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Deven Black

Big Map The Bronx - 0 views

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    Click on any of the neighborhoods and you go to a page of very good photographs of the area, some of them with historic value.
David Hilton

Course: Mrs. Daniels' Enriched World History - 2 views

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    A very good example (I think) of how lms's (learning management systems - don't worry, I had to google it) such as Moodle or BlackBoard can be used with your history classes. Essentially every history teacher can take on the role of textbook writer, thus returning the teacher to the position of expert. And that's got to be a good thing! Well done Mrs Daniels. You're a trailblazer.
Mark Moran

Students' Guide to Web Search - 0 views

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    The Internet has many sites with information and help for homework assignments. But how do you know if the information a site contains is reliable? The Students' Guide to Web Search helps you learn how to tell a good site from a garbage site, and shows you how to start searching smart.
David Hilton

Facebook | History Teachers Resource Group Discussions - 0 views

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    Joining this group might be a good way to develop your professional network. There are some good source sites and resources there too.
David Hilton

HistoryWorld - 0 views

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    This is largely a secondary sources (which I usually avoid - largely because I figure you've all already got enough of these in the classroom and library so primary sources are more valuable) however the information looked pretty good and it is easy-access for students. That's always a good thing. It has some timelines too.
David Hilton

History Internet Library - 0 views

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    A collection of free history learning materials for students and teachers.
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    Contains many useful tools and services for history teachers. There are online experts for tutoring and some good-quality sources. Looks like it's going to get even better.
David Hilton

Secrets of Great History Teachers - 0 views

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    Interviews with 17 great history teachers. What an excellent idea! The most I have ever learnt about teaching was from watching exceptional teachers, so this should be useful.
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    In these interviews distinguished teachers share their strategies and techniques. Good teaching is more often honored in rhetoric than reality. And great teachers are generally known locally within their own schools, but less often to a larger group of national colleagues. Our goal in this section is, in part, to identify and honor those people who have taught with excellence, dedication, and distinction.
David Hilton

Rome: Republic to Empire - 3 views

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    Usually I avoid adding secondary sources (a good school library can fulfil that function) but the information here looks pretty good and covers topics students usually find interesting.
Rob Kamrowski

Transparency - from GOOD Magazine - 0 views

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    Awesome visualizations of current events
Bette Lou Higgins

CLEVELAND | Terminal Tower | 708 FT / 216 M | 52 FLOORS | 1930 - SkyscraperPage Forum - 0 views

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    good site for pictures
David Hilton

Flickr: Classical Antiquity: Art & Architecture - 0 views

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    This group was too good to pass up bookmarking. It's a collection of over 2000 good-quality images of places and artefacts from the classical world. An ancient history teacher's dream. Why are people still buying textbooks?
Daniel Ballantyne

Building a Nation of Know-Nothings - NYTimes.com - 13 views

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    Not directly related to history education but a good example of why we need to teach kids to think critically on their own.
Daniel Ballantyne

World War I fighter pilots - 3 views

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    Good site describing the involvement of the US in the Air battles of WWI
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.
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  • 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.
Van Weringh

Thinking Tools - The History Lab - 11 views

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    Some good classroom thinking tools / diagrams to use for source analysis etc.
Rob Jacklin

The ReDistricting Game - 4 views

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    The Redistricting Game is designed to educate, engage, and empower citizens around the issue of political redistricting. Currently, the political system in most states allows the state legislators themselves to draw the lines. This system is subject to a wide range of abuses and manipulations that encourage incumbents to draw districts which protect their seats rather than risk an open contest. By exploring how the system works, as well as how open it is to abuse, The Redistricting Game allows players to experience the realities of one of the most important (yet least understood) aspects of our political system. The game provides a basic introduction to the redistricting system, allows players to explore the ways in which abuses can undermine the system, and provides info about reform initiatives - including a playable version of the Tanner Reform bill to demonstrate the ways that the system might be made more consistent with tenets of good governance. Beyond playing the game, the web site for The Redistricting Game provides a wealth of information about redistricting in every state as well as providing hands-on opportunities for civic engagement and political action.
Christina Briola

Project Vote Smart - American Government, Elections, Candidates and Voting - 11 views

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    Good site to see where the candidates stand.
Lisa M Lane

Beach-Side Thoughts on History, to My Students at Beyond School - 4 views

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    And the issue, to put it in a nutshell, is this: Knowing all this stuff is worthless, if all you've done is learn it. You seem to think that we're teaching you Western Civilization because gee, it's a great civilization. It's not. Like all civilizations, it has it's strengths and it has its flaws. Just because it's part of the dominant culture today doesn't make it good. Maybe the dominant culture today would be much better if certain aspects of Western Civilization were different - or even non-existent. Most of your essays saddened me because they were so full of cheer-leading for the West. Civilizations, Western or Eastern, Northern or Southern, don't need cheerleaders. They need critics.
anonymous

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

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    Good summative statement re Wikipedia
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    Critical thinking via wikipedia
Lisa M Lane

SpeEdChange: The Very High Cost of Nostalgia - 7 views

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    Yes, the glorious United States of the 1950s. Surely it was all good back then, unless, of course, you were female, or black ("negro"), or Catholic or Jewish, or disabled, or poor. Or, if you were young. Of course we know that American "tea partiers" (even they seem to have discovered that "teabaggers" wasn't the right term) are as weak in the history department as they are on economics knowledge, but they are hardly alone in their belief in some wondrous mythical past...
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