as students learn how media are used to position audiences and frame public opinion.
  • The horizontal motion entails broadening the definition of what is considered acceptable text to include multiple ways people read, write, view, and create information and messages.
  • Along with analysis, media literacy involves production as students learn to create messages with different media and technology. Students should be presenting their research and learning through interactive multimedia presentations, as Internet blogs, videos, podcasts, etc.
  • Teaching media literacy also requires a vertical movement to help students deepen their questioning of the relationships between information, knowledge, and power
  • The ability to differentiate between primary and secondary sources or distinguish fact from fiction is now intimately connected to the ability to analyze and create media.
  • What social, cultural, historical, and political contexts are shaping the message and the meaning I am making of it? How and why was the message constructed?. How could different people understand this information differently? Whose perspective, values and ideology are represented and whose are missing? Who or what group benefits and/or is hurt by this message?
  • In the 21st century, media literacy is an imperative for participatory democracy because new information/communication technologies and a market-based media culture have significantly reshaped the world. The better we can prepare our students to critically question the information and media they are seeing, hearing, and using, the more likely they are to make informed decisions and to participate as citizens who can shape democracy for the public good.
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