"Collection:
C. Szwedzicki: The North American Indian Works
Work Record ID:
219
Reproduction Record ID:
219
Work Class:
depictions
Work Type:
print
Title:
Retreat of Reno's Commnand
Title Type:
constructed title
Title:
Sioux Indian painting
Title Type:
collective title
Measurements:
11.40 x 19.05 in (28.96 x 48.39 cm) on sheet 15.30 x 19.50 in (38.86 x 49.53 cm)
Measurement Type:
dimensions
Material:
paper (fiber product)
Material Type:
support
Inscription:
Image Top Center: Custer Battle Field / June 25 and 26 1876 / Crazy Horse
Inscription:
Above Image Right: 8 [Plate Number]
Creator:
Bad Heart Bull, Amos, 1869-1913
Creator Dates:
1869-1913
Creator Nationality:
Oglala Lakota
Creator Name Variant:
Bad Heart Buffalo (Tatanka Cante Sice)
Creator Type:
personal name
Creator Role:
painter
Date:
1938
Location:
Little Bighorn Battlefield (Mont.)
Repository:
Archives and Rare Books Library, University Libraries, University of Cincinnati, Cincinnati, Ohio
Repository Type:
current repository
ID Number:
8
ID Number Type:
plate number
ID Number:
ARB RB Oversize E98.A7 S568 1938 Vol. 2
ID Number Type:
call number
Style Period:
Plains Indian
Style Period:
Indian art--North America
Culture:
Native American
Culture:
Oglala Lakota
Subject:
Belts (Clothing)
Subject:
Breechcloths
Subject:
Face painting
Subject:
Feathers
Subject:
Fringe
Subject:
Leggings
Subject:
Moccasins
Subject:
Beadwork
Subject:
Body painting
Subject:
Shirts, Men's
Subject:
Breastplates
Subject:
Hair pipes
Subject:
Bridles
Subject:
Horseback riding
Subject:
Horses
Subject:
Chokers
Subject:
Arrows
Subject:
Metalwork
Subject:
Picture-writing
Subject:
Saddle blankets
Subject:
Indian warfare
Subject:
Rifles
Subject:
Military uniforms
Subject:
Sabers
Subject:
Bow lances
Subject:
Crazy Horse (Tashunca-Uitco), ca. 1842-1877
Subject:
Fixed-stone-head clubs
Subject:
Hats
Subject:
Saddles
Subject:
Saddlebags
Subject:
War shirts
Subject:
Reno, Marcus A. (Marcus Albert), 1835-1889
Subject:
Indians of North America--Wars
Subj
Guidelines for Copyright/Copyright Infringement. Includes "fair use" discussion and examples of what is and what is not fair use. Acknowledges "fair use" rights for education, as well.
Kristin Hokanson's PETE & C 2011 presentation regarding a clear understanding of copyright law. For any teacher who has students utilizing multi-media in the classroom, this is a must review & must teach.
"At Google, the only thing we love as much as science is science education. We want to celebrate young scientific talent and engage students who might not yet be engaged with science. So, in partnership with CERN, the LEGO Group, National Geographic, and Scientific American we've created an exciting new global science competition, the Google Science Fair. Students all over the world who are between the ages of 13 and 18 are eligible to enter this competition and compete for prizes including once-in-a-lifetime experiences, internships and scholarships. "
Was is somthing so obvious not in every article on education reform?
Charter schools often receive the same amount of public funding per student as public schools, and also benefit from their ability to raise and use charitable donations.
Charter schools are not required to accept special-needs children or children with learning disabilities
So isn’t there a way for school systems to strengthen their professional development programs or put forth proposals for more effective teacher observation, mentoring systems or remedial teacher training, if necessary?
There are plenty of ways to do this, but nobody can seem to agree on the right way, besides it would cost money.
what the HCZ does is first recognize that the amelioration of poverty does not begin and end with an excellent education, but also requires a full belly, parental education, safety, advocacy, and the expectation that every student will succeed
I just can’t believe that holding only teachers accountable—and not the school systems they work for—is the fair or even the best way to improve public education.
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Interactive case studies on wireless, social networking, digital footprint, cyberbullying, misinformation, fair use, privacy, music downloading. Includes classroom and home versions as well as teacher guides. All but one topic (Wireless) is available in Spanish as well.
Interactive case studies on wireless, social networking, digital footprint, cyberbullying, misinformation, fair use, privacy, music downloading. Includes classroom and home versions as well as teacher guides. All but one topic (Wireless) is available in Spanish as well.
Fair warning, you could easily eat up a big chunk of your day following the links in this post. Buy hey, you'll be helping out the world a bit in the process.
"What Makes a Great Teacher?
Image credit: Veronika Lukasova
Also in our Special Report:
National: "How America Can Rise Again"
Is the nation in terminal decline? Not necessarily. But securing the future will require fixing a system that has become a joke.
Video: "One Nation, On Edge"
James Fallows talks to Atlantic editor James Bennet about a uniquely American tradition-cycles of despair followed by triumphant rebirths.
Interactive Graphic: "The State of the Union Is ..."
... thrifty, overextended, admired, twitchy, filthy, and clean: the nation in numbers. By Rachael Brown
Chart: "The Happiness Index"
Times were tough in 2009. But according to a cool Facebook app, people were happier. By Justin Miller
On August 25, 2008, two little boys walked into public elementary schools in Southeast Washington, D.C. Both boys were African American fifth-graders. The previous spring, both had tested below grade level in math.
One walked into Kimball Elementary School and climbed the stairs to Mr. William Taylor's math classroom, a tidy, powder-blue space in which neither the clocks nor most of the electrical outlets worked.
The other walked into a very similar classroom a mile away at Plummer Elementary School. In both schools, more than 80 percent of the children received free or reduced-price lunches. At night, all the children went home to the same urban ecosystem, a zip code in which almost a quarter of the families lived below the poverty line and a police district in which somebody was murdered every week or so.
Video: Four teachers in Four different classrooms demonstrate methods that work
(Courtesy of Teach for America's video archive, available in February at teachingasleadership.org)
At the end of the school year, both little boys took the same standardized test given at all D.C. public schools-not a perfect test of their learning, to be sure, but a relatively objective one (and, it's worth noting, not a very hard one).
After a year in Mr. Taylo
"This site provides lesson plans and primary resources for secondary students of US and World History to explore experiences and identities through historical analysis of the 1893 World's Columbian Exposition. "
Media industry titan Rupert Murdoch’s explicit threats this week to block Google from searching his content sites, and to sue the BBC for its use of content he says is “stolen” from his sites got me to wondering whether the head of News Corp. has, in fact, any basis in the law for launching these calculated attacks at this time and in this manner.
Murdoch perhaps does have at least a narrow legal perch to stand on.
he is not trying to grow his audience any longer, he says.
So basically, Google is taking something he wants to charge for and making it free. But my question is, if he wants to charge for it, shouldn't it be bedhind some sort of firewall or is it Google's job to see which sites it is allowed to index? Aren't there certain protocols that make the Net what it is? Certain standards? Isn't one of those the open indexing or crawling of unprotected sites? I'm not sure but hoping someone will respond.
Google allows Murdoch, or any publisher, to “opt out” of allowing its pages to be indexed?
Excellent overview of Rupert Murdoch's taking on of Google and that they should not index his sites, even though he can easily opt out of indexing, that they are somehow demonetizing his work by searching since he wants to "reduce his audience to those who will pay" not "increase his audience." This is a fascinating read and case study for those following Fair Use.
How do I know if my use is a fair use?
This tool has been developed to help teachers and students reason through the fair use process.
You can see an example of how this tool is being used HERE
Use the form online
The data from this form feeds into a google spreadsheet so you can compare how individuals or groups reason the fair use of copyrighted material in a work. If you would like to use this form in your work you can click here. If you have a google account, you can sign in and copy into your google account.
How do I know if my use is a fair use?
This tool has been developed to help teachers and students reason through the fair use process. You can see an
example of how this tool is being used HERE
Use the form online. The data from this form feeds into a google spreadsheet so you can compare how individuals or
groups reason the fair use of copyrighted material in a work. If you would like to use this form in your work you can click
here. If you have a google account, you can sign in and copy into your google account.
The Center for Social Media is a project of the School of Communication at the American University in Washington, D.C. The Center in conjunction with the Media Education Lab at Temple University in Philadelphia and The Program on Information Justice and Intellectual Property, a project of the Washington College of Law at the American University in Washington D.C. has developed a Code of Best Practices in Fair Use for Media Literacy Education. The National Council of Teachers of English is signatory to the document, along with various other legal and educational groups. The code was funded by The John D. and Catherine T. MacArthur Foundation and The Ford Foundation through the Future of Public Media Project. (Annotation by Larry Michaud - UW-Stout E-Learning Practicum)
Copyright law provides educators with a separate set of rights in addition to fair use, to display (show) and perform (show or play) others' works in the classroom. This article give an oveview of copyright for educators