Skip to main content

Home/ History Teachers/ Group items tagged Loving

Rss Feed Group items tagged

Joseph Phelan

NEH launches Created Equal: The Long Civil Rights Struggle - 4 views

Created Equal: America's Civil Rights Struggle, a special initiative of the National Endowment for the Humanities (NEH), was launched today to provide free access to documentary films highlighting ...

Civil Rights_ African American History_Freedom Riders_Abolitionists_Slavery By Another Name_The Loving Story_Gilder Lehrman_EDSITEment

started by Joseph Phelan on 18 Sep 13 no follow-up yet
David Hilton

historystuff.co.uk - Home - 10 views

  •  
    Has activities designed to teach younger students about selected historical periods/topics. Focus on British history.
  •  
    My regular World History kids will LOVE THIS!!! especially for Henry VIII and Trench Warfare! Thanks for sharing!
Lance Mosier

OurStory : Find Books - 10 views

  •  
    A project of the Smithsonian's National Museum of American History, OurStory is designed to help children and adults enjoy exploring history together through children's literature, everyday objects, and hands-on activities.
  •  
    I manage the online outreach programs at NMAH. I'd love to hear from anyone who is using OurStory or our teacher site Smithsonian's History explorer. We're getting ready to do some site updates and would appreciate good constructive feedback.
Simon Miles

MIT Visualizing Cultures - 16 views

  •  
    "Topical units on Japan in the modern world and early-modern China. Images of every sort are introduced and examined here-in partnership with contributing institutions and collections."
  • ...1 more comment...
  •  
    Thanks for this one...amazing website! Love it for our yr 12 course of study...thanks Lisa
  •  
    Perfect for the Asia in the C20th unit I'm doing with my 12s this term. Thanks heaps :)
  •  
    I found this on the Asia Education Foundation website - http://www.asiaeducation.edu.au/default.asp. If you're doing units on Asia, definitely worth taking a look.
David Hilton

IISH Collections - 0 views

  •  
    "The IISH collections comprise archive, library and audio-visual material with a thematic emphasis on social and emancipatory movements. The institute holds over 3,000 archives, more than 1,000,000 printed volumes, and a equivalent number of audio-visual items." Looks good. I love social history.
  •  
    The IISH collections comprise archive, library and audio-visual material with a thematic emphasis on social and emancipatory movements. The institute holds over 3,000 archives, more than 1,000,000 printed volumes, and a equivalent number of audio-visual items.
David Hilton

Early Korea Project: Images - 0 views

  •  
    There's not much here really, just a few images of archaeological sites and artefacts from Korea but given that's not a place you see much about I've included them. When I lived there I visited the significant sites but usually they were uninspiring and accompanied by a sign that read something like: 'This is [insert Korean place name] which was destroyed by the evil marauding Japanese in [insert year]'. No love lost there, I think...
Dr Catherine Hart

Rome Reborn - 0 views

  •  
    I tried using this 3d virtual model of ancient Rome in Google Earth but couldn't get it running. It looks supercool (and useful) so if anyone can get it working Id love to know how you did it.
  •  
    3D models of Ancient Rome
David Hilton

Welcome to Vivarium - 0 views

  •  
    An excellent collection for research into the medieval period. Contains extensive descriptions of the manuscripts along with detailed accompanying information and is easily searchable. An enormous and diverse collection. Gotta love those Benedictines in Minnesota.
David Hilton

The ULTIMATE tree-ring pages! - 0 views

  •  
    Henri loves his tree-ring dating and that's why he set up this site with all things dendrochronological. Would be useful if you're doing archaeology with your students (it's customary in Queensland for year 11 students to do a unit on that).
David Hilton

Research Tools - The Public - Library and Archives Canada - 0 views

  •  
    This is the site of the national archives of Canada. It seems there is quite a bit of stuff for the public to access. Gotta love those Canadians!
Sol Hanna

Welcome - The Flow of History - 11 views

  •  
    A great set of resources for teaching history. The kids love the flowcharts and the material is engaging. You buy them from www.teacherspayteachers.com for about 3 bucks each.
  •  
    Flowcharts and power points describing what the website owner calls "the flow of history"-- a way to look at the causes and effects of history
  •  
    A dynamic and graphic approach to teaching history.
David Hilton

The National Archives | NDAD | Welcome - 0 views

  •  
    "The National Digital Archive of Datasets (NDAD) preserves and provides online access to archived digital datasets and documents from UK central government departments. Our collection spans 40 years of recent history, with the earliest available dataset dating back to about 1963." Gotta love the UK National Archives.
  •  
    The National Digital Archive of Datasets (NDAD) preserves and provides online access to archived digital datasets and documents from UK central government departments. Our collection spans 40 years of recent history, with the earliest available dataset dating back to about 1963.
David Hilton

By the People, For the People: Posters from the WPA, 1936-1943 - 0 views

  •  
    Another one of the excellent collections provided by the Library of Congress. Gotta love 'em.
  •  
    The By the People, For the People: Posters from the WPA, 1936-1943 collection consists of 908 boldly colored and graphically diverse original posters produced from 1936 to 1943 as part of Franklin Delano Roosevelt's New Deal.
David Hilton

webcast.berkeley | UC Berkeley Video and Podcasts for Courses & Events - 0 views

  •  
    I've found these really useful for my year 12s. Berkeley has an awesome history department and it's like the kids can be in the room during a lecture. They listen to them and take notes for their assignments. Parents love it, too. I've particularly found Isabelle Pafford useful for her lectures on the ancient world.
David Hilton

My History Network - a network of history students from around the world - 14 views

  •  
    Here it is! If you'd like to become involved just please let me know and I'll give you teacher privileges. You can then approve your students' membership and monitor them. Any helpful feedback would be really appreciated - this is a collaborative effort and if we all feel ownership and have input it could be a great benefit to all of us. I suspect that especially our stronger students will benefit from this - those A students who need that extra stimulation can nerd it up on the network and help each other improve. Hope it works!
  •  
    Several new members have joined in the last couple of days. I'd encourage you to get your students involved in 2010. Early results have been promising and we'd love to have you along!
  •  
    I'm adding this again to try to drum up business; shameless promotion, I know. I'd encourage you to join up; it would be a great experience for your students. Hope to see you there...
Keith Dennison

NJ history goes digital for high school students - Daily Targum - University - 18 views

  •  
    This is a project that I am involved with. If you are doing similar things with technology please reach out to me. I am looking to build a PLN of like minded educators. 735am.wordpress.com
  •  
    Hi Keith - I work in the social studies department at Morristown High School and am good friends with one of your colleagues, Ryan Herbst. I'd like to get involved in any way possible... I read the article and visited the website for Electronic New Jersey and have years of experience using primary sources and technology in my everyday teaching. You can contact me at lindsay.henry@morristownhighschool.org. Thank you
  •  
    Hi, Lindsay, I am so sorry this took so long to get to you, I've been up to my ears in work and other stuff. I just couldn't steal the five minutes to write to you. Sad, I know. :) Ryan was my protege and he's such a great guy! He's talked about you and Morristown H.S. and what a great place it is. I went to Randolph and all of my relatives on my Mom's side graduated from Morristown H.S. starting back in the 1930s! Lots of history there, and I love Morristown! When I get permission to do pilot testing I will ask if we can send you the link and let you try stuff out there and give us feedback. Also, if you ever want to come to Central and see what we're up to just ask!
Jeremy Greene

Historical Role Playing for Engagement, Authenticity, and Interaction - 20 views

  •  
    This is an article I co-wrote on using a technique (RAFT = role, audience, format, topic) to make history work more creative and worth while for students. I would love to hear what others think about the assignment
Ed Webb

How we remember them: the 1914-18 war today | openDemocracy - 6 views

  • After the war, however, the problem of reintegrating into society both those who had served and those who had lost, and finding a narrative that could contain both, found one answer by an emphasis on the universality of heroism. A British society that has since the 1960s grown increasingly distant from the realities of military service - whilst remaining dedicated to it as a location for fantasy - has been unable to move on from this rhetorical standpoint
  • The war's portrayal has always been shaped by contemporary cultural mores, and commemorative documentaries demonstrate just how much the relationship between the creators and consumers of popular culture has changed over the last fifty years. For the fiftieth anniversary of 1914, the BBC commissioned the twenty-six part series The Great War, based around archive footage and featuring interviews with veterans. There was an authoritative narrative voice, but no presenters. For the eightieth anniversary, it collaborated with an American television company on a six-part series littered with academic talking-heads. For the ninetieth anniversary, it has had a range of TV presenter-celebrities - among them Michael Palin, Dan Snow, Natalie Cassidy and Eamonn Holmes - on a journey of discovery of their families' military connections. These invariably culminate next to graves and memorials in a display of the right kind of televisual emotion at the moment the formula demands and the audience has come to expect.   The focus of these programmes - family history as a means of understanding the past - is worthy of note in itself. It is indicative of the dramatic growth of family history as a leisure interest, perhaps in response to the sense of dislocation inherent in modernity
  • The search for family history is usually shaped by modern preconceptions, and as such it seldom results by itself in a deeper understanding of the past. The modern experience of finding someone who shares your surname on the Commonwealth War Graves Commission website, taking a day trip to France and finding his grave (perhaps with a cathartic tear or few) might increase a person's or family's sense of emotional connection to the war, and may bring other satisfactions. Insofar as it is led not by a direct connection with a loved one, however, but by what television has "taught" as right conduct, it can seldom encourage a more profound appreciation of what the war meant for those who fought it, why they kept fighting, or why they died.
  • ...3 more annotations...
  • Projects such as The Great War Archive, which combine popular interest in the war with specialist expertise, and which recognise that an archive is different from a tribute or a memorial, suggest that it is possible to create high-quality content based on user submissions.
  • the exploitation of popular enthusiasm to encourage thought, rather than to enforce the "correct" opinion
  • It is certainly true that the 1914-18 war is popularly seen as the "bad war" and 1939-45 as the "good war." I think the one view is sustained in order to support the other. Although no expert, it seems to me that in reality the two world wars were marked more by their similarities than their differences (Europe-wide military/imperial rivalry causes collapse of inadequate alliance system > Germany invades everywhere > everywhere invades Germany). However, there is an extreme reluctance in Britain to admit that WW2 was anything other than a Manichean struggle between the elves and the orcs, so WW1 becomes a kind of dumping-ground for a lot of suppressed anxiety and guilt which might otherwise accrue to our role in WW2 - just as it might in any war. So we make a donkey out of Haig in order to sustain hagiographic views of Churchill. "Remembrance" of both wars continues to be a central feature of British public consciousness to an extraordinary, almost religious degree, and I think this has a nostalgic angle as well: if "we" squint a bit "we" can still tell ourselves that it was "our" last gasp as a global power. Personally I think it's all incredibly dodgy. "Remembrance," it seems to me, is always carried out in a spirit of tacit acceptance that the "remembered" war was a good thing. Like practically all of the media representation of the current war, Remembrance Day is a show of "sympathy" for the troops which is actually about preventing objective views of particular wars (and war in general) from finding purchase in the public consciousness. It works because it's a highly politicised ritual which is presented as being above politics and therefore above criticism. All these things are ways of manipulating the suffering of service personnel past and present as a means of emotionally blackmailing critics of government into silence. I reckon anyway.
Christina Briola

Famous People Painting "Discussing the Divine Comedy with Dante" - 9 views

  •  
    Discussing the Divine Comedy with Dante. Wow!!
  • ...1 more comment...
  •  
    I have created a very successful lesson/activity around this painting. The details are as follows. This window has this year's assignment. The next reply has the previous years. Advice: WHAP Review Activity: The Twittering Masses Review activity (mostly 1914- and East Asia) Description - I previously set up 103 discussions on turnitin.com for this lesson so they post into that person's discussion board and all replies are kept under the initial post. This year they posted on our classes Ning.com in the discussion forum. Grading is also difficult - Since not every one will have the same amount of replies - people are more likely to write to Hitler than Cui Jian for instance. So, I am grading the posts holistically out of 10 (I often only have 100-200 points in a quarter, so for instance a test might only be worth 40 points). I have students use a heading that states who [character] is tweeting what topic they are focusing on and who they are writing to. I would be interested in feedback or improvements people think they can make on this lesson - should I use Moodle, [Again, I have switched to Ning.com] etc.? Many thanks. And you can add or subtract people as you wish, so we have actually added Marcus Garvey, Jomo Kenyatta, Stephen Biko, and Emiliano Zapata to our role play and taken the painters (of this painting) out of the role play - Write up for students: Go to http://www.dailymail.co.uk/news/worldnews/article-1162771/The-Internet-sensation-dinner-party-painting-103-historical-guests--spot.html#comments to see who all these individuals are, in color. The rules: You will imagine that each of the historical actors above has access to twitter, the expanded edition, 140 words as compared to 140 characters, to communicate to the other guests present. You will choose six of them (from my list below - my list is the final list - some people pictured have been replaced) to role-play in the "Twittering Masses." As your historical
  •  
    See previous post for advice. This is how I set it up the first two years without specific WHAP content or themes: The rules: You will imagine that each of the historical actors above has access to twitter, the expanded edition, to communicate to the other guests present. You will choose up to four (at least three) of them to role play in the "Twittering Masses" role play. As your historical person, during the Twittering Masses role play you will write, "tweet," at least four other persons. Two of the people should be in close proximity to you based on the painting above. Another tweet should go to the person you feel closest to (not by proximity) at the party - this could be based on ideology (MLK Jr. and Gandhi), background (Tagore and Gandhi), lifestyle (Gandhi and Mother Theresa), etc. Explain in your tweet why you are writing them. The other tweet should go to the person you see as most opposed, or farthest from you - Gandhi and Hitler or Gandhi and Gates or Gandhi and Churchill - in this tweet you should either try to bridge the gap between your differences or explain why the person is wrong in their beliefs. If you have only three guests - you will need to make 5 initial tweets. You will respond to each initial tweet. Then who knows . . . All tweets should have some connection to WHAP content or themes. You may want to comment on the surroundings or other guests . . .
  •  
    I would love comments as to the posts above. Something similar I do is written up here: http://worldhistoryconnected.press.illinois.edu/7.3/gregg.html
HistoryGrl14 .

Medieval Sourcebook: Introduction - 9 views

  •  
    good source for medieval primary sources
  •  
    Gotta love the Sourcebooks!
‹ Previous 21 - 40 of 57 Next ›
Showing 20 items per page