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Bob Maloy

Coming of the American Revolution - 27 views

www.masshist.org/...topics.php

Unitedstateshistory USI.1 Massachusettshistory AmericanRevolution

shared by Bob Maloy on 01 Feb 10 - Cached
David Hilton liked it
  • Bob Maloy on 01 Feb 10
     
    This is an interactive website from the Massachusetts Historical Society.
  • Christy Hanna on 02 Feb 10
     
    What a great site Bob. Thank you for sharing. I am certain I can use this site for ideas in the classroom!
  • Jeremy Greene on 02 Feb 10
     
    I worked on it this summer. I especially recommend the docs for "non-consumption and non-importation" (the word boycott did not exist yet!). They are very student friendly and can be used in a U.S. history or world history class and can easily connect with boycotts today. Overall, this site could be used as an exemplar for other historical societies to follow: Intro to the whole site, intro to each topic, intro to each subtopic with questions, intro to each document with questions, a facsimile of each document, and a transcription. Fyi and fwiw, the Mass Historical Society will be hosting a Landmarks Institute this summer through NEH so U.S. teachers might want to apply: http://www.masshist.org/education/silver/crossroads-home/
Lisa M Lane

Historic LOL - Captioned Portraits of Yore - 20 views

historiclols.cheezburger.com

fun

shared by Lisa M Lane on 21 May 10 - Cached
David Hilton liked it
  • Lisa M Lane on 21 May 10
     
    historic photographs with silly captions
  • David Hilton on 23 May 10
     
    That's awesome. I love it as much as www.historicaltweets.com. I'm definitely using those images for my work computer desktop background! :-)
Brian Peoples

The bar has been raised. - 4 views

lynhilt.com/the-bar-has-been-raised

journal resources

shared by Brian Peoples on 07 Aug 11 - No Cached
  • A school leader who wishes to “create and sustain a culture that supports digital age learning must become comfortable collaborating as co-learners with colleagues and students around the world” (aka “I don’t do technology” is no longer acceptable.)  Also, this framework seeks to help school leaders propel their organizations forward as members of “dynamic learning communities.” Vision is vital.
  • ensure instructional innovation; model and promote effective use of technology for learning; provide learner-centered environments to meet the individual needs of students; ensure effective practice in the study of technology and infusion across curriculum; promote and participate in learning communities that allow for global, digital-age collaboration
  • allocate time, resource and access to ensure ongoing professional growth in technology fluency and integration; facilitate and participate in learning communities to nurture administrators, teachers, and staff; promote and model effective communication and collaboration using digital tools; stay current on the latest educational research and emerging trends in educational technology to improve student learning
  • ...2 more annotations...
  • model and establish policies for safe, legal, and ethical use of digital information/technology; promote and model responsible social media interactions; model and facilitate a shared cultural understanding and involvement in global issues through the use of communication and collaboration tools
  • A med student at UVA commented to our leadership team- teachers and admins together- this past week that the “real learning begins when we get to the team-based work.”
  • Brian Peoples on 07 Aug 11
     
    thought-provoking
Ginger Lewman

Fascinantes momies d'Égypte - Quand la science remonte de fil de l'histoire :... - 6 views

www.mcq.org/momies

egypt egyptians ancientegypt Ancientcivilizations ancient

shared by Ginger Lewman on 25 Oct 09 - Cached
  • Katherine Bolman,PhD on 25 Oct 09
     
    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. - --
  • Ginger Lewman on 26 Oct 09
     
    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
Annabel Astbury

1989! - The New York Review of Books - 1 views

www.nybooks.com/23232

shared by Annabel Astbury on 23 Oct 09 - Cached
  • 1989: The Struggle to Create Post–Cold War Europe by Mary Elise Sarotte Princeton University Press, 321 pp
    • Annabel Astbury
      Annabel Astbury on 23 Oct 09
       
      What other works has this author contributed to?
  • Annabel Astbury on 23 Oct 09
     
    this is an interesting article - a book review. This is effectiove because the second book reviewed is one of the most referenced ones on the end of communism in Europe.
Elizca Stemmet

New History of South Africa - 4 views

book.newhistory.co.za/English

africa south

shared by Elizca Stemmet on 30 Oct 09 - Cached
  • Elizca Stemmet on 30 Oct 09
     
    On this site you will find the New History of South Africa book fully uploaded on the internet as well as new written work by well known South African academics, such as Hermann Giliomee. Some schools in South Africa is already using this site as a resource to assist them in their teaching.
Katherine Bolman,PhD

Virtual Archaeology - 23 views

I love it and now how are you planning to start this project? Catal Hoyuk and Harappa have some good information and images of the archeologists working there. This information can also be found ...

started by John Bartram on 15 Nov 09 1 follow-up, last by Katherine Bolman,PhD on 22 Nov 09
HistoryGrl14 .

Story of Stuff, Full Version; How Things Work, About Stuff - YouTube - 10 views

www.youtube.com/watch

environment story of stuff AP Human Geography APHG

shared by HistoryGrl14 . on 12 Oct 11 - Cached
David Hilton liked it
  • HistoryGrl14 . on 12 Oct 11
     
    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!
  • wilnbroc on 16 Oct 11
     
    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.
  • HistoryGrl14 . on 17 Oct 11
     
    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.
Javier E

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

www.nytimes.com/...ar-right-conquered-sweden.html

sweden right

shared by Javier E on 06 Sep 18 - No Cached
  • 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.”
  • ...7 more annotations...
  • 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

How to Prepare Aptitude Test for Competitive Exams - 0 views

Practice as many questions before your assessment. The more psychometric aptitude test questions you practice the more your speed, accuracy and confidence will improve. Improving these factors will...

Aptitude Test Online

started by puzznbuzzus on 23 Feb 17 no follow-up yet
Mr Maher

The First Decades of the Massachusetts Bay; or Idleness, Wolves, and a Man Who Shall No... - 6 views

common-place.org/...vol-17-no-3-rose

US I Unit 1 - Colonization

shared by Mr Maher on 18 Sep 17 - No Cached
  • In November 1630, John Baker was “whipped for shooteing att fowle on the Sabboth day”; and in June 1631, it was ordered that Phillip Ratliffe should be whipped, have his ears cut off, and be banished “for vttering mallitious and scandulous speeches against the goumt. & the church of Salem.
  • The inattention paid in the official record to women or indigenous land compels us to force open gaps and bring alternative narratives to light. Without this work, John Winthrop’s will be the only story told in textbooks about this country’s colonial history.
  • The Puritan freemen may have the loudest voices in the archive, but theirs are not the only narratives being told.
  • ...1 more annotation...
  • In fact, deviations from moral norms receive some of the harshest punishments, such as in October 1631, when the court determined that to copulate with another man’s wife was punishable by death.
  • Mr Maher on 18 Sep 17
     
    When historians look through more evidence they come to understandings that students never get to see becuase their teachers may only rely on the evidence that is part of the liturgy of the US History narrative canon. In this instance, routine court records will tell us much more about puritan Massachusetts than a John Winthrop sermon.
Joseph Phelan

Resources for History Teachers - 48 views

Jeremy Please do put Bob Maloy in touch with me. He can call or write jphelan@neh.gov or 202-60-6374. As far as the World History resources go, we are a working on it but will not be ready for thi...

Massachusetts state frameworks cocial sciences social studies history wiki resources ancient medieval modern europe america asia africa south america greece rome egypt britain france germany russia italy china japan india sources documents images usa c15t

started by Jeremy Greene on 26 Apr 11 4 follow-ups, last by Joseph Phelan on 24 Jul 11
Cindy Marston

History Ebooks - Explaining History Ebooks: The 20th Century In 100 Short Chapters - 19 views

www.explaininghistory.com

shared by Cindy Marston on 30 Sep 14 - No Cached
David Hilton liked it
  • David Hilton on 30 Sep 14
     
    Check out our new Explaining History video channel on YouTube, featuring advice, study skills, theory and further exploration of 20th Century themes. Click here for more Welcome to Explaining History:20th Century history ebooks for Kindle and iBooks, Kobo and more From the very origins of the communism, in the radicalised European working class movements of the late 19th Century, a vast an complex ideological movement that would eventually dominate much of humanity a century later emerged.
David Hilton

Exploring Ancient World Cultures - 5 views

eawc.evansville.edu/index.htm

ancient egypt greece rome india china islam near east mesopotamia sources secondary sources timelines

shared by David Hilton on 11 Jul 09 - Cached
  • David Hilton on 08 Sep 09
     
    I usually don't add secondary sources (I've found books are much more comprehensive - secondary websites seem usually quite simplistic in their treatments) but thought this might be useful for people working with younger classes doing preliminary research or activities on ancient civilisations.
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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