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Does anyone else use Twitter with their classes? I use #historystudent with my senior history students. Please feel free to bring your students onto the feed. DM me on MisterHistory@twitter.com if you'd like to organise collaboration. 

Set up a space where people can get together and type on a common document. Great for student and teacher collaboration. 

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.

I made this wiki for a school PD session I ran. It contains links to my class wikis and other things I use in class. Let me know what you think.

The final videos can all be found here.  I hesitate to embed any in the post because I know I would be prone to pick the "best" one.  Please click on the link and randomly select one to watch! There are two pages of videos-and hey-leave a comment or a thumbs up!  I have to say, that after watching the kids make these, the final products just don't reflect the amount of work that is needed.  What I mean is that you shouldn't watch them and say "My kids could do that in a couple of days."  It took 360 minutes of class time to produce those 1-2 minute videos!! One thing I wished we had done is to write transitions so that the different videos linked together better.  I inadvertently led them to make videos on topics that come across as standing alone in time instead of being influenced and apart of other events and movements. Other good resources: Art Titzel Eric Langhorst John Fladd Karen McMillan Greg Kulowiec Mr. Canton Mr. Fogel Mr. Canton Authors write for different purposes.* The writing process is consistent across disciplines.* Technology is a tool for collecting, organizing, creating, and presenting informatio Tags: 6 COMMENTS SO FAR ↓ aimee // Dec 27, 2010 at 8:56 pm These videos really are terrific! I was able to pop in briefly and watch them being created (on Ustream)- such an amazing process! They are so deceptively simple and enchanting, yet require a myriad of skills. Well done! And, I've learned so much Reply Tweets that mention New Post: Key words=Common Craft, Videos, Social Studies, Middle School, 19th Century History, Fu... by -- Topsy.com // Dec 27, 2010 at 10:59 pm [...] This post was mentioned on Twitter by mrsdi, Edtech Feeds. Edtech Feeds said: New Post: Key words=Common Craft, Videos, Social Studies, Middle School, 19th Century History, Fu… http://bit.ly/g9YyDH by @paulbogush [...] Reply Sally // Dec 28, 2010 at 10:39 am This is great! When we get back to school the students are finishing up t

Someone emailed this to me.  I just wanted to share with you all.

Reproduzo mais um trecho do livro Viagem à luta armada. Nesta parte do livro Carlos Eugênio está no seu apartamento no exílio em Paris, deitado numa banheira e entorpecido por drogas, que não curam, lógico, mas ajudam a aliviar a dor das lembranças sombrias: das vidas que se perderam na guerrilha que fracassou, da revolução perdida. Ele se lembra da intenção de fugir para Cuba para escapar do serviço militar e da despedida do pai. Ao ler este trecho fico pensando em quantas pessoas neste breve, louco e já tão distante século XX tiveram que fazer a mesma despedida: soldados vermelhos na Rússia; Partisans na Itália; Espartaquistas na Alemanha; todos tiveram que deixar suas famílias, seus entes queridos. Pois a partir dali suas vidas seriam em prol da revolução e nada mais importava a não ser a luta por uma sociedade melhor.

Recebi um email essa semana que me intrigou mais do que de costume. O título: Cazuza, um idiota morto. Trata-se de uma psicóloga criticando o público por idolatrar um cara que tinha como principal frase ideológica: "Todos os meus heróis morreram de overdose." De acordo com a psicóloga, que é um profissional que se atém ao comportamento humano e deve zelar para que possamos viver melhor, solucionando problemas e ultrapassando obstáculos, a mensagem sobre o artista deveria ser divulgada para todas as famílias.

O que uma crônica precisa ter para se tornar 'boa' aos olhos de quem a lê? Conteúdo? Humor? Tem que ser a narração de um fato? Tem que ser ficção? Ou apenas palavras? Ou quem sabe 'as' palavras? Fui leitor de O Globo por um tempo considerável e, sempre que posso, retorno às origens. Amo jornal e quem me conhece, sabe por que deixei de gostar. Não. Deixar de gostar não é termo apropriado, pois, dá a impressão de que os jornais mudaram com o passar do tempo. Mudaram sim, obviamente, mas não foi esse o motivo. Eu mudei.

Meados de outubro de 1968. Apesar de proibida de funcionar pela ditadura militar, que mandara incendiar sua sede no Rio de Janeiro, logo após o golpe de 1º. de abril de 1964, a União Nacional dos Estudantes(UNE) realiza o XXX Congresso num sítio do Bairro dos Alves, a uns vinte quilômetros do centro de Ibiúna pela estrada de São Sebastião. O local é de difícil acesso. Juntamente com dois colegas, representando os universitários de Caxias do Sul, cheguei em São Paulo na manhã de terça-feira, viajei para o encontro marcado numa praça de Sorocaba, voltei para São Paulo, instalando-me num alojamento da USP, onde fiquei até a noite de quarta-feira, participando de reuniões e manifestações contra a ditadura, sob a constante ameaça da polícia e do exército, que depois acaba acontecendo.

Hi Ginger. I am creating a course in the history of art. I have posted your link on the page about mummies. I was quite delighted by your approach. Could you tell me about where you teach them what you teach and if you might be interested in the courses I am developing. Warmly, Katherine Bolman, Ph.D. www.ahaafoundation.org/ The quality of life is genuine not in the build-up of material welfare, but in the enlightened creativity of life, in the harmonisation of life. - --

I've been looking for someone to be an art history expert! We're a grade 5-8 charter school in Kansas with 1:1 laptops, working with a PBL approach. For my younger/newbie, I find sites for them for the first bit of the year. I'd love to look at these ancient civilizations through their art and literature. You can contact me at GingerTPLC *at* gmail *dot* com. We'd love to have a course that offers more expertise, or better yet, a moment of your time to perhaps Skype in with us sometime. Ginger Lewman Director, f2f Program Turning Point Learning Center

I'm not a teacher. It's inappropriate for me to suggest a teaching aid. For that reason I need advice on whether the Egopendium approach could bring an enjoyable twist to the subject. If it's rubbish, don't hesitate to tell me.

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.

Texas Freedom Network

Great article. I find myself everyday in the classroom wondering if my choice of content, my presentation of it, my choices of words, etc. leans to the left or the right. It's impossible to provide unbiased commentary, but I sure do try. Nothing is worse than a social studies teacher who insists on forcing their political views on students!

I hear you! I come from a background on the left, and sometimes quite suddenly when I'm explaining something to the class I'll hear my own voice and realise how partisan what I'm saying sounds. I found an excellent diagram of left and right ( http://www.informationisbeautiful.net/2009/left-vs-right/ ) which I put up on the door so that at least the students might become more aware of the political spectrum and how it influences people's beliefs. Perhaps the best we can do is show the students how their political assumptions play out in their opinions so that as self-aware citizens they can at least make conscious choices... The right doesn't have much sway in education in Australia; I think the district board system over there in some areas (if you don't mind me saying...) gets hijacked sometimes by extremists by the looks of it. I've read some fascinating articles on how textbooks are approved in parts of the States which was quite surprising (the Intelligent Design debate I guess is an example).

To those of you who recently joined the group after the QHTA State Conference, I promised that I would provide the podcast of my presentation if any of you missed anything. Here it is. I've also placed some of my lesson podcasts here. Alternately, you can subsribe to my podcasts on iTunes by searching for David Hilton. As sources they're probably unreliable...