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Lisa M Lane

YouTube - Zeitgeist - The Movie: Federal Reserve (Part 1 of 5) - 0 views

www.youtube.com/watch

historyteaching

shared by Lisa M Lane on 22 Oct 09 - Cached
  • Lisa M Lane on 22 Oct 09
     
    2007 documentary, the ultimate history via conspiracy theories. Collection of criticism at the bottom of its Wikipedia entry is helpful.
David Hilton

The History Sourcebook: The Need for Source Criticism: A Letter from Alexander to Arist... - 8 views

www.fordham.edu/...alexfake.html

primary sources documents analysis teaching tips historiography evaluation primary source analysis sources

shared by David Hilton on 09 Nov 09 - Cached
  • David Hilton on 09 Nov 09
     
    Looks like an excellent example of source forgery to demonstrate to students the need for source criticism.
HistoryGrl14 .

Story of Stuff, Full Version; How Things Work, About Stuff - YouTube - 10 views

www.youtube.com/watch

environment story of stuff AP Human Geography APHG

shared by HistoryGrl14 . on 12 Oct 11 - Cached
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  • HistoryGrl14 . on 12 Oct 11
     
    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!
  • wilnbroc on 16 Oct 11
     
    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.
  • HistoryGrl14 . on 17 Oct 11
     
    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.
Shane Freeman

WWI Poetry Analysis and Creation - Thematic History - 10 views

sites.google.com/...i-poetry-analysis-and-creation

wwi poetry analysis thematic creation history

shared by Shane Freeman on 01 Feb 13 - No Cached
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  • Shane Freeman on 01 Feb 13
     
    This activity is targeted to the critical analysis and construction of understanding of war poetry.  The tasks involve developing an understanding of the effects that warfare has on the individual soldier as a snapshot of the battle experience that most men experienced during the brutal trench war conflicts of the first world war.
Tom McHale

The Most Pernicious Misconception About Democracy - The New New - Medium - 2 views

medium.com/...are-living-in-one-dd3d9418faa6

shared by Tom McHale on 15 Nov 18 - No Cached
  • Tom McHale on 15 Nov 18
     
    "State Tectonics, which wraps up Older's critically acclaimed Centenal Cycle series, may be science fiction, but its speculations are eerily relevant. Reading it, one can't help but think of current refugee crises, the rise of reactionary nationalism, the inevitability of accelerating data breaches, and the terrifying brinkmanship so evident in Washington. But unlike the bleak scenarios played out in Black Mirror, Older's world is nuanced, not dystopic, assuring us that even in the midst of disaster, it's still possible to make a difference with a combination of luck, hard work, and compassion."
Eric Beckman

Taytu Betel: The Woman Who Saved Ethiopia - Museum Hack - 0 views

museumhack.com/taytu-betel

Ethiopia Battle of Adwa Imperialism Italy

shared by Eric Beckman on 12 Sep 18 - No Cached
  • Eric Beckman on 12 Sep 18
     
    Recent article on Empress Taytu Betel, leader of Ethiopian army that defeated an Italy army, 1896. Taytu Betel's husband was Menelik II, and this article credits her with providing the critical leadership in the conflict with Italy.
Javier E

A Teacher Made a Hitler Joke in the Classroom. It Tore the School Apart. - The New York... - 4 views

www.nytimes.com/...ol-ben-frisch-hitler-joke.html

Quaker joke teacher firing trigger anti-sleep anti-Semitism

shared by Javier E on 17 Sep 18 - No Cached
  • The concepts of “safe spaces” and “trigger warnings,” hotly debated on college campuses for years, are now reaching high schools too
  • the question of what high school students should be exposed to, and protected from, feels murkier in 2018. Today’s high school students are more precocious, more politically engaged, more tuned in to their gender identities and nascent sexuality. They are already flooded with uncensored, unedited information, 24 hours a day: What would a safe space even look like for a 16-year-old with an iPhone?
  • At exclusive private schools like Friends, the question is further complicated by the involvement of wealthy parents. As these schools have grown more expensive — Friends costs nearly $50,000 a year — administrators have found themselves trying to balance their own institutional values with the demands of parents who are in a sense high-paying customers. Teachers are increasingly caught between the two.
  • ...12 more annotations...
  • The job of high school teachers is to impart knowledge and deliver measurable results, which requires finding a way to reach, and ideally even inspire, their students.
  • “How would you keep the attention of 15 teenagers and bond with them?” one Friends teacher texted me, insisting on anonymity because of a school policy that discourages teachers from speaking to the media without permission. “You MUST joke and be yourself and connect with them on their terms. It’s the only way to be good at this.”
  • Any teacher who spends three decades in the classroom, speaking extemporaneously for hours on end to a roomful of teenagers, is going to have awkward moments. Frisch might have had more of them, and they may have been a bit more awkward. But that was how he connected, and it was perhaps a way of connecting that is no longer possible. “Everybody knew this guy was off — weird behavior, quirky,” said one parent who, fearing retribution against her child, insisted on anonymity. “Maybe in the ’70s that would have been O.K., but not when you’re paying $45,000 a year in tuition.”
  • There aren’t enough seats in the historically more desirable uptown institutions — Spence, Dalton, Trinity — to meet demand; and for families who live in neighborhoods like the Village, TriBeCa or Battery Park, Friends is a much more convenient option. Friends now sees itself as a competitor to these schools, and in some respects, it has become indistinguishable from them.
  • Even before Frisch’s termination, there was a feeling among some in the Friends community — parents, teachers and especially alumni — that in its race to keep pace with a changing city, the school was losing touch with the Quaker ethos that had long distinguished it.
  • The school’s Quaker identity calls for it to be faithful to its progressive tradition, but in the new age of identity politics, it is not always easy to know what the right stance on a particular issue should be. Just a few months before the Frisch incident, some 20 parents had raised questions about the scheduled speaking engagement of a visiting scholar, Dave Zirin, a sportswriter for the Nation magazine and a Friends alumnus who had been critical of Israel in his writings. In 2012, there were heated objections to a musical performance in the meetinghouse by Gilad Atzmon, an Israel-born saxophonist and self-described “proud, self-hating Jew” who has written that Palestinians were “brutally ethnically cleansed” and suggested that if Israel starts a nuclear war with Iran, “some may be bold enough to argue that Hitler might have been right after all.” The Harvard Law School professor emeritus and noted gadfly Alan Dershowitz publicly criticized Friends — and Lauder personally — for refusing to cancel the appearance.
  • Lauder did not consider the “Heil Hitler” episode a close call. “Personally, I was appalled,” he told me. “I couldn’t imagine, even as a joke — and I grew up watching ‘Hogan’s Heroes’ — that in a class that had nothing to do with history or World War II or Nazism or teaching German language that an incident like that could happen.” I asked Lauder why he felt he needed to go so far as to fire Frisch. “One of our pledges is to make all of our students feel safe,” he replied. “And that is something that I take very, very seriously.”
  • That no one has accused Frisch of being an anti-Semite was beside the point: His invocation of the Nazi salute in a classroom full of high school students, regardless of his intentions, was enough to end his career. On today’s campus, words and symbols can be seen as a form of violence; to many people, engaging in a public debate about the nuances of their power is to tolerate their use.
  • Frisch, who first learned about the claims after his termination, denied ever having told a student to kill himself and said that he had no memory of the inappropriate touching that had been described.
  • we spoke at length about the “Heil Hitler.” Frisch said he was embarrassed, both by the fact that he had made the gesture in the first place and by his subsequent failure to recognize the seriousness of such a lapse in judgment. But he was also surprised by the school’s reaction to it. “I trusted while I was at Friends that because of my long-term commitment to the school, that as I need to change to meet the changing dynamics of the classroom, the school would help me learn and provide the support I needed to make those changes,” he told me.
  • The dynamics of the classroom are changing. These changes are partly specific to the hothouse environment of the campus in 2018. But they also connect to something much bigger. High schools have become genuinely unsafe: The “Heil Hitler” salute happened on the very same day as the Parkland massacre. And beyond the confines of the campus, a crude, violent bigotry that had long seemed part of the distant past has suddenly resurfaced, with neo-Nazis literally marching in the streets. The question now is what do we want our response to this new world to be
  • During the 12 days that he spent in limbo between his suspension and termination, Frisch, in the spirit of the Quaker commitment to reconciliation, drafted a letter of apology to his students that he was never allowed to send. Among other things, he planned to say that he was worried about the rise of anti-Semitism and that he was still learning lessons from his mistake. “You think about things like Charlottesville,” he told me. “Now, we don’t make jokes like this.”
Mr Maher

Interview with Sam Wineburg, critic of history education | HistoryNet - 1 views

www.historynet.com/g-critic-history-education.htm

teaching history pedagogy

shared by Mr Maher on 02 Oct 17 - No Cached
  • This raises the question: If historians can’t remember these things, why do we require 18- year-olds to know them? These tests stress small bits of information that are impossible to remember in the long term. Historians know something deeper. They know how to evaluate historical documents, how to look at conflicting sources and come to a reasoned judgment—in other words, how to be a citizen in a cacophonous democracy. That is the value-added of studying history and that is what we give short shrift to in our high school history classes.
  • The knowledge-based economy doesn’t require students to be walking encyclopedias who can recall a piece of information. It requires the ability to sort through conflicting information and come to a reasoned conclusion. We need tests that help us do that.
  • Mr Maher on 02 Oct 17
     
    Many of the points made here have been made in other places, but they cannot be restated enough. Every history teacher needs to read this, and then read it again after a month of teaching
Ian Gabrielson

Classroomtools.com Lesson Idea: Cartoonist for a Day - 7 views

www.classroomtools.com/cartoon.htm

sources source_work teacher_resources primary sources critical thinking secondary sources c20th images

shared by Ian Gabrielson on 12 Dec 12 - No Cached
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  • Ian Gabrielson on 12 Dec 12
     
    "Cartoonist for a Day"
Ian Gabrielson

Top Ten Tips for Facilitating an Effective Primary Source Analysis | Teaching with the ... - 11 views

blogs.loc.gov/...ective-primary-source-analysis

sources source_work teacher_resources critical thinking primary sources

shared by Ian Gabrielson on 12 Dec 12 - No Cached
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  • Ian Gabrielson on 12 Dec 12
     
    "Top Ten Tips for Facilitating an Effective Primary Source Analysis"
Annabel Astbury

School history gets the TV treatment | Education | The Guardian - 10 views

www.guardian.co.uk/...school-history-gove-schama-tv

innovation sources education history

shared by Annabel Astbury on 16 Nov 10 - No Cached
  • His key episodes are based not around a grand organising narrative but a series of vignettes that make compelling stories.
  • If history is popular on TV, it can be made popular at school.
  • Teachers developed new methods, shifting away from chronology and narrative to topics and themes, where the emphasis was placed on "skills" of analysis over the regurgitation of facts.
  • ...8 more annotations...
  • . History in schools, they argue
  • without providing any connecting narrative thread that explains their relationship with each other. The solution is a return to narrative history, to a big story that will organise and make sense of historical experience.
  • Nonetheless, it remains an announcement that tells us more about the contradictions of government thinking and its reductive view of the humanities and social sciences than it does about the state of history teaching in our schools.
  • I agree with Schama that the real public value of history-teaching in schools (as in universities) lies in its capacity to re-animate our civil society and produce an engaged and capable citizenry. I disagree that good story-telling will get you there
  • History provides us with a set of analytical skills that are indispensable for citizens who want to understand our present conditions
  • We want students who aren't just entertained, but who can think critically and effectively about the world they live in.
  • For the creative and innovative teacher it may have been something of a constraint, but most now agree it led to a ‘golden age’ of history teaching in primary schools in the 1990s and ensured every child covered a coherent history syllabus from 11-14 without repeating topics. It also spawned a generation of excellent and accessible teaching materials and encouraged heritage organisations to provide for a standard history curriculum
  • Regardless this return to grand narrative and national myth goes against the very progress we as academic historians have made. History is more to do with how we think and evaluate things, the tools we use to come to conclusions than about dates and conveniently accessible stories self legitimatising the status quo.
Aaron Palm

Edited by Eric Foner and Manning Marable / Herbert Aptheker on Race and Democracy: A Re... - 0 views

www.press.uillinois.edu/...66pwk3bf9780252030291.html

Herbert Aptheker race revisionist history communism african american modern america

shared by Aaron Palm on 11 Jul 10 - Cached
David Hilton liked it
  • This reader collects fourteen influential essays by Herbert Aptheker (1915–2003) on the African American experience. Written with passion and eloquence, they are full of ideas originally dismissed by a white, segregated academy that have now become part of the scholarly mainstream. Covering topics including slave resistance, black abolitionists, Reconstruction, and W. E. B. Du Bois, these essays demonstrate the critical connection between political commitment and the advancement of scholarship, while restoring Aptheker's central place as one of the founding scholars in the development of African American studies.
    • Aaron Palm
      Aaron Palm on 11 Jul 10
       
      Herbert Aptheker was a member of the American Communist Party and worked to write revisionist history that separated America from its founding
David Hilton

BOOKS OF THE TIMES; Young Minds Force-Fed With Indigestible Texts - The New York Times - 0 views

www.nytimes.com/...d-with-indigestible-texts.html

censorship textbooks history teaching pc education articles

shared by David Hilton on 09 Jul 09 - Cached
  • As for the teaching of history, Ms. Ravitch argues, the sort of censorship being practiced today by textbook publishers can result in all manner of distortions and simplifications. For instance, to insist that depictions of women as nurses, elementary-school teachers, clerks, secretaries, tellers and librarians perpetuate demeaning stereotypes is to minimize ''the barriers that women faced,'' and to pretend ''that the gender equality of the late 20th and early 21st centuries was a customary condition in the past.''
  • David Hilton on 09 Jul 09
     
    I wonder what everyone else thinks of this type of criticism of education today. Are we watering-down the curriculum due to ideological pre-occupations?
Keith Dennison

Seeking Assistance - 10 views

Hey, David. Thanks for pointing it out. I have to fiddle with the file, it appears it's corrupt. I'll post when fixed.

ancient c20th web 2.0 blog formative assessment summative assessment

started by Keith Dennison on 12 Sep 10 3 follow-ups, last by Keith Dennison on 13 Sep 10
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Ed Webb

Virginia 4th-grade textbook criticized over claims on black Confederate soldiers - 2 views

www.washingtonpost.com/...AR2010101907974.html

history politics education US USA

shared by Ed Webb on 20 Oct 10 - No Cached
  • Masoff defended her work. "As controversial as it is, I stand by what I write," she said. "I am a fairly respected writer."
  • When Masoff began work on the textbook, she said she consulted a variety of sources -- history books, experts and the Internet. But when it came to one of the Civil War's most controversial themes -- the role of African Americans in the Confederacy -- she relied primarily on an Internet search. The book's publisher, Five Ponds Press, based in Weston, Conn., sent a Post reporter three of the links Masoff found on the Internet. Each referred to work by Sons of the Confederate Veterans or others who contend that the fight over slavery was not the main cause of the Civil War.
  • . Five Ponds Press has published 14 books that are used in the Virginia public school system, all of them written by Masoff. Masoff also wrote "Oh Yuck! The Encyclopedia of Everything Nasty" and "Oh Yikes! History's Grossest Moments."
anonymous

Wikipedia: Credible research source or not? | NHEC - 11 views

teachinghistory.org/...23863

encyclopedia wikipedia web2.0 tech research

shared by anonymous on 02 Apr 10 - Cached
  • anonymous on 02 Apr 10
     
    Good summative statement re Wikipedia
  • anonymous on 02 Apr 10
     
    Critical thinking via wikipedia
Joseph Phelan

Abraham Lincoln's First Inaugural - 14 views

As storm clouds of disunion and war were gathering across the nation, president elect Abraham Lincoln delivered his historic first inaugural address on March 4 closing with these words addressed t...

AbrahamLincoln primarysources USHistory CivilWar

started by Joseph Phelan on 15 Feb 11 no follow-up yet
peter shaheen

9/11 in the Arts: An Anniversary Guide - 8 views

www.nytimes.com/...arts-an-anniversary-guide.html

9-11 New York Times images america project pbl

shared by peter shaheen on 02 Sep 11 - No Cached
  • peter shaheen on 02 Sep 11
     
    InterRelations Collaborative, Inc. A selected listing of events related to the 10-year anniversary of the 9/11 attacks. Events are ordered by opening or release date, and alphabetically for events on the same day. The latest on the arts, coverage of live events, critical reviews, multimedia extravaganzas and much more.
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