Group items tagged

This is a sub-page of a site already bookmarked to the group, however it's such a good collection of primary sources on the topic I couldn't resist.

Vincent Van Gogh's 902 letters from and to him, now available online freely. The letters are translated into English and richly annotated and illustrated with new transcriptions and translations edited by Leo Jansen, Hans Luijten and Nienke Bakker for the Vincent Van Gogh Museum in Amsterdam and the Huyghens Institute - KNAW.

Wonder if any future historians will bookmark a collection of Damien Hirst's emails and share it to Diigo?

The link is broken. Please, add an ending slash: http://vangoghletters.org/vg/ Thanks for the suggestion

The Post-Reformation Digital Library is a collection of resources put together by a group of researchers and relating to the development of theology during the Post-Reformation/early modern era (ca. 16th-18th c.), hosted by the Hekman Library in Grand Rapids, Michigan (USA) at the H. Henry Meeter Center for Calvin Studies of Calvin College and Calvin Theological Seminary.

Most of it seems to be in Latin. Probably should have realised that before I starting adding it as a bookmark. Oh well. Too late now.

Not quite sure why the "California Institute for Ancient Studies' has German on the homepage. Not great quality but if it's Bronze Age I usually bookmark it regardless - there's not much on that era.

VERY COOL video - one of my students actually shared it with me! I plan to use this with my AP Human Geography students! In my case I may use it as an opener to the class as to what types of things we will cover and the connectedness of everything. Also great for Industrialization, Globalization, etc!

I would like to encourage you to view or research some critiques of this material. After I viewed your post, I did some research and it looks like there is good criticism out there of this video that it portrays a one sided argument. I don't believe the video is wholly inaccurate. However, the video does present information that is easily questionable due to inaccurate and impartial interpretations. Part of our duty as great teachers it to present all facts and allow young citizens to use their own questioning to make informed decisions.

I don't disagree with you. You don't have to 'encourage me to research critiques'. Maybe I should have written more when I posted it, but I was in a rush and just bookmarked it typed quick comments. I actually had seen the critiques. However, the way in which it is made, and things included are great for use as discussion starters and prompts for fact finding. I didn't include my lesson plan or the way I personally plan to use it, as I felt that was not relevant. I think each person can decide on their own how to use it. I agree great teachers do have a job to teach studnets to critically question and analyze - something I do all the time with my students. It helps when there is compelling items like this video to garner their interest. One of the things my students look at during our time together is motivation, and bias. So when I show it, my students will also be looking at who funded the video, and follow that trail back to look at biases that the group/companies involved might have. Also, with the different portions, as you mention, it is one sided in areas, so again, part of my personal lesson plan with this is that as we reach various portions of class that correlate with the video, my studnets will be viewing that portion and doing their own addition of the other side of the story. And I use a strategy called "philosophical chairs" and portions of this video along iwth well constructed starter questions are great for utilization in that situation.