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Randolph Hollingsworth

Choice without Equity: Charter School Segregation and the Need for Civil Rights Standards - 16 views

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    by Erica Frankenberg, Genevieve Siegel-Hawley and Jia Wang January 2010 The Civil Rights Project, UCLA The Civil Rights Project/Proyecto Derechos Civiles UCLA Graduate School of Education & Information Studies 8370 Math Sciences, Box 951521 Los Angeles, California 90095-1521 (ph) 310-267-5562 (fax) 310-206-6293 www.civilrightsproject.ucla.edu This report should be cited as: Frankenberg, E., Siegel-Hawley, G., Wang, J. (2010). Choice without Equity: Charter School Segregation and the Need for Civil Rights Standards. Los Angeles, CA: The Civil Rights Project/Proyecto Derechos Civiles at UCLA; www.civilrightsproject.ucla.edu.
Jeremy Inscho

World History Connected | Vol. 6 No. 3 | Cynthia Stokes Brown: What Is a Civilization, ... - 40 views

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    Here's a site that's pretty detailed, but there are a few lists of the characteristics of a civilization by some pretty smart people. Check out the bottom part "Anaology with Ants" that talks about ants having civilizations and why.
BIBlinks

A Call to Conscience: The Landmark Speeches of Martin Luther King, Jr. | The Martin Lut... - 4 views

    • BIBlinks
       
      Talerne er digitaliseret, og kan findes nederst på siden
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    "Dr. Martin Luther King, Jr., is known for being one of the greatest orators of the twentieth century, and perhaps in all of American history. In the 1950s and 1960s, his words led the Civil Rights Movement and helped change society. He is best known for helping achieve civil equality for African Americans, but these speeches--selected because they were each presented at a turning point in the Civil Rights Movement--show that his true goal was much larger than that: He hoped to achieve acceptance for all people, regardless of race or nationality. This companion volume to A Knock at Midnight features the landmark speeches of his career, including: "I Have a Dream"; his acceptance speech for the Nobel Peace Prize; his eulogy for the young victims of the Birmingham church bombing; and "I've Been to the Mountaintop," the last speech he gave before his death."
Tara Heath

Hate Speech and Hate Crime | Advocacy, Legislation & Issues - 3 views

  • There is no legal definition of "hate speech" under U.S. law, just as there is no legal definition for evil ideas, rudeness, unpatriotic speech, or any other kind of speech that people might condemn. Generally, however, hate speech is any form of expression through which speakers intend to vilify, humiliate, or incite hatred against a group or a class of persons on the basis of race, religion, skin color sexual identity, gender identity, ethnicity, disability, or national origin. 1 In the United States, hate speech is protected by the First Amendment. Courts extend this protection on the grounds that the First Amendment requires the government to strictly protect robust debate on matters of public concern even when such debate devolves into distasteful, offensive, or hateful speech that causes others to feel grief, anger, or fear. (The Supreme Court's decision in Snyder v. Phelps provides an example of this legal reasoning.) Under current First Amendment jurisprudence, hate speech can only be criminalized when it directly incites imminent criminal activity or consists of specific threats of violence targeted against a person or group. Hate Crime For the purposes of collecting statistics, the FBI has defined a hate crime as a “criminal offense against a person or property motivated in whole or in part by an offender’s bias against a race, religion, disability, sexual orientation, ethnicity, gender, or gender identity,” including skin color and national origin.  Hate crimes are overt acts that can include acts of violence against persons or property, violation or deprivation of civil rights, certain "true threats," or acts of intimidation, or conspiracy to commit these crimes. The Supreme Court has upheld laws that either criminalize these acts or impose a harsher punishment when it can be proven that the defendant targeted the victim because of the victim's race, ethnicity, identity, or beliefs.  A hate crime is more than than offensive speech or conduct; it is specific criminal behavior that ranges from property crimes like vandalism and arson to acts of intimidation, assault, and murder.  Victims of hate crimes can include institutions, religious organizations and government entities as well as individuals.
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    "Hate Speech There is no legal definition of "hate speech" under U.S. law, just as there is no legal definition for evil ideas, rudeness, unpatriotic speech, or any other kind of speech that people might condemn. Generally, however, hate speech is any form of expression through which speakers intend to vilify, humiliate, or incite hatred against a group or a class of persons on the basis of race, religion, skin color sexual identity, gender identity, ethnicity, disability, or national origin. 1 In the United States, hate speech is protected by the First Amendment. Courts extend this protection on the grounds that the First Amendment requires the government to strictly protect robust debate on matters of public concern even when such debate devolves into distasteful, offensive, or hateful speech that causes others to feel grief, anger, or fear. (The Supreme Court's decision in Snyder v. Phelps provides an example of this legal reasoning.) Under current First Amendment jurisprudence, hate speech can only be criminalized when it directly incites imminent criminal activity or consists of specific threats of violence targeted against a person or group. Hate Crime For the purposes of collecting statistics, the FBI has defined a hate crime as a "criminal offense against a person or property motivated in whole or in part by an offender's bias against a race, religion, disability, sexual orientation, ethnicity, gender, or gender identity," including skin color and national origin.  Hate crimes are overt acts that can include acts of violence against persons or property, violation or deprivation of civil rights, certain "true threats," or acts of intimidation, or conspiracy to commit these crimes. The Supreme Court has upheld laws that either criminalize these acts or impose a harsher punishment when it can be proven that the defendant targeted the victim because of the victim's race, ethnicity, identity, or beliefs.  A hate crime is more than than offensive speech
Michael Sheehan

Learning Never Stops: Education, Civil War, and Vintage Modern Ads - 39 views

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    Great Civil War site featuring modern battlefield pictures and vintage photos from the time period. Also, check out Tioki, a great new online educational community.
Michael Sheehan

Learning Never Stops: Civil War, Beautiful Pictures, and Infographics - 12 views

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    Over 1400 Civil War photographs plus infographics, and beautiful images.
Michael Sheehan

Learning Never Stops: Internet Resources, Civil War, and Gizmos - 22 views

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    Great Civil War blog and internet resource resource hub for educators.
Martin Lukaszewski

The Civil War - - 21 views

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    The National Park service provides an overview of the Civil War including a reporter who posts frequent Twitter posts.
Deven Black

Teaching the Civil War with Technology - 122 views

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    A blog aimed at helping teachers integrate technology into lessons about the Civil War.
ronhustvedt

Prologue | Discovering the Civil War | U.S. National Archives - 33 views

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    Have a topic related to the U.S. Civil War, slavery or that general time period? This is a great website for you to explore.
Javier E

News: Decline of 'Western Civ'? - Inside Higher Ed - 25 views

  • Fifty years ago, 10 of the 50 "top" colleges mandated a Western Civ course, while students at 31 of them could choose a "Western Civilization" course from among a group of courses that would fulfill general education requirements. The situation is different today, according to the report. None of those "top 50" colleges and only one of the 75 public universities, the University of South Carolina, mandates one semester of "Western Civ." The association did not count Columbia University and Colgate University as offering the traditional "Western Civ" course, even though those institutions require two-semester courses on Western thought, because those courses include non-Western texts. Sixteen of the "Top 50" list Western Civ among several choices for a general education curriculum, as do 44 of the 75 large public institutions.
  • The "traditional Western Civ course," he said, was especially well suited for the student population of the 1960s. But he said today's student body is radically different and might not be as interested in such courses. He also attributed the change to an increasing specialization among professors, which affects how well they can teach broad survey courses and how much they enjoy doing so.
  • Whereas many colleges in the 1960s had standard core curriculums, more and more universities have moved to a model where students select from a broad range of courses in thematic areas.
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  • "The notion that the cultural traditions of our population reside in Western Civilization is belied by the demographic changes in the American population," Grossman said. He said it is knowledge of world history, a perspective that encompasses Western Civilization, that students are going to need in order to be successful in business, nonprofit, and government jobs.
Misha Miller

Using Groups Effectively: 10 Principles » Edurati Review - 50 views

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    "Conversation is key . Sawyer succinctly explains this principle: "Conversation leads to flow, and flow leads to creativity." When having students work in groups, consider what will spark rich conversation. The original researcher on flow, Mihaly Csikszentmihalyi, found that rich conversation precedes and ignites flow more than any other activity.1 Tasks that require (or force) interaction lead to richer collaborative conceptualization. Set a clear but open-ended goal . Groups produce the richest ideas when they have a goal that will focus their interaction but also has fluid enough boundaries to allow for creativity. This is a challenge we often overlook. As teachers, we often have an idea of what a group's final product should look like (or sound like, or…). If we put students into groups to produce a predetermined outcome, we prevent creative thinking from finding an entry point. Try not announcing time limits. As teachers we often use a time limit as a "motivator" that we hope will keep group work focused. In reality, this may be a major detractor from quality group work. Deadlines, according to Sawyer, tend to impede flow and produce lower quality results. Groups produce their best work in low-pressure situations. Without a need to "keep one eye on the clock," the group's focus can be fully given to the task. Do not appoint a group "leader." In research studies, supervisors, or group leaders, tend to subvert flow unless they participate as an equal, listening and allowing the group's thoughts and decisions to guide the interaction. Keep it small. Groups with the minimum number of members that are needed to accomplish a task are more efficient and effective. Consider weaving together individual and group work. For additive tasks-tasks in whicha group is expectedtoproduce a list, adding one idea to another-research suggests that better results develop
Stacy Olson

Battlefields of the Civil War - A story map presented by Esri - 2 views

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    An interactive map and chronology of the major battles of the civil war.
Judy Robison

Welcome to Created Equal | Created Equal - 81 views

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    Created Equal: America's Civil Rights Struggle, a special initiative of the National Endowment for the Humanities (NEH), was recently launched to provide free access to documentary films highlighting some of the most dramatic events in recent American history. As America marks the anniversaries of the Emancipation Proclamation and the March on Washington in 2013, NEH is introducing a website making four outstanding NEH-supported documentaries about the civil rights movement available for use in communities and schools across the nation.
Michele Brown

Welcome to The Ancient Web - The Ancient World's Great Civilizations - 6 views

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    Explore ancient worlds and civilizations.
amy musone

Civil War Quilt Project - 52 views

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    Greg Wimmer's class combined art and history to create a symbolic Civil War quilt
Kate Tabor

Welcome to NBC Learn- Finishing The Dream: Learning From The Civil Rights Era - 35 views

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    60 years of the Civil Rights Movement - teacher resources
Dallas McPheeters

Resource: The Western Tradition Video Lectures - 52 views

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    52 free online videos professionally produced to teach Western Civilization history. Super resource.
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    I went to the site and the quality of the videos is good. THX ;) I may watch the series just for my own education, too.
sharon thistlethwaite

Looking for Lincoln | PBS - 2 views

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    Interactive site with videos about the Civil War and Lincoln's decisons.
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