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David Hilton

LacusCurtius * Greek and Latin Texts - 4 views

penelope.uchicago.edu/...home.html

rome greece ancient europe egypt sources documents images primary sources athens democracy alexander republic principate maps inscriptions caesar

shared by David Hilton on 26 Oct 09 - Cached
  • David Hilton on 26 Oct 09
     
    An excellent collection of English translations of Greek and Latin texts. You'll also find some great biographical information on the authors that students can use to improve their source evaluations (if you teach in a system which requires that - it's massive here in Queensland).
Aaron Shaw

Crises by Nature: How Humanity Saved the Biosphere - 1 views

www.adventures-in-dialectics.org/...Crises-by-Nature.htm

science nature crises history c19th

shared by Aaron Shaw on 31 Mar 11 - No Cached
  • Aaron Shaw on 31 Mar 11
     
    "Need I say more? We are that innovation! The human species was and is the 'ecological invention', the new 'natural technology', by which the biosphere saved itself! Those accumulations of photosynthetically useless carbon - initially the woody bodies of trees, and the corpses of other plants and animals, terrestrial and aquatic, as well as, later, coal, oil, and gas - entropy, waste, for photosynthesis - represent free energy for human praxis, that is, for that new form of 'synthetic' econo-ecological activity, biomass yielding and biomass sustaining, which is human industry and industrialized agriculture."
  • David Hilton on 31 Mar 11
     
    And so presumably once we've fulfilled our ecological function of redistributing this carbon back to the atmosphere we'll be superfluous and therefore annihilated, i.e. climate change will kill us off? I think these deniers should go back to the drawing board...
Eduardo Medeiros

Quem é o Cabo Anselmo por Celso Lungaretti - 0 views

www.comunistas.spruz.com/...blog.htm

ditadura militar Celso Lungaretti Cabo Anselmo tortura repressão luta armada guerrilha VPR Sergio Fleury Elio Gaspari Ivan Seixas

shared by Eduardo Medeiros on 19 Oct 11 - No Cached
David Hilton liked it
  • Eduardo Medeiros on 19 Oct 11
     
    Na reestréia do programa Roda Viva, a busca de impacto prevaleceu sobre os critérios de ordem moral: a atração foi um sujeito que se vangloria de, passando-se por companheiro dos resistentes, ter contribuído para que a ditadura militar exterminasse cerca de 200 deles durante os anos de chumbo.
Matt Esterman

National Curriculum - 38 views

In Year 11 students have to complete a research assignment that is mandated by the syllabus, however at our school we basically gave them the list of personalities they could study. I was pushing f...

national curriculum history study research

started by Matt Esterman on 30 May 09 6 follow-ups, last by Matt Esterman on 05 Jul 09
David Hilton

Bill Thayer's Gazetteer of Italy - 2 views

penelope.uchicago.edu/...home.html

rome italy ancient medieval images churches architecture sites sources

shared by David Hilton on 10 Jul 09 - Cached
  • David Hilton on 10 Jul 09
     
    Has some choice images of ancient and medieval Italy which would be useful for assessment design, classroom resources or research. I found some of the information accompanying the images a little superficial, however.
Ed Webb

BBC News - History, with rose-tinted hindsight - 5 views

news.bbc.co.uk/...8762969.stm

history bbc textbooks curriculum UK Russia Texas

shared by Ed Webb on 07 Jul 10 - Cached
David Hilton liked it
  • As one official explained, "we understand that school is a unique social institution that forms all citizens"; which means it is essential they should be taught history, especially the right kind of history. "We need a united society," the apparatchik goes on, and to achieve that end, "we need a united textbook".
  • in 1934, it was Stalin himself who convened an earlier meeting of historians to discuss the very same issue, namely the teaching of history in Russian schools. He disapproved of the conventional class-based accounts then available, which were strongly influenced by Marxist doctrines, and which traced the development of Russia from feudalism to capitalism and beyond. Not even Stalin's hometown wanted to be associated with him anymore... "These textbooks," Stalin thundered, "aren't good for anything. It's all epochs and no facts, no events, no people, no concrete information." History, he concluded somewhat enigmatically, "must be history" - by which, in this case, he meant a cavalcade of national heroes, whose doings might appeal more broadly to the Russian people than the arid abstractions of class analysis and social structure.
  • Who, for example, should decide what history is taught in schools: should it be the government, or academic experts, or examination boards, or the schools themselves, or even the parents?
  • ...1 more annotation...
  • for the last 18 months, I've been leading a project, based at the Institute of Historical Research, which is looking into the history of the teaching of history in schools in England since it first became a serious activity early in the 20th Century. And one of our most important discoveries so far has been the extent to which similar questions have been asked across the decades and generations, and often in complete ignorance of how they've been answered before.
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
Todd Murdock

Power Standards: Focusing on the Essential - 0 views

justaskpublications.com/...power-standards

Power Standards

shared by Todd Murdock on 19 Feb 24 - No Cached
  • Very often, teachers operate under the assumption that all standards are equally important and that they have to ensure that students are taught all of the standards with the same level of intensity each year.
  • The danger of delivering standards that are an inch deep and a mile wide is that students will inevitably leave a grade level or course with gaps in their learning.
  • prioritize certain standards and performance indicators, rather than giving each of them an equal amount of  attention in the curriculum and on assessments.
  • ...32 more annotations...
  • teachers collaboratively prioritize their standards
  • requires teachers to look at the standards vertically. This vertical alignment allows teachers to identify important prerequisite skills students need
  • higher quality assessments
  • aligned, purposeful, and essential in identifying those students in need of intervention, remediation, or enrichment.
  • If a collaborative approach to prioritizing standards is not used, then teachers are forced to choose what they feel is essential. Often those decisions are based on a teacher’s comfort level, availability of resources, or personal preferences. This approach does not give all students access to a guaranteed and viable curriculum.
  • narrowing the focus
  • It is far easier for teachers to go in depth when they have fewer priority standards
  • deepening students’ understanding of essential content, strategies, and skills
  • debate and discuss the significance of the standards they teach
  • easier for teachers to choose high quality resources
  • teachers have clarity around what is essential to teach
  • We call these prioritized standards “power standards.”
  • distinguishes the standards that are essential for student success
  • “those standards that, once mastered, give a student the ability to use reasoning and thinking skills to learn and understand other curriculum objectives.”
  • support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
    • Todd Murdock
      Todd Murdock on 19 Feb 24
       
      Part of the problem is that the students don't see many REAL world (ie popular in media) examples of this. They have unsubstantiated claims from both side, demonization of the other side instead of discussion and debate over content and ideas.
  • learning that is essential for success
  • goes beyond one course or grade level
  • important in life
  • students will need to read informational texts proficiently and substantiate their claims using evidence from the text when reading, writing, and speaking
  • multidisciplinary connections
  • relevant in other disciplines
  • learning that is applied both within the content area and in other content areas
  • standard represents learning that is essential for success
  • Does this standard contain prerequisite content
  • think of a triple Venn Diagram, and that for the overall success of students each circle in that Venn Diagram has equal importance
  • skills necessary for the next
  • power standards are those that teachers will spend most of their instructional time teaching
  • standards emphasized on state and national assessments
  • focus of teacher assessments
  • If every teacher in the grade level or course is emphasizing something different, you do not have a guaranteed curriculum for students.
  • Not all standards are equally important at every grade level or in every course
  • work collaboratively in vertical teams
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