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Peter Beens

EasyBib: Free Bibliography Maker - MLA, APA, Chicago citation styles - 17 views

www.easybib.com

bibliography education tweeted literacy writing

shared by Peter Beens on 24 Mar 09 - Cached
    • anonymous
      anonymous on 24 Mar 09
       
      Choose the type of source you want to cite.
    • Josh Flores
      Josh Flores on 01 Jun 11
       
      It's easy to overlook the great Citation Guide. There's an especially helpful guide for evaluation websites! Worth sharing with students.
    • Ms. Nicholson
      Ms. Nicholson on 24 Aug 13
       
      Thanks for the tips! I loved this site in college and now I get to share it with my students. 
    • Luv2ride
      Luv2ride on 07 Nov 14
       
      The subscription for schools is sooo worth the money. The notebook feature is incredible and allows the user to practically write the paper as s/he takes notes. Awesome!
    • Jody Conrad
      Jody Conrad on 17 Dec 14
       
      How about teach them how to cite? Easybib is like the kid in the group who doesn't always do the best work. It's a good resource, but our students must learn to be smarter than an algorithm.
Christopher Jackson

Is College Worth It? Clearly, New Data Say - NYTimes.com - 72 views

www.nytimes.com/...h-it-clearly-new-data-say.html

shared by Christopher Jackson on 31 May 14 - No Cached
  • worth it.
    • Christopher Jackson
      Christopher Jackson on 29 Aug 14
       
      "Worth it" suggests that the values in question are only those of money and calculation. Is that the best way to measure what college can offer?
  • Yes, college is worth it, and it’s not even close. For all the struggles that many young college graduates face, a four-year degree has probably never been more valuable.
  • he singer Jill Scott, who was being given an honorary doctorate, at graduation ceremonies at Temple University in Philadelphia this month.
  • ...5 more annotations...
  • hat the pay gap has nonetheless continued growing means that we’re still not producing enough of them
  • experts and journalists
  • According to a paper by Mr. Autor published Thursday in the journal Science, the true cost of a college degree is about negative $500,000. That’s right: Over the long run, college is cheaper than free. Not going to college will cost you about half a million dollars.
  • education brings a huge return.
  • benefits of college don’t go just to graduates of elite colleges
Gregg Fletcher

Teaching the Controversy: Why the Creationism Vs. Evolution Debate Should Stay Out of Science Classrooms - Yahoo! News - 56 views

news.yahoo.com/ion-debate-stay-223900548.html

shared by Gregg Fletcher on 20 Feb 12 - No Cached
    • Tammy Ahearne
      Tammy Ahearne on 20 Feb 12
       
      teaching controversy? Really?
  • 14 percent of high school biology teachers personally reject not only the theory of evolution but also scientific method, which teaches rigorous critical thinking skills and draws a clear path to the discovery of real truths and how to separate them from merely apparent truths.
    • Tammy Ahearne
      Tammy Ahearne on 20 Feb 12
       
      I don't understand how this can be rejected with the CCSS?
  • ...2 more annotations...
  • The basic science of evolutionary biology underlies so many diverse disciplines that it can be considered a basic necessity of knowledge in modern scientific society.
    • Gregg Fletcher
      Gregg Fletcher on 20 Feb 12
       
      This statement is misleading in that it assumes the ID stand rejects small variations within an already preexisting genetic code.  Creationist and ID teachings both conclude that variations within the genetic code are essential to species survival.  The pseudo-proven evolution of species-to-species genetics does not need to be taught at any level in order for individuals to prosper at higher institutes of learning.
  • It seems today's Religious Right would raise a generation of kids who would perhaps conclude the lights are out because they used a curse word or took God's name in vain.
  • Tammy Ahearne on 20 Feb 12
     
    Great for ten page paper
Julia Gardiner

Lateline - 29/10/2012: PMs plan for every child to learn an Asian language - 14 views

www.abc.net.au/...s3621224.htm

shared by Julia Gardiner on 10 Mar 15 - No Cached
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      The rationale or thinking behind introducing languages early in primary school
  • Gillard Government's Asian Century white paper sets an aspiration for Australia to rank as the world's 10th biggest economy by 2025, capitalising on the rapid economic growth in the region.
  • education will be the key and wants all school students to study an Asian language.
  • ...24 more annotations...
  • funded
  • where all the new teachers might come from
  • where all the new teachers might come from.
  • the gold standard
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
       The gold standard =any excellent example of something, like how Olympians are the gold standard for athletes
  • If you understand through the learning of language how people think, how they construct meaning, what is important to them culturally, then I think that gives us better insights into the people that we're going to be working with in the future and negotiating with.
  • The Prime Minister says she'll force the curriculum changes by tying them to Commonwealth funding to state and private schools.
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      Is this  good policy making? Some would  consider  it 'blackmail'!
  • Broadly, teachers and education experts have welcomed the plan, but question where the money is going to come from.
  • catchcry of the Hawke and Keating governments
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      The Hawke-Keating Government refers to the Federal Government of Australia from 11 March 1983 to 11 March 1996. It was a Labour government
  • Currently across all levels of schooling there's around 18 per cent of our young people who are studying one of the four priority Asian languages: Mandarin Chinese, Japanese, Indonesian and Korean. And that diminishes to fewer than 6 per cent by the time they get to Year 12.
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      How do we encourage students to  continue  learning an Asian language into the final years  of high school and  eyond?
  • say we simply don't have enough Asian language teachers to deliver the Prime Minister's vision and for the last decade the numbers of graduates have been declining.
  • hat's happened because universities have been under these budget constraints and when they've made decisions about what to cut, they cut courses with low enrolments and there goes the languages.
  • JEANNIE REA, PRESIDENT, NATIONAL TERTIARY EDUCATION UNION
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      Suggested reasons for the decline in language graduates and therefore  in language teachers. 
  • will help.JULIA GILLARD: We live in an age of different learning possibilities and choices. What we can do through the National Broadband Network, what we can do through having the world's first online national curriculum, which is what the Australian curriculum is, means we can get a deeper penetration of language, literacy and learning.
  • e Prime Minister acknowledges the shortages, but says technology
  • will help.
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      This argument t can be debated.  It would suggest that technology in itself will be a solution!
  • we need to be looking very carefully at what sort of encouragement and incentives we can provide to students so they continue doing a language, go on and major in a language in university and then go on to teach in the area.
  • JEANNIE REA:
    • Julia Gardiner
      Julia Gardiner on 10 Mar 15
       
      What type of incentive scan be offered/
  • Julia Gardiner on 10 Mar 15
     
    The Prime Minister wants all school students to study an Asian language to secure Australia's future in the Asian Century.
  • nadinebailey on 11 Mar 15
     
    Completely deluded. Even here in Singapore, surrounded supposedly by chinese speakers the international schools are not getting it right and success stories are unusual ...
sweissenborn

Surviving Darfur: Photographer on Life in the Camps - 31 views

news.nationalgeographic.com/...0620_050620_darfur.html

photographer camps refugee natgeo

shared by sweissenborn on 24 Sep 13 - No Cached
    • sweissenborn
      sweissenborn on 24 Sep 13
       
      Important information for introduction to paper
danthomander

http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG14-01_NotJust.pdf - 14 views

DIIGO_FILE_HOME/3pf2l/bdcr

shared by danthomander on 12 Nov 14 - Cached
  • educational challenge in America is not just about poor kids in poor neighborhoods,” he said. “It’s about many kids in many neighborhoods. The [test] results underscore that educational shortcomings in the United States are not just the problems of other people’s children.
  • danthomander on 12 Nov 14
     
    Comprehensive study illustrating U.S. performance in math.
Jess Hazlewood

"Where's the Writer" TETYC March 2014 - 43 views

DIIGO_FILE_HOME/1dj8a/b5ju

shared by Jess Hazlewood on 03 Sep 14 - No Cached
  • “Responders Are Taught, Not Born”
  • We contend that student writers will see greater value in peer response if they develop tools that allow them to participate more actively in the feedback process. With teaching suggestions like those above, writers can learn how to re-flect on their experiences with peer response. They can also learn to identify their needs as writers and how to ask questions that will solicit the feedback they need.
  • We like to limit each mock session to no more than seven minutes of back and forth between respondent and writer.
  • ...33 more annotations...
  • class suggests that the writer’s question
  • This becomes a teachable moment. When the respondent asks for assistance from the class, this break in the session becomes an opportunity for the class to assist the writer and the respondent. The writer appears stuck, not knowing what to ask. And the respondent appears perplexed, too.
  • we follow Carl Anderson’s suggestion to teach students how to ask questions about their writing through role-playing.
  • dynamic list that students freely update throughout the semester on the class classro
  • organize the questions within categories such as tone, content, evidence-based support, style, and logistics
  • The end result is a robust list of questions for writers to ask of their respondents.
  • in-class discussion about effective and less effective questions for writers
  • raft three to five questions they have about the assignment to ask of their peers as they prepare to write or revise their assignment. When appropriate, we can direct our students to the course text, where there are
  • : pointing, summarizing, and reflecting
  • Students’ comments often point to their struggle to position themselves in peer response.
  • “What would it take for you to be in-vested as writers in peer response?” Students’ typical responses include the following:>“I need to know what to ask.” >“I don’t know what to ask about my writing, except for things like punctua-tion and grammar.”>“Does the person reading my work really know what the assignment is? Bet-ter than I do?”>“I’m not really sure if I’m supposed to talk or ask questions when someone is giving me feedback about my work, so I don’t really do anything. They write stuff on my paper. Sometimes I read it if I can, but I don’t really know what to do with it.”
  • it is important to offer activities to ensure that both respondents and writers are able to articulate a clear purpose of what they are trying to accomplish. These activities, guided by the pedagogies used to prepare writing center consultants
  • devote more attention to the respondent than to the writer, we may unwit-tingly be encouraging writers to be bystanders, rather than active participants, in the response process.
  • , “Feedback: What Works for You and How Do You Get It?”
  • highlight the value of both giving and getting feedback:In 56 pages near the end of this book, we’ve explained all the good methods we know for getting feedback from classmates on your writing. . . . The ability to give responses to your classmates’ writing and to get their responses to your own writing may be the most important thing you learn from this book. (B
  • we question whether textbooks provide emergent writers with enough tools or explicit models to engage actively in peer response conversations.
  • While such questions are helpful to emerging writers, who depend on modeling, they lack explanation about what makes them “helpful” questions. As a result, emerging writers may perceive them as a prescriptive set of questions that must be answered (or worse, a set of questions to be “given over” to a respondent), rather than what they are intended to be: questions that could advance the writer’s thoughts and agenda.
  • this information is limited to the instructor’s manual
  • llustrates the difference be-tween vague and helpful questions, pointing out that helpful questions
  • You will need to train students to ask good questions, which will help reviewers target their attention.Questions like “How can I make this draft better?” “What grade do you think this will get?” and “What did you think?” are not helpful, as they are vague and don’t reflect anything about the writer’s own thoughts. Questions like “Am I getting off topic in the introduction when I talk about walking my sister to the corner on her first day of school?” or “Does my tone on page 3 seem harsh? I’m trying to be fair to the people who disagree with the decision I’m describing” help readers understand the writer’s purpose and will set up good conversations. (Harrington 14, emphasis added
  • uestions” when soliciting feedback (like the advice we found in many textbooks), she also provides explicit examples for doing so
  • he most explicit advice for writers about ask-ing questions and, in effect, setting up good conversations is buried in an instruc-tor’s manual for The Allyn & Bacon Guide to Writing. In thi
  • “Getting Response” chapter later in the book, they will benefit from the textbook authors’ instructions that they should in fact use questions that will help them solicit their feedback
  • dependent on what parts of the textbook they choose to read
  • point writers to a specific set of questions that they should ask of their respondents. Such instructions take a notable step toward shifting the locus of control from the respondent to helping writers engage their peers in conversation.
  • there is no mention that writers might use them for purposes of soliciting feedback.
  • we see an opportunity for modeling that is not fully realized.
  • we argue that Faigley offers respondents specific examples that empower them to actively engage the process and give feedback. We contend that emergent writers need a similar level of instruction if they are to be agents in response.
  • textbook authors offer few examples for how to get specific feedback
  • Peter Elbow and Pat Belanoff ’s first edition of A Community of Writers published in 1995, in which eleven “Sharing and Responding” techniques, d
  • we worked to understand how textbooks highlight the writer’s role in peer response.
  • We wanted to know what books tell writers about asking questions
  • lthough we do not discount the importance of teaching respondents how to give feedback, we argue that writers must also be taught how to request the feedback they desire.
  • Jess Hazlewood on 03 Sep 14
     
    Writer's role in soliciting feedback during peer edit. Suggestions for modeling and training.
anonymous

Curriculum21 - Annotexting - 62 views

www.curriculum21.com/...annotexting

annotating

shared by anonymous on 11 Nov 14 - No Cached
  • We would also like to share this DISCUSSION RUBRIC (2007) that you can use as students submit annotations and begin to draw conclusions about what their evidence is pointing to.
    • Sharin Tebo
      Sharin Tebo on 11 Nov 14
       
      An idea or resource perhaps...
    • anonymous
      anonymous on 11 Nov 14
       
      Start off modeling what you expect students to do.  Then, move more toward asking students to look at a text with a certain set of questions in mind.  Finally, just share a simple short list of terms or words which will guide student reading/annotating.
  • These annotations, rather than being on paper, can be collected with different web tools so that students can collaborate
  • ...8 more annotations...
    • anonymous
      anonymous on 11 Nov 14
       
      Great use of Diigo or Google documents!
  • Students submit their annotations via their smart phones or other digital devices, and then analyze each other’s notations collectively.  They could be looking for main ideas, thematic and literary elements, or big ideas from the work.   They could be looking for evidence of connections to other texts, their own experiences, or world issues. They could simply be searching for meaning to support them when reading complex texts.
    • anonymous
      anonymous on 11 Nov 14
       
      Reading, analyzing, and collaborating about annotations helps open the eyes of readers and provides feedback which promotes even more thinking.
    • anonymous
      anonymous on 11 Nov 14
       
      FABULOUS way to utilize Google docs and tools!
  • annotexting will allow students to engage with other audiences in tasks with an expanded purpose
    • anonymous
      anonymous on 11 Nov 14
       
      Anytime something is shared and ideas are discussed and shared, there seems to be more of a 'real-life' purpose for digging in and completing the task.
  • In order to get students to own this process, we have to relinquish some control. Let them think, let them make mistakes and respond. Let them draw conclusions even they are not the conclusions we would have drawn. We can be there to coach them through misconceptions.
    • anonymous
      anonymous on 11 Nov 14
       
      Step back!  It is amazing to learn from the student's perspective.  Then, if the thinking is not focused toward the goal or objective of the teacher's lesson, a bit of guidance and coaching is all that is needed to steer students toward that goal/objective.
kellidgegroup

Online text to speech (TTS) converter - SpokenText.net - 14 views

www.spokentext.net

UDL Session 3 TTS converter speech tools mp3 text

shared by kellidgegroup on 15 Jun 12 - Cached
  • What is SpokenText.net? SpokenText lets you easily convert text into speech. Record (English, French, Spanish or German) PDF, Word, plain text, PowerPoint files, and web pages, and convert them to speech automatically. Download your reccordings as .mp3 or .m4b (Audio Book) files (in English, French, Spanish and German)
  • great way to check your writing for grammar and spelling errors
  • What is SpokenText.net? SpokenText lets you easily convert text into speech. Record (English, French, Spanish or German) PDF, Word, plain text, PowerPoint files, and web pages, and convert them to speech automatically. Download your reccordings as .mp3 or .m4b (Audio Book) files (in English, French, Spanish and German)
  • ...3 more annotations...
  • What is SpokenText.net? SpokenText lets you easily convert text into speech. Record (English, French, Spanish or German) PDF, Word, plain text, PowerPoint files, and web pages, and convert them to speech automatically. Download your reccordings as .mp3 or .m4b (Audio Book) files (in English, French, Spanish and German) of any text content on your computer or mobile phone.
  • Record books, articles,web pages, your papers class notes or any other text content
  • convert text into speech. Record (English, French, Spanish or German) PDF, Word, plain text, PowerPoint files, and web pages, and convert them to speech automatically.
  • Marc Patton on 15 Jun 12
     
    SpokenText lets you easily convert text into speech. Record (English, French, Spanish or German) PDF, Word, plain text, PowerPoint files, and web pages, and convert them to speech automatically.
  • kellidgegroup on 31 Jan 15
     
    SpokenText converts any text into clear natural sounding speech. Convert documents, web pages or just copy and paste the text you want to convert, then learn while on the go
Caroline Kuhn

Common Sense or Good Sense - 3 views

www.nottingham.ac.uk/...coben.html

Gramsci critical

shared by Caroline Kuhn on 20 Feb 15 - Cached
  • Caroline Kuhn on 20 Feb 15
     
    Gramsci's idea of good sense vs common sense: THis process does not entail "introducing from scratch a scientific from of thought into everyone's individual life, but of renovatin gand making critical an already existing acrivity" 1971: p. 331 Gramsci
  • Caroline Kuhn on 20 Feb 15
     
    This idea of good sense vs common sense can be used in my work in relation to the use of technology in an already old task like writing a dissertation. It is renovating and making critical an already existing activity. I need to think in which sense the use of the tool will make the activity critical. One idea could be that they are going to be more self-directed?? Not sure
C CC

Exercise Book to Spark Creativity - 56 views

ukedchat.com/...rcise-book-to-spark-creativity

writing literacy creativity paper

shared by C CC on 16 Jun 14 - No Cached
  • C CC on 16 Jun 14
     
    Interesting
Maria Nuzzo

20 Ways to Provide Effective Feedback to Your Students ~ Educational Technology and Mobile Learning - 215 views

www.educatorstechnology.com/...rovide-effective-feedback.html

feedback

shared by Maria Nuzzo on 13 Mar 14 - No Cached
    • Elizabeth Sato
      Elizabeth Sato on 13 Mar 14
       
      These four questions are AWESOME.  I want to research Dinham 2002 & 2007.  It's true as adults, why don't we give kids the same consideration?
    • Elizabeth Sato
      Elizabeth Sato on 13 Mar 14
       
      I like the idea of concentrating on one thing -- let the kids know what I'm looking for during the week.  Eg. on the board it could say "conference focus"
    • Sharin Tebo
      Sharin Tebo on 27 Oct 15
       
      Great for conferring to really help students focus on improving one writing skill
  • Utilize this strategy when grading papers or tests. This strategy allows you the necessary time to provide quality, written feedback.
  • ...5 more annotations...
  • Alternate due dates for your students/classes.
  • Educate students on how to give feedback to each other.
  • Model for students what appropriate feedback looks like and sounds like.
    • Sharin Tebo
      Sharin Tebo on 27 Oct 15
       
      Gradual Release of Responsibility: Student learns to do heavy lifting
  • Ask another adult to give feedback.
  • defeated. Here you will find 20 ideas and techniques on how to give effective learning feedback that will leave your students with the feeling they can
  • Elizabeth Sato on 13 Mar 14
     
    20 tips for effective feedback -- ESPECIALLY #4 & 9
  • Sharin Tebo on 27 Oct 15
     
    20 tips for effective feedback -- ESPECIALLY #4 & 9
Barbara Moose

PDF Pad - 2 views

www.pdfpad.com

pdf tools paper calendar graph templates download free

shared by Barbara Moose on 01 Jun 09 - Cached
  • Barbara Moose on 01 Jun 09
     
    PDF Pad offers a diverse collection of free printer-ready documents needed for work, school and play.
anonymous

The Internet's Dark Ages - The Atlantic - 51 views

www.theatlantic.com/...409210

archives archiving digital citizenship

shared by anonymous on 13 Nov 15 - No Cached
  • It’s not a place in any reliable sense of the word. It is not a repository. It is not a library. It is a constantly changing patchwork of perpetual nowness.
  • It’s unstable.
  • “Except when it goes, it really goes,” said Jason Scott, an archivist and historian for the Internet Archive. “It’s gone gone. A piece of paper can burn and you can still kind of get something from it. With a hard drive or a URL, when it’s gone, there is just zero recourse.”
  • ...6 more annotations...
  • The Internet Archive’s Wayback Machine has a trove of cached web pages going back to 1996.
  • It is not just access to knowledge, but the knowledge itself that’s at stake.
  • Ephemerality is built into the very architecture of the web, which was intended to be a messaging system, not a library.
  • And yet there are no robust mechanisms for libraries and museums to acquire, and thus preserve, digital collections.
  • Vaughan was named a finalist for the Pulitzer Prize in
  • The Internet is now considered a great oracle, a place where information lives and knowledge is stitched together.
jojomitty

Teach students to communicate effectively in the Innovation Age | eSchool News - 31 views

www.eschoolnews.com/...2

shared by jojomitty on 26 Jan 16 - No Cached
    • jojomitty
      jojomitty on 26 Jan 16
       
      Students love paper/pencil graphic organizers, and they are very effective tools. Digital ones need to be used by students as well.
  • Being a good communicator is more complicated in the Innovation Age
    • jojomitty
      jojomitty on 26 Jan 16
       
      This is one of the biggest challenges of students today. They have to process SO much information, and we have to guide them in how to best communicate that information effectively.
jariza67

Letter_Birmingham_Jail(1).pdf - 21 views

Engage NY

shared by jariza67 on 03 Feb 16 - No Cached
  • Martin Luther King, Jr.
    • jariza67
      jariza67 on 03 Feb 16
       
      Martin Luther King Jr. is BOTH a Reverend (priest) AND a Doctor of Theology (study of religion) at this time in his life.
  • From the Birmingham jail, where he was imprisoned as a participant in nonviolent demonstrations against segregation, Dr. Martin Luther King, Jr., wrote in longhand the letter which follows.
    • jariza67
      jariza67 on 03 Feb 16
       
      QUESTION: Why was Dr. King sent to jail? What law(s) did he break?
  • Jr., wrote in longhand the letter which follows. It was his response to a public statement of concern and caution issued by eig
  • ...24 more annotations...
  • It was his response to a public statement of concern and caution issued by eight white religious leaders of the South.
    • jariza67
      jariza67 on 03 Feb 16
       
      QUESTION: Why were the 8 religious leaders angry at Dr. King?
  • nwise and untimely
  • WHILE confined here in the Birmingham city jail, I came across your recent statement calling our present activities "unwise and untimely."
    • jariza67
      jariza67 on 03 Feb 16
       
      Dr. King starts off his letter by addressing his critics in the opening of his letter. QUESTION: WHY DOES KING ADDRESS HIS CRITICS IN THIS MANNER? ("My Dear Fellow Clergymen:")
  • "unwise and untimely."
    • jariza67
      jariza67 on 03 Feb 16
       
      QUESTION: Why do the 8 white priests think King's protests are "unwise and untimely?" QUESTION: Why does King refer to this in his letter?
  • unwise
  • unwise
  • unwise
  • unwise
  • ctive
  • I would like to answer your statement in what I hope will be patient and reasonable terms.
    • jariza67
      jariza67 on 03 Feb 16
       
      QUESTION: How has King set up his defense?
  • you are men of genuine good will
    • jariza67
      jariza67 on 03 Feb 16
       
      QUESTION: What are King's reasons for this remark?
  • "outsiders coming in."
    • jariza67
      jariza67 on 03 Feb 16
       
      QUESTION: Why is King considered an outsider?
  • I am here because I have basic organizational ties here.
    • jariza67
      jariza67 on 03 Feb 16
       
      DISCUSSION QUESTIONS (REVIEW Para. 1-2) 1. How does King begin the letter? 2. What is the impact of King's word choices? 3. HOW DO SPECIFIC WORDS AND PHRASES CONTRIBUTE TO THE IMPACT OF KING'S OPENING? 4. What are King's reasons for being in Birmingham?
  • carried
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: 5. consented (v.) - permitted, approved, or agreed.
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: sought (v.) - tried or attempted
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: 4. untimely (adj.) - happening too soon or too early.
    • jariza67
      jariza67 on 03 Feb 16
       
      "My Dear Fellow Clergymen:" (Mr. Ariza's note) Dr. King originally addresses his famous "Letter From A Birmingham Jail" to 8 Alabama clergymen (priests) who (in a local newspaper ad) criticized King's protests and demonstrations, while also labeling King as "a law-breaker." With no paper in his jail cell, King used the margins of this newspaper to write his Famous reply to their criticisms of him. KING'S LETTER (written in August 1963) is what brought the world's attention to our country's problems with segregation and racism.
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: 6. Seldom (adj.) on only a few occasions; rarely, not often.
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: 1: fellow (adj.) -belonging to the same class or group; united by the same occupation, interests, etc.).
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: 2. clergymen (n.) - religious leaders
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: 3. confined (adj.) - unable to leave a place because of illness, imprisonment, etc.
    • jariza67
      jariza67 on 03 Feb 16
       
      LINK FOR THE ORIGINAL LETTER WRITTEN TO KING BY THE 8 WHITE CLERGYMEN http://www.massresistance.org/docs/gen/09a/mlk_day/statement.html
    • jariza67
      jariza67 on 03 Feb 16
       
      VOCABULARY: Consented (v.) - permitted, approved, or agreed
  • jariza67 on 03 Feb 16
     
    Letter From a Birmingham Jail full text pdf w ANNOTATIONS Mr. Ariza/ Ms. Bozeman AUGUST MARTIN HS
Randolph Hollingsworth

Ariz State Univ - Service Learning syllabus (USL410 Indep Placement) - 7 views

servicelearning.asu.edu/...10

shared by Randolph Hollingsworth on 07 Sep 12 - No Cached
  • Randolph Hollingsworth on 07 Sep 12
     
    COURSE OBJECTIVES: This is a graded internship that allows you to integrate your own coursework with a hands-on service learning experience. The central objective of this course is to provide students with community experiences and reflection opportunities that examine community needs, the importance of civic engagement, and social justice issues affecting ethnic minorities and marginalized populations in contemporary American society. Students dedicate 70 hours at a pre-approved site (including Title I K-12 schools, youth programs, health services, social services, environmental programs, government agencies, etc.) directly serving a population in need or supporting activities that contribute to the greater good of our community. A weekly seminar, course readings, discussions, and reflection assignments facilitate critical thinking and a deeper understanding of cultural diversity, citizenship, and how to contribute to positive social change in our community. The course is also designed to provide "real-world" experiences that exercise academic skills and knowledge applicable to each student‟s program of study and career exploration. STUDENT LEARNING OBJECTIVES: Student will be introduced to essential skills associated with their baccalaureate studies to actively serve the local community. While completing this in-depth study of cultural diversity, citizenship and social justice issues facing our community, students will gain an understanding of the value of Social Embeddedness and the importance of incorporating civic engagement into their collegiate careers, as they strive to become civically engaged students. Students will be introduced to inequalities, discrimination, and other community issues facing ethnic minorities and marginalized populations, as well as the correlation with greater societal issues. INTERNSHIP RESPONSIBILITIES:  Service hours - 70 hours of community outreach (spread throughout the semester in which you are enrolled in the course)
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