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Regina Schaffer

Evaluating Threaded Discussions (rubric) - 18 views

edorigami.wikispaces.com/...threaded+discussion+rubric.pdf

evaluating discussions groups discussions discussion rubric

shared by Regina Schaffer on 26 Nov 10 - No Cached
  • Regina Schaffer on 26 Nov 10
     
    Rubric for evaluating threaded discussions
David Hilton

History Classes Collaboration Project - 105 views

They're probably a bit young Ginger to interact with the high school history students on the network. It might be a worry if there were misunderstanding or other problems given the age gap. Eventu...

collaboration projects classes ning networks

started by David Hilton on 25 Sep 09 19 follow-ups, last by David Hilton on 27 Oct 09
Christina Briola

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

cliptank.com/PeopleofInfluencePainting.htm

art history

shared by Christina Briola on 12 Nov 10 - Cached
  • Christina Briola on 12 Nov 10
     
    Discussing the Divine Comedy with Dante. Wow!!
  • ...1 more comment...
  • Jeremy Greene on 16 Nov 10
     
    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
  • Jeremy Greene on 16 Nov 10
     
    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 . . .
  • Jeremy Greene on 16 Nov 10
     
    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
Kristen McDaniel

Bringing History to Life - High School Notes (usnews.com) - 13 views

www.usnews.com/...bringing-history-to-life

history History Day current issues in social studies education

shared by Kristen McDaniel on 10 May 11 - No Cached
  • The students' documentary was part of National History Day, a program that more than 600,000 middle and high school students participate in each year.
  • They're going to archives, going to museums, doing real historical research. In the process of all this, they learn history, they learn about their nation's past. They learn important skills they can apply in their careers and in college.
  • We have empirical data that proves without a doubt that kids who participate in History Day outperform their peers who don't.
  • ...4 more annotations...
  • In middle and high school, that's where the loss of instruction time comes.
  • has to be an engaged study of the past.
  • [National History Day] is not just for gifted and talented students; this is a program that does extremely well with kids in the lower quartile.
  • riginal research, you have an opportunity to form your own opinion on a topic. You're looking at original material. They do have to read secondary material so that they can have context. Have you talked to any teachers about how they're discussing the killing of Osama bin Laden with students? What should teachers be saying to their students? What's the importance of recent history in history class? I haven't had the chance to talk to any teachers since [last] Sunday. But I can tell you that what I hope they're doing is helping young people put this in perspective. I hope they're helping students understand the history of terror and understand why 9/11 happened in the first place. You have to understand the history of the Middle East and the history of the United States' role there, so you can draw some meaning and understanding. Using the word understanding doesn't mean condoning; it just means you need to understand why it may have happened. See how your school stacks up in our rankings of Best High Schools. Have something of interest to share? Send your news to us at highschoolnotes@usnews.com. More High School Notes posts Reader Comments Add Comment Start the discussion! Be the first to comment on this story. var RecaptchaOptions = { theme : 'clean' }; Add Your Thoughts Title Comment 3000 characters left About You Name Email State - state - AL AK AZ AR CA CO CT DE DC FL GA HI ID IL IN IA KS KY LA ME MD MA MI MN MS MO MT NE NV NH NJ NM NY NC ND OH OK OR PA RI SC SD TN TX UT VT VA WA WV WI WY International Please enter the two words below into the text field underneath the image. Recaptcha.widget = Recaptcha.$("recaptcha_widget_div"); Recaptcha.challenge_callback(); Your comment will be posted immediately, unless it is spam or contains profanity. For more information, please see our
  • Kristen McDaniel on 10 May 11
     
    Outlining the importance of National History Day.
Ian Gabrielson

Inside North Korea BBC Panorama News Programme - YouTube - 7 views

www.youtube.com/watch

North Korea history youtube ib_history Authoritarian_States student_resources teacher_resources asia sources secondary sources

shared by Ian Gabrielson on 23 Apr 13 - No Cached
David Hilton liked it
  • Ian Gabrielson on 23 Apr 13
     
    Great resource for discussion about a contemporary single party state- Also good for OPVL source discussion 
David Hilton

QHTA Discussion Group - 2 views

groups.google.com/forum

discussion qhta resources ideas teaching

shared by David Hilton on 15 Feb 13 - No Cached
  • David Hilton on 15 Feb 13
     
    This group would be useful for QLD or perhaps Australian history teachers. It's a discussion group set up by Sue Burvill-Shaw of the QHTA.
tcornett

MOOC | Eric Foner - The Civil War and Reconstruction, 1850-1861 | Sections 1 through 10... - 0 views

www.youtube.com/playlist

Civil War youtube TEKS Eric Foner History Social Studies MOOC

shared by tcornett on 05 Apr 16 - No Cached
  • tcornett on 05 Apr 16
     
    Youtube Playlist The Civil War and Reconstruction - 1850 -1861 Discover how the issue of slavery came to dominate American politics, and how political leaders struggled and failed to resolve the growing crisis in the nation. A House Divided: The Road to Civil War, 1850-1861 is a course that begins by examining how generations of historians have explained the crisis of the Union. After discussing the institution of slavery and its central role in the southern and national economies, it turns to an account of the political and social history of the 1850s. It traces how the issue of the expansion of slavery came to dominate national politics, and how political leaders struggled, unsuccessfully, to resolve the growing crisis. We will examine the impact of key events such as Bleeding Kansas, the Dred Scott decision, the Lincoln-Douglas debates, and John Brown's raid on Harpers Ferry, and end with the dissolution of the Union in the winter of 1860-61. This course is part of the series, The Civil War and Reconstruction, which introduces students to the most pivotal era in American history. The Civil War transformed the nation by eliminating the threat of secession and destroying the institution of slavery. It raised questions that remain central to our understanding of ourselves as a people and a nation - the balance of power between local and national authority, the boundaries of citizenship, and the meanings of freedom and equality. The series will examine the causes of the war, the road to secession, the conduct of the Civil War, the coming of emancipation, and the struggle after the war to breathe meaning into the promise of freedom for four million emancipated slaves. One theme throughout the series is what might be called the politics of history - how the world in which a historian lives affects his or her view of the past, and how historical interpretations reinforce or challenge the social order of the present. Eric Foner, DeWitt Clinton Professor o
Tom McHale

We talk a lot about civic education. Here's how to get kids really engaged in it. - The... - 3 views

www.washingtonpost.com/...-get-kids-really-engaged-in-it

civics

shared by Tom McHale on 12 Nov 16 - No Cached
  • Tom McHale on 12 Nov 16
     
    "We talk a lot about civic education, usually about how little of it too many students get in school. In this charged election season, the subject has rarely, if ever, been more relevant. But here's a different kind of discussion: how kids are actually being engaged in it. Below are several examples that could be used in any school. All of the authors are working in Illinois, where a law was recently passed requiring high schools to provide a semester-long civics course that includes community action of some kind. It says, "Civics course content shall focus on government institutions, the discussion of current and controversial issues, service learning, and simulations of the democratic process." But what they say can apply across the country."
anonymous

The Holocaust and the United Nations Outreach Programme - 1 views

www.un.org/...docs.shtml

'united nations' 'second world war' wars 'Nazi Germany' genocide holocaust

shared by anonymous on 01 Dec 13 - No Cached
David Hilton liked it
  • anonymous on 01 Dec 13
     
    The Discussion Papers Journal series is a compilation of papers written by leading Holocaust and genocide studies scholars from around the world. The series aims to engage the minds of students and spark lively discussions to expand their awareness of how hatred, discrimination and human rights abuses are shaping world events today. Teachers and students will examine what the implications are for the future and what could and should be done by the international community to stem the tide of violence, ensure the rule of law and protect the most vulnerable. The views expressed by these scholars do not necessarily reflect those of the United Nations.
anonymous

Portal Historyczny: Who writes a history and for whom? A public discussion with Norman ... - 5 views

www.polishhistory.pl/index.php

discussion historiography history europe IBDP Resources TOK

shared by anonymous on 04 Dec 13 - No Cached
David Hilton liked it
  • anonymous on 04 Dec 13
     
    Two prominent historians, Norman Davies and Timothy Snyder, were hosted at the Batory Foundation in Warsaw on Thursday, 28 November. The discussion was moderated by Aleksander Smolar, director of the Foundation's board. The full house included prominent historians, directors of institutions and programmes in Warsaw, Toruń and Radom, researchers including Jan Kieniewicz, the University of Warsaw historian and author of books on Europe and Asia, and members of the press.
HistoryGrl14 .

Internet History Sourcebooks - 5 views

www.fordham.edu/...1542newlawsindies.asp

primary source primary sources exploration world history

shared by HistoryGrl14 . on 20 Oct 13 - No Cached
  • HistoryGrl14 . on 20 Oct 13
     
    "The New Laws of the Indies, 1542 The Laws and ordinances newly made by His Majesty for the government of the Indies and good treatment and preservation of the Indians created a set of pro-Indian laws - so pro-Indian that they some had to be revoked in Mexico and in Peru due to settler opposition. where the viceroy was killed when he attempted to enforce them. The conflict was between "feudalists" who favored the encomienda system because it maintained society as in the Old World, and the more centralizing "regalists" who wanted to preserve royal power in Spain;s new Empire. Eventually the encomienda was allowed to continue. Charles by the divine clemency Emperor ever august, King of Germany. . . . To the Most Illustrious Prince Don Philip our very dear and very beloved grandson and son, and to the Infantes our grandsons and sons, and to the President, and those of our Council of the Indies, and to our Viceroys, Presidents and Auditors of our Audiencias and royal Chanceries of our said Indies, Islands and Continent of the Ocean Sea; to our Governors, Alcaldes mayores and our other Authorities thereof, and to all the Councils, magistrates, regidores, knights, esquires, officers, and commoners of all the cities, towns, and villages of our said Indies, Islands, and Tierra-firme of the Ocean Sea, discovered and to be discovered; and to any other persons, captains, discoverers, settlers, and inhabitants dwelling in and being natives thereof, of whatever state, quality, condition and pre-eminence they may be. . . . Know ye, That having for many years had will and intention as leisure to occupy ourselves with the affairs of the Indies, on account of their great importance, as well in that touching the service of God our Lord and increase of his holy Catholic faith, as in the preservation of the natives of those parts, and the good government and preservation of their persons; and although we have endeavoured
anonymous

The Holocaust and the United Nations Outreach Programme - 3 views

www.un.org/...educational.shtml

holocaust united nations outreach Education History IBDP Resources professional development Research teacher

shared by anonymous on 01 Dec 13 - No Cached
David Hilton liked it
  • anonymous on 01 Dec 13
     
    Educational Materials Please do not hesitate to request information material such as: - Study Guide "The Last Flight of Petr Ginz" (available in English, French and Spanish) - Women and the Holocaust educational DVD and study guide (available in English, French, Spanish, Russian, Arabic and Chinese (subtitles)) - Discussion Papers Journal, Volume I (available in all UN official languages) - Discussion Papers Journal, Volume II (available in English) - Footprints for Hope educational video DVD (available in all UN official languages (subtitles)) - Posters (available in English, French, Spanish and Russian) - Commemorative DVD (highlighting the first universal observance of the International Day of Commemoration on memory of the victims of the holocaust
tcornett

MOOC | Eric Foner - The Civil War and Reconstruction, 1865-1890 | Sections 1 through 9 ... - 1 views

www.youtube.com/playlist

Civil War Social Studies TEKS History Youtube MOOC Eric Foner Reconstruction

shared by tcornett on 05 Apr 16 - No Cached
  • tcornett on 05 Apr 16
     
    Youtube Playlist Learn about the political, social, and economic changes in the Union and the Confederacy and the Civil War's long-term economic and intellectual impact. In The Unfinished Revolution: Reconstruction and After, 1865-1890, Professor Eric Foner examines the pivotal but misunderstood era of Reconstruction that followed the Civil War, the first effort in American history to construct an interracial democracy. Beginning with a discussion of the dramatic change in historians' interpretations of the period in the last two generations, Foner goes on to discuss how Reconstruction turned on issues of continued relevance today. Among these are: who is an American citizen and what are citizens' rights; what is the relationship between political and economic freedom; which has the primary responsibility for protecting Americans' rights - the federal or state governments; and how should public authorities respond to episodes of terrorism? The course explores the rewriting of the laws and Constitution to incorporate the principle of equality regardless of race; the accomplishments and failings of Reconstruction governments in the South; the reasons for violent opposition in the South and for the northern retreat from Reconstruction; and the consolidation at the end of the 19th century of a new system of white supremacy. This course is part of the series, The Civil War and Reconstruction, which introduces students to the most pivotal era in American history. The Civil War transformed the nation by eliminating the threat of secession and destroying the institution of slavery. It raised questions that remain central to our understanding of ourselves as a people and a nation - the balance of power between local and national authority, the boundaries of citizenship, and the meanings of freedom and equality. The series will examine the causes of the war, the road to secession, the conduct of the Civil War, the coming of emancipation, and the struggle after the wa
David Hilton

Is History history? - 35 views

I am creating a site you and your students might enjoy and perhaps add to. ahaafoundation.org is an online course in the history of art around the world. You can jump in anywhere. I would love to f...

history philosophy pedagogy teaching education social studies

started by David Hilton on 23 Dec 09 8 follow-ups, last by David Hilton on 13 Jan 10
David Hilton

H-Net: Humanities and Social Sciences Online - 5 views

www.h-net.org

ancient medieval modern europe america asia africa south america discussion boards community groups network

shared by David Hilton on 17 Oct 09 - Cached
  • David Hilton on 17 Oct 09
     
    A set of discussion boards on the humanities and social sciences. Has a wide variety of discussions focussing on different topics. Personally I love this new democratisation of knowledge enabled by online technologies. Very exciting!
Ian Gabrielson

War Of The Century: 1/4 - High Hopes (WW2 Documentary Series) - YouTube - 5 views

www.youtube.com/watch

ib_history WWII origins_of_WWII course_of_WWII Effects of WWII europe c20th youtube documentary war

shared by Ian Gabrielson on 06 May 13 - No Cached
David Hilton liked it
  • Ian Gabrielson on 06 May 13
     
    Great Series on the Eastern Front of WWII. Useful for TOK discussions as well. 
Ian Gabrielson

Map-of-Europe-in-1914.jpg (1500×1147) - 16 views

blog.europeana.eu/...Map-of-Europe-in-1914.jpg

primary sources c20th images ib_history WWI

shared by Ian Gabrielson on 29 Jan 13 - No Cached
  • Ian Gabrielson on 29 Jan 13
     
    Great illustrated Map of Europe from 1914. Analysis of the animation for each country could provoke some very interesting  discussion
tcornett

Compare Two Worlds: North vs South | Underground Railroad Student Activity | Scholastic... - 0 views

teacher.scholastic.com/...map.htm

Civil War Social Studies History TEKS TEKS 8.1A TEKS 8.7C TEKS 8.12D TEKS 8.12B Underground Railroad Slavery Scholastic

shared by tcornett on 05 Apr 16 - Cached
  • tcornett on 05 Apr 16
     
    Compare North and South states on interactive maps to identify the differences between free and slave populations before the Civil War. Also includes discussion questions.
Daniel Ballantyne

WW2 Tweets from 1939 (realtimewwii) on Twitter - 10 views

twitter.com/#!/RealTimeWWII

history WW2 wwii tweets twitter chc2di

shared by Daniel Ballantyne on 26 Nov 11 - No Cached
  • Daniel Ballantyne on 26 Nov 11
     
    Day by day accounts & pics from WWII on twitter... could be a good discussion starter
anonymous

History Wars - 6 views

historywars.tumblr.com

history wars teaching teacher ibhistory IBDP war military

shared by anonymous on 29 Jun 15 - No Cached
David Hilton liked it
  • anonymous on 29 Jun 15
     
    Photographs of modern conflicts. Use for research or discussions for IB history
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