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David Hilton

Antiquity Journal - 0 views

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    This provides a database of archaeological sites currently under excavation, including images of artefacts and some historical information. You search by region and then get a list of sites currently being worked on, so it can be a bit time-consuming but would be excellent for student research.
David Hilton

Beinecke Rare Book and Manuscript Library: Digital Images & Collections Online - 0 views

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    A collection of high-quality images organised under an eclectic variety of topics. They cover an enormous and extensive diversity of topics.
David Hilton

104,000 Free eBooks: SEARCH OPTIONS (141,000+ eBooks, eTexts, On-Line Books, eDocuments) - 0 views

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    Enormous collection of older books now out of copyright on a wide array of topics. Some specialist topics here suitable for senior secondary/tertiary research and organise well under topics.
Christina Briola

Famous People Painting "Discussing the Divine Comedy with Dante" - 9 views

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    Discussing the Divine Comedy with Dante. Wow!!
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    I have created a very successful lesson/activity around this painting. The details are as follows. This window has this year's assignment. The next reply has the previous years. Advice: WHAP Review Activity: The Twittering Masses Review activity (mostly 1914- and East Asia) Description - I previously set up 103 discussions on turnitin.com for this lesson so they post into that person's discussion board and all replies are kept under the initial post. This year they posted on our classes Ning.com in the discussion forum. Grading is also difficult - Since not every one will have the same amount of replies - people are more likely to write to Hitler than Cui Jian for instance. So, I am grading the posts holistically out of 10 (I often only have 100-200 points in a quarter, so for instance a test might only be worth 40 points). I have students use a heading that states who [character] is tweeting what topic they are focusing on and who they are writing to. I would be interested in feedback or improvements people think they can make on this lesson - should I use Moodle, [Again, I have switched to Ning.com] etc.? Many thanks. And you can add or subtract people as you wish, so we have actually added Marcus Garvey, Jomo Kenyatta, Stephen Biko, and Emiliano Zapata to our role play and taken the painters (of this painting) out of the role play - Write up for students: Go to http://www.dailymail.co.uk/news/worldnews/article-1162771/The-Internet-sensation-dinner-party-painting-103-historical-guests--spot.html#comments to see who all these individuals are, in color. The rules: You will imagine that each of the historical actors above has access to twitter, the expanded edition, 140 words as compared to 140 characters, to communicate to the other guests present. You will choose six of them (from my list below - my list is the final list - some people pictured have been replaced) to role-play in the "Twittering Masses." As your historical
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    See previous post for advice. This is how I set it up the first two years without specific WHAP content or themes: The rules: You will imagine that each of the historical actors above has access to twitter, the expanded edition, to communicate to the other guests present. You will choose up to four (at least three) of them to role play in the "Twittering Masses" role play. As your historical person, during the Twittering Masses role play you will write, "tweet," at least four other persons. Two of the people should be in close proximity to you based on the painting above. Another tweet should go to the person you feel closest to (not by proximity) at the party - this could be based on ideology (MLK Jr. and Gandhi), background (Tagore and Gandhi), lifestyle (Gandhi and Mother Theresa), etc. Explain in your tweet why you are writing them. The other tweet should go to the person you see as most opposed, or farthest from you - Gandhi and Hitler or Gandhi and Gates or Gandhi and Churchill - in this tweet you should either try to bridge the gap between your differences or explain why the person is wrong in their beliefs. If you have only three guests - you will need to make 5 initial tweets. You will respond to each initial tweet. Then who knows . . . All tweets should have some connection to WHAP content or themes. You may want to comment on the surroundings or other guests . . .
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    I would love comments as to the posts above. Something similar I do is written up here: http://worldhistoryconnected.press.illinois.edu/7.3/gregg.html
Lisa Kempf

German Propaganda archive - 5 views

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    Der Giftpilz, the German word for toadstool, was a publication of Julius Streicher's publishing house. It was aimed particularly at kids, and was sometimes used in the schools. In each case, the caption under the picture is translated to the right. In several cases, there is a link to a translation of the story that accompanied the picture.
David Hilton

Internet Global History Sourcebook - 7 views

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    I'm still looking for quality source sites relating to indigenous history and although this site is still under construction it looks like it will be a valuable contribution. Blessed be Paul Halsall and his History Sourcebooks project, the bane of textbook tyranny everywhere!
David Hilton

WWW.History - 14 views

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    Excellent collection of history sites well-organised under a diverse range of topics. Yet another brilliant open-source history resource provided by the good people at George Mason University. They rock!
Javier E

Opinion | How the Far Right Conquered Sweden - The New York Times - 0 views

  • For decades, Sweden, once a racially and culturally homogeneous country with an expansive social welfare system, insisted that it could absorb large numbers of non-European migrants without considering how those migrants should be integrated into Swedish society.
  • As they did in cities across Western Europe, migrants tended to cluster in low-income neighborhoods; facing poor job prospects and rampant employment discrimination, they naturally turned inward. More young women have started wearing the hijab recently, Mr. Abdirahman tells me, and more young men “internalize the otherness” — rejected by their new society, they embrace the stereotypes imposed upon them. This can lead to a point where they reject gay rights or liberalism as “white, Western ideas,” and even attack firefighters because they represent the state.
  • As we walk around, Mr. Abdirahman, who is single and childless, confesses: “When I came here in 1998, to me this place was paradise. Today, I wouldn’t want my children to grow up here.”
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  • Not all immigrants get the same push at home, he says; some parents discouraged their youngsters from going to the city center to mix. Sweden, he is afraid, has entered a vicious circle of immigration, segregation and growing mutual hostility.
  • The situation grew worse with the latest mass influx of refugees, in 2015, after which a number of suburbs became almost exclusively migrant. Considered “no go” areas by some Swedes, these neighborhoods are known to outsiders only from horrific headlines. What people don’t get to see, Mr. Abdirahman worries, is the bus driver or the cleaning lady working themselves ragged to get their children into a university.
  • the government, dominated by the traditionally strong Social Democrats and the centrist Moderate Party, did far too little. That left an opening for the Sweden Democrats, until recently a group relegated to the racist fringe of Swedish politics. In the past few years, the party has recast itself; just like the populist Alternative für Deutschland party in Germany and the Five Star Movement in Italy, it has repositioned itself as anti-establishment and anti-immigrant.
  • The Sweden Democrats accuses all other political actors and the media of “destroying” Sweden, calls for a suspension of the right to asylum and promotes an exit of Sweden from the European Union.
  • Sweden always imagined itself as something different, a society bound by its unique brand of togetherness. But that self-satisfaction justified a myopic approach to the very complex problem of how to integrate vast numbers of foreigners. If you believe in giving everyone a state-of-the-art apartment, social welfare and child benefits, then it’s unlikely you will tackle the hurdles of the highly regulated Swedish labor market.
  • Sweden Democrats profit from the fact that they were often the first to point to the downsides of immigration. Yet as much as they despise wishful thinking, they replace it with simplistic thinking. No matter what problems there might be in Sweden — housing shortages, school closings, an overburdened health care system — in the view of the Sweden Democrats, it is always one group’s fault: migrants.
  • Even if the Sweden Democrats win big on Sunday, the election might be a force for good. The Moderate Party, which is likely to take second place, might split over the question of whether to rule with them. And the Social Democrats, already under pressure to move to the left, might likewise fall apart. Sweden’s party landscape, in other words, might be blown to pieces.If the country is lucky, some parts from this explosion will bind together as a new force — one that takes seriously the need for realism on immigration and integration, without falling for the siren song of right-wing populism.
puzznbuzzus

Is English Language So Popular because of the USA? - 0 views

Americans might tend to inflate the influence of the United States in the history of the spread of English. Before the World Wars, particularly WWII, the US was a bit player on the world stage. The...

english quiz online

started by puzznbuzzus on 17 Feb 17 no follow-up yet
Mr Maher

Jefferson Davis' Speech at Jackson, Miss.December 1862 - 0 views

  • ble and clearly defined in the spirit of that declaration which rests the right to govern on the consent of the governed, but because I foresaw that the wickedness of the North would precipitate a war upon us. Those who supposed that the exercise of this right of separation could not produce war, have had cause to be convinced that they had credited their recent associates of the North with a moderation, a sagacity, a morality they did not possess. You have been involved in a war waged for the gratification of the lust of power and of aggrandizement, for your conquest and your subjugation, with a malignant ferocity and with a disregard and a contempt of the usages of civilization, entirely unequalled in history. Such, I have ever warned you, were the characteristics of the Northern people--of those with whom our ancestors entered into a Union of consent, and with whom they formed a constitutional compact. And yet, such was the attachment of our people for that Union, such their devotion to it, that those who desired preparation to be made for the inevitable conflict, were denounced as men who only wished to destroy the Union. After what has happened during the last two years, my only wonder is that we consented to live for so long a time in association with such miscreants, and have loved so much a government rotten to the core. Were it ever to be proposed again to enter into a Union with such a people, I could no more consent to do it than to trust myself in a den of thieves.
  • The issue then being: will you be slaves; will you consent to be robbed of your property; to be reduced to provincial dependence; will you renounce the exercise of those rights with which you were born and which were transmitted to you by your fathers?
    • Mr Maher
       
      How strange is it that Jeff Davis uses the term "slaves" in reference to white southerners under northern oppression. Just what do they think a slave is?
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    21st century readers may be surprised to hear Jeff Davis's language when he talks about the north a year and a half into the Civil War.
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

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

Todd Murdock

Power Standards: Focusing on the Essential - 0 views

  • 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.
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  • 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
       
      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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