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Spammer Alert! - 2 views

started by David Hilton on 17 Mar 14 no follow-up yet
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Germany and Europe: Contents - 0 views

www.colby.edu/...Contents.html germany europe History Education IBDP Resources Research students wars
shared by anonymous on 30 Nov 13 - Cached
David Hilton liked it
  • anonymous on 30 Nov 13
     
    LECTURE NOTES, GERMANY AND EUROPE, 1871-1945
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Uncommon Lives - 4 views

uncommonlives.naa.gov.au Australia Australian personalities archives
shared by Simon Miles on 05 Jul 10 - Cached
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  • Simon Miles on 05 Jul 10
     
    "Uncommon Lives is a series on famous and not so famous Australians as revealed in records help by the National Archives."
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Oral History Project - 3 views

oralhistory.sydneyinstitute.wikispaces.net Australia Australian personalities oral history
shared by Simon Miles on 05 Jul 10 - Cached
David Hilton liked it
  • Simon Miles on 05 Jul 10
     
    "The Sutherland College Oral History Project is an oral history collection and a teaching and learning resource. It was established to record the histories of students studying Social Inclusion and Vocational Access courses - second chance learners, and teaching and general staff of Sutherland College, past and present."
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Prosopography of the Byzantine World: Welcome to PBW - 0 views

www.pbw.kcl.ac.uk byzantine byzantium constantinople medieval images seals art coins sources
shared by David Hilton on 01 Aug 09 - Cached
  • David Hilton on 01 Aug 09
     
    I'm not sure how useful people will find this, however some might use it so I've included it. It contains translations of coins and seals from the Byzantine Empire organised around historical personalities and topics.
  • David Hilton on 01 Aug 09
     
    This edition completes the inclusion of published archival material from the monasteries of Mt Athos, and that relating to Nea Mone (Chios). It adds basic treatment of Byzantine Italy till the capture of Bari (1071). There has been considerable tidying throughout, but especially at the beginning and end, a process which will continue in the next edition (2007.1). The main emphasis of that edition will be on seals.
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Free Online Course Materials | Courses | MIT OpenCourseWare - 0 views

ocw.mit.edu/...courses ancient modern medieval mit lectures podcasts courses america usa europe asia africa wwi wwii rome greece egypt britain
shared by David Hilton on 05 Sep 09 - Cached
  • David Hilton on 05 Sep 09
     
    If you scroll down or click 'History' you'll see the History lecture podcasts offered by MIT. Personally, I use iTunes to subscribe to university lecture podcasts. My students find them invaluable for their research.
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British History Online - 0 views

www.british-history.ac.uk britain uk primary sources medieval modern sources images maps religion london
shared by David Hilton on 14 Jun 09 - Cached
  • David Hilton on 07 Jul 09
     
    " British History Online British History Online is the digital library containing some of the core printed primary and secondary sources for the medieval and modern history of the British Isles. Created by the Institute of Historical Research and the History of Parliament Trust, we aim to support academic and personal users around the world in their learning, teaching and research." Syas it all, really.
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How we remember them: the 1914-18 war today | openDemocracy - 6 views

www.opendemocracy.net/...ber-them-the-1914-18-war-today war memory Europe UK history WW1
shared by Ed Webb on 15 Nov 10 - No Cached
  • After the war, however, the problem of reintegrating into society both those who had served and those who had lost, and finding a narrative that could contain both, found one answer by an emphasis on the universality of heroism. A British society that has since the 1960s grown increasingly distant from the realities of military service - whilst remaining dedicated to it as a location for fantasy - has been unable to move on from this rhetorical standpoint
  • The war's portrayal has always been shaped by contemporary cultural mores, and commemorative documentaries demonstrate just how much the relationship between the creators and consumers of popular culture has changed over the last fifty years. For the fiftieth anniversary of 1914, the BBC commissioned the twenty-six part series The Great War, based around archive footage and featuring interviews with veterans. There was an authoritative narrative voice, but no presenters. For the eightieth anniversary, it collaborated with an American television company on a six-part series littered with academic talking-heads. For the ninetieth anniversary, it has had a range of TV presenter-celebrities - among them Michael Palin, Dan Snow, Natalie Cassidy and Eamonn Holmes - on a journey of discovery of their families' military connections. These invariably culminate next to graves and memorials in a display of the right kind of televisual emotion at the moment the formula demands and the audience has come to expect.   The focus of these programmes - family history as a means of understanding the past - is worthy of note in itself. It is indicative of the dramatic growth of family history as a leisure interest, perhaps in response to the sense of dislocation inherent in modernity
  • The search for family history is usually shaped by modern preconceptions, and as such it seldom results by itself in a deeper understanding of the past. The modern experience of finding someone who shares your surname on the Commonwealth War Graves Commission website, taking a day trip to France and finding his grave (perhaps with a cathartic tear or few) might increase a person's or family's sense of emotional connection to the war, and may bring other satisfactions. Insofar as it is led not by a direct connection with a loved one, however, but by what television has "taught" as right conduct, it can seldom encourage a more profound appreciation of what the war meant for those who fought it, why they kept fighting, or why they died.
  • ...3 more annotations...
  • Projects such as The Great War Archive, which combine popular interest in the war with specialist expertise, and which recognise that an archive is different from a tribute or a memorial, suggest that it is possible to create high-quality content based on user submissions.
  • the exploitation of popular enthusiasm to encourage thought, rather than to enforce the "correct" opinion
  • It is certainly true that the 1914-18 war is popularly seen as the "bad war" and 1939-45 as the "good war." I think the one view is sustained in order to support the other. Although no expert, it seems to me that in reality the two world wars were marked more by their similarities than their differences (Europe-wide military/imperial rivalry causes collapse of inadequate alliance system > Germany invades everywhere > everywhere invades Germany). However, there is an extreme reluctance in Britain to admit that WW2 was anything other than a Manichean struggle between the elves and the orcs, so WW1 becomes a kind of dumping-ground for a lot of suppressed anxiety and guilt which might otherwise accrue to our role in WW2 - just as it might in any war. So we make a donkey out of Haig in order to sustain hagiographic views of Churchill. "Remembrance" of both wars continues to be a central feature of British public consciousness to an extraordinary, almost religious degree, and I think this has a nostalgic angle as well: if "we" squint a bit "we" can still tell ourselves that it was "our" last gasp as a global power. Personally I think it's all incredibly dodgy. "Remembrance," it seems to me, is always carried out in a spirit of tacit acceptance that the "remembered" war was a good thing. Like practically all of the media representation of the current war, Remembrance Day is a show of "sympathy" for the troops which is actually about preventing objective views of particular wars (and war in general) from finding purchase in the public consciousness. It works because it's a highly politicised ritual which is presented as being above politics and therefore above criticism. All these things are ways of manipulating the suffering of service personnel past and present as a means of emotionally blackmailing critics of government into silence. I reckon anyway.
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Renaissance Humanism - 7 views

www.historyguide.org/...humanism.html humanism europe renaissance
shared by HistoryGrl14 . on 12 Feb 10 - Cached
David Hilton liked it
  • The return to favor of the pagan classics stimulated the philosophy of secularism, the appreciation of worldly pleasures, and above all intensified the assertion of personal independence and individual expression. Zeal for the classics was a result as well as a cause of the growing secular view of life. Expansion of trade, growth of prosperity and luxury, and widening social contacts generated interest in worldly pleasures, in spite of formal allegiance to ascetic Christian doctrine. Men thus affected -- the humanists -- welcomed classical writers who revealed similar social values and secular attitudes.
  • Renaissance man may indeed have found himself suspended between faith and reason.
  • Human experience, man himself, tended to become the practical measure of all things. The ideal life was no longer a monastic escape from society, but a full participation in rich and varied human relationships.
  • ...1 more annotation...
  • Desiderius Erasmus (1466-1536), one of the greatest humanists, occupied a position midway between extreme piety and frank secularism. Francesco Petrarch (1304-1374) represented conservative Italian humanism
  • HistoryGrl14 . on 12 Feb 10
     
    could be a good site for starting a discussion on Humanism with students?...
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History Maker - 16 views

tientijdvakken.slo.nl/en learning activity history digital instrument
shared by Albert van der Kaap on 10 Apr 10 - No Cached
  • Albert van der Kaap on 10 Apr 10
     
    History Maker is a digital instrument for students to create their history stories. They can - on their own or in small groups -create items of historical events, persons or developments, which they think are most important for an era.
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socialnetworking4teachers - Tweople to Learn From - 18 views

socialnetworking4teachers.wikispaces.com/Tweople+to+Learn+From
shared by Daniel Ballantyne on 18 Apr 10 - Cached
  • The original "People to Learn From" page was established when twittering was something that you idly with your fingers. Today, Twitter, an incredibly simple avenue for mass communication, has become, for many educators, the heart of their personal learning network.
    • Daniel Ballantyne
      Daniel Ballantyne on 18 Apr 10
       
      a great list to start following educators on twitter
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Digital Library on American Slavery - 7 views

library.uncg.edu/slavery slavery history voyages sugar sources database
shared by Annabel Astbury on 12 Apr 10 - Cached
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  • Kay Cunningham on 12 Apr 10
     
    'Underwritten by a "We the People" grant from the National Endowment for the Humanities, The Digital Library on American Slavery is a cooperative venture between the Race and Slavery Petitions Project and the Electronic Resources and Information Technology Department of University Libraries at The University of North Carolina at Greensboro. The Digital Library offers a searchable database of detailed personal information about slaves, slaveholders, and free people of color. Designed as a tool for scholars, historians, teachers, students, genealogists, and interested citizens, the site provides access to information gathered and analyzed over an eighteen-year period from petitions to southern legislatures and country courts filed between 1775 and 1867 in the fifteen slaveholding states in the United States and the District of Columbia.'
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H-Net: Humanities and Social Sciences Online - 5 views

www.h-net.org ancient medieval modern europe america asia africa south america discussion boards community groups network
shared by David Hilton on 17 Oct 09 - Cached
  • David Hilton on 17 Oct 09
     
    A set of discussion boards on the humanities and social sciences. Has a wide variety of discussions focussing on different topics. Personally I love this new democratisation of knowledge enabled by online technologies. Very exciting!
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Career Guidance and Counselling | Univariety - 0 views

www.univariety.com/...personalized-counseling system university guidance counselor and counselling course Alumni Tracking student performance educational Track students progress Admissions software
shared by venky0235 on 17 Jul 19 - No Cached
  • venky0235 on 17 Jul 19
     
    Univariety has helped students achieve their dream careers through its guided and unbiased counselling approach. Our Expert Counsellors help students gain clarity on Courses, Careers, Colleges and Universities, Entrance Tests and Scholarships along with guidance on exam preparation and stress management among other things. With over 50,000 student-counsellor connects, Univariety's counsellors strive to establish a deep rapport with every student.
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Was the Declaration of Independence Signed on July 4? How Memory Plays Tricks with Hist... - 1 views

allthingsliberty.com/...-4-memory-plays-tricks-history 5th Grade Unit 3 - American Revolution American Revolution US I Unit 2 - Revolutionary America
shared by Mr Maher on 16 Oct 17 - No Cached
  • What are we to think of history? when in less than 40 years, such diversities appear in the memories of living persons, who were witnesses?”[2]
    • Mr Maher
      Mr Maher on 16 Oct 17
       
      Primary documents are simply not more trustworthy that secondary sources
  • Mr Maher on 16 Oct 17
     
    Teachers can use the information in this article to show students that primary sources can be just as slippery as secondary sources. For those who want to understand what the AMA's Tuning Project means by the "provisional nature of knowledge" - this is it.
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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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