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Eric Beckman

Puerto Rico: 101 Years Later | National Council for the Social Studies - 0 views

www.socialstudies.org/...puerto-rico-101-years-later

World History US History Caribbean Puerto Rico Citizenship

shared by Eric Beckman on 24 Jul 18 - No Cached
  • Eric Beckman on 24 Jul 18
     
    Links to resources
puzznbuzzus

Some Interesting Health Facts You Must Know. - 0 views

1. When you are looking at someone you love, your pupils dilate, and they do the same when you are looking at someone you hate. 2. The human head is one-quarter of our total length at birth but on...

health quiz facts

started by puzznbuzzus on 15 Feb 17 no follow-up yet
David Hilton

History book reviews and World War One & WW2 articles - 4 views

www.historytimes.com

ancient medieval modern britain uk rome carthage cold war african-americans black history wwi wwii vietnam war

shared by David Hilton on 24 Jul 09 - Cached
  • David Hilton on 24 Jul 09
     
    An innovative and useful site. It presents historical events as news stories with a depth of information that is impressive. Written in a lively manner, this would be suitable for high school class activities or even student research. They provide their references.
jhbensco

Power Play | iCivics - 1 views

www.icivics.org/power-play

modern usa games federalism lessons

shared by jhbensco on 24 Sep 18 - No Cached
  • jhbensco on 24 Sep 18
     
    A fun and informative game that teaches students about the basic tenets of Federalism, and what powers are delegated to the states and the federal government
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.”
Walter Antoniotti

One-pare Edition of Presidential Courage summary - 3 views

http://www.textbooksfree.org/Presidential%20Courage.htm Each of the presidents covered, GW, JA, AJ, AL, TR, FDR, HT, JK, RR has been redesigned to allow one-page printing for use with groups. I a...

modern america c20th c19th c18th

started by Walter Antoniotti on 16 Mar 16 no follow-up yet
Matt Esterman

How to teach source evaluation? - 70 views

Dear Ben, Theatre is always a great way to teach anything -- especially history. Living history programs and projects are everywhere. You can read a short article I wrote on how to create an his...

sources evaluation

started by David Hilton on 27 Jul 09 6 follow-ups, last by Matt Esterman on 20 Sep 09
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
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
jhbensco

resourcesforhistoryteachers / FrontPage - 1 views

resourcesforhistoryteachers.pbworks.com/...FrontPage

sources documents images primary sources secondary sources lesson plans

shared by jhbensco on 24 Sep 18 - No Cached
  • jhbensco on 24 Sep 18
     
    This is a massive trove of free resources and information, based on the standards for the Massachusetts History Curriculum. It was created and is maintained by Bob Maloy of UMass Amherst and various students in the school of education.
David Hilton

Digital Collections at Columbia - 1 views

www.columbia.edu/...collections

ancient medieval modern europe america usa asia china india greece rome britain egypt germany russia japan sources documents images primary sources

shared by David Hilton on 28 Sep 09 - Cached
  • David Hilton on 28 Sep 09
     
    An excellent set of digital source collections run by Columbia Uni. I've been meaning to save all these collections individually but it's such a massive task that I'm just saving the root pages of the collections. If you have a look through these you'll find some gems. And if you save them to the group you will have my undying affection (just please use the same tagging standards - it keeps the information findable).
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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