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Great lesson for WWII in US History class - set the context of Munich appeasement and fear of world war, then tell the story of the broadcast and the panic. Students job? - find out if reports of the panic were valid - how would you check? End with the media fight between radio and newspapers. What are implications for the internet? Related material can also be found at the National Archives collection of letters written to the FCC after the broadcast (https://www.archives.gov/publications/prologue/2003/fall/war-of-worlds.html). In this National Archive articles it states that "Of the 1,770 people who wrote to the main CBS station about the broadcast, 1,086 were complimentary. In addition, 91 percent of the letters received by the Mercury Theatre staff were positive. And roughly 40 percent of the letters sent to the FCC were supportive of the broadcast."

Perfect for Halloween - nothing is scarier than teaching something and then founding out later that you really weren't as accurate as you thought you were.

"From keeping track of grades to sharing lesson plans, from helping students collaborate to communicating with parents, teachers now have a host of web-based tools at their disposal to help them stay organized and make their jobs easier."

"The Enlightenment was the period of time during the seventeenth and eighteenth centuries marked by the increased use of reason to answer philosophical questions. It was characteristic of the people during this time to remain skeptical of the truths that previous generations had believed in. They believed that it was their job to "enlighten the masses" in order to improve society. As an enlightened society, it would be much easier to prevent poverty and oppression in society. Enlightenment philosophers also believed that once society was engaged in reason and knowledge it would only be a short time before humanity as a whole would make great progress."

"The Worst Jobs in the World Matrix"

Hi! My name is Sallie Ann. I was made in Gettysburg, PA, and I'm named after the mascot of the 11th Pennsylvania Volunteer Infantry from the Civil War. My job is to travel around the U.S. looking for Civil War battlefields or museums and schools learning about the Civil War. Along the way, I hope to teach kids more about the Civil War while also helping them to learn about using technology. I'll start out in Gettysburg, PA,and learn about the battle that took place there. My visit to you will last about one week, but before I leave, I hope that you will put something from the battlefield, museum or your school in my backpack so I can keep it as a memento of my visit.

The profession has a vast scope in its industry. It offers various kinds & types of services. A Psychologist, Teacher, Administrator, Doctor, Housewife or a Freelancer, anybody can opt for a Career in this industry. If you are confident and have the passion towards making someone's life better, door's open for you!

As a student and teacher of, among other things, propaganda and censorship, I think this is a great example for students to play with in thinking about how 'truth' gets established, politically and historically. In discussing nationalism I often talk about the importance of political myth in establishing identities, and here is a powerful example of a myth that became hegemonic.

This looks very cool. Quite big (2G) but maybe you can talk to the ICT department... I saw a similar thing for Ancient Rome on Google Earth but you need a powerful computer to run it and my laptop wasn't up to the job. Gen-Y is so visual, things like this can be great tools.

I'm being lazy. I've been going through and saving these sites individually but I'm sick of looking at them. I'll come back later and finish the job. There are heaps of sites there on ancient history.

This site looks really elementary, but DON'T be fooled! This company has units for various History subject areas (world, american, gov't, etc) that are based around activities AND taking lessons learned in the activities and making higher order thinking connections. I"m probably not doing the best job annotating this - but i will say this, I have one of the units and my students go NUTS over the activities and with their debriefing worksheets and discussion questions, my students really "get" the concepts and retain the learning.

Lowell National Park like the Mass Historical Society see "Coming of the American Revolution" below offers a NEH Landmarks Program. They do a nice job. http://www.uml.edu/tsongas/NEH/

Old professions

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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!

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.

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.