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jbdrury

Paul B. Weinstein | Movies as the Gateway to History: The History and Film Project | Th... - 5 views

www.historycooperative.org/...weinstein.html

film social studies history teaching film in the classroom movies and history movies film and social studies movies and social studies film and history how to use film how to use movies

shared by jbdrury on 09 Oct 09 - Cached
  • Finally, students gain an increased appreciation of the power of mass media to shape perception and to affect interpretation of the past. This heightened awareness should enable them to be more discriminating in processing the images and information bombarding them daily.
  • Finally, students gain an increased appreciation of the power of mass media to shape perception and to affect interpretation of the past. This heightened awareness should enable them to be more discriminating in processing the images and information bombarding them daily.
  • Finally, students gain an increased appreciation of the power of mass media to shape perception and to affect interpretation of the past. This heightened awareness should enable them to be more discriminating in processing the images and information bombarding them daily.
    • Adrea Lawrence
      Adrea Lawrence on 11 Oct 09
       
      It looks like the same highlight is repeated...repeatedly.
  • ...47 more annotations...
  •  Finally, students gain an increased appreciation of the power of mass media to shape perception and to affect interpretation of the past. This heightened awareness should enable them to be more discriminating in processing the images and information bombarding them daily.
  •  Finally, students gain an increased appreciation of the power of mass media to shape perception and to affect interpretation of the past. This heightened awareness should enable them to be more discriminating in processing the images and information bombarding them daily.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • , a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • , a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
    • jbdrury
      jbdrury on 09 Oct 09
       
      I am adding this sticky note at the top to make certain anyone looking at this post checks out "Appendix B" at the bottom of the page.
    • jbdrury
      jbdrury on 09 Oct 09
       
      The main idea is to join primary sources to the film.
  • These shortcomings, however, can actually be turned to advantages when students and instructors utilize film as a gateway to history.
    • jbdrury
      jbdrury on 09 Oct 09
       
      This is a rundown of the technique Weinstein uses for his undergrad students. It involves a wide variety of film choices, which may be unrealistic for a social studies class. However, the principle remains the same even if it were for just one film.
    • jbdrury
      jbdrury on 09 Oct 09
       
      This pamphlet, found at the bottom of the page in Appendix B, could be very useful.
  • Every student receives a pamphlet I have developed, "History Written With Lightning," outlining the rationale for using commercial film as a historical tool and describing specific elements to be examined for accuracy, such as costumes, sets, chronology, and behaviors (see Appendix B).
    • jbdrury
      jbdrury on 09 Oct 09
       
      This is a common argument made by those advocating the use of film or TV in the classroom; however I feel it is an extremely valid point. I hope I don't offend anyone here, but FOX news is a great example of why students should be provided with critical thinking skills that are applicable to moving images.
    • jbdrury
      jbdrury on 09 Oct 09
       
      I must admit my jaw dropped at this comment. For those unfamiliar with Griffith or his "The Birth of a Nation", wikipedia him/it. We should all be comforted that his statement did not come true.
  • This assignment I have outlined can be adapted to suit the specific goals of any instructor at college or secondary level. For example, students could be required to consult one or more primary sources as part of their research, or the instructor could assign one or more specific readings to be studied in conjunction with a film. At one time, I matched films with chapters in the course's anthology reader as the starting point for research.
    • jbdrury
      jbdrury on 09 Oct 09
       
      Weinstein provides a list of potential films and matches them to specific time periods, which is useful, but in my opinion a bit dated. This list could definitely be expanded upon by some more recent films.
  • HISTORY WRITTEN WITH LIGHTNING
    • jbdrury
      jbdrury on 09 Oct 09
       
      This is the handout that he provides to his students at the beginning of the semester - I think sharing this with the social studies classroom before using films would set students up for the rest of the year to critically analyze films.
  • Because we are so accustomed to the moving image, we sometimes become indifferent to the hidden messages, social content, and meaning of what we watch. In other words, we do not view from a critical perspective.
  • filmmaking pioneer D. W. Griffith
  • One wide-eyed reviewer consequently greeted Griffith's Civil War epic, The Birth of a Nation (1915)
  • Facts can be twisted, timelines conflated, endings revised for perceived audience satisfaction.
  • Griffith confidently predicted that "in less than ten years...the children in the public schools will be taught practically everything by moving pictures. Certainly they will never be obliged to read history again."
    • jbdrury
      jbdrury on 09 Oct 09
       
      These "what to look for" subheadings could form the basis of any number of in-class and out-of-class activities for students to engage with the film.
  • What to Look for in Historical Films
  • 1. The History
  • 2. Setting, Details, and Design
  • 3. Behavior
    • jbdrury
      jbdrury on 09 Oct 09
       
      Important point on the dangers of presentism in a historical film.
  •  Beware of one of film's greatest—at least to the historian—sins: presentism.
  • Presentism is a serious flaw in any film that seriously aspires to present a believable picture of the past.
  • 4. Agenda, Values, Effects
  • jbdrury on 09 Oct 09
     
    Paul Weinstein wrote this article primarily geared towards undergraduate history professors, and how they might use film in their classroom. However, much of this is still applicable for us as secondary social studies teachers. In particular, his Appendix B has a sort of study guide he provides for each of his students at the beginning of the semester to get them thinking about how to analyze film for its historical perspective.
tcornett

Increasing political battles over slavery in mid 1800s | Slavery and the Civil War |Kha... - 0 views

www.khanacademy.org/...tles-over-slavery-in-mid-1800s

History Social Studies TEKS TEKS 8.1A TEKS 8.7C TEKS 8.12B TEKS 8.12D TEKS 8.17B Civil War Slavery Compromise of 1850 Wilmot Proviso Kansas-Nebraska Act Dred Scott Decision Khan Academy

shared by tcornett on 05 Apr 16 - No Cached
  • tcornett on 05 Apr 16
     
    Kim and Sal talk about increased tensions between slave and free states as new territory is added after Mexican-American War and from Compromise of 1850 (especially the Fugitive Slave Act).
goskygo_posts

sayunjoseph: Stunning Ways to Advertise Your Business Online - 0 views

sayunjoseph.livejournal.com/4541.html

Increase Online Visibility Advertise Business

shared by goskygo_posts on 20 Aug 15 - No Cached
  • goskygo_posts on 20 Aug 15
     
    For every business, it is essential to gain an edge over other competitors offering same products or services in the market. In order to attract the customers towards your business, you will have to increase online visibility through advertisement. There are several ways to advertise your…
Lindsay Andreas

National Governors Association - 0 views

www.nga.org/...58ec82f5b198d18a278110501010a0

state education policy secondary postsecondary NGA National Governors Association

shared by Lindsay Andreas on 25 Sep 09 - Cached
  • increase student participation in rigorous college preparatory courses, better align expectations between high school and postsecondary education, hold these systems accountable, and ensure students graduate from high school ready for college or the workplace in the global economy.
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      An important part of our mission as secondary educators is to prepare students for either post-secondary work and the workplace.
  • While states invest significant resources in education programs, governors also recognize and appreciate the federal government’s contribution to provide additional resources or assistance for those most in need.
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      It is important to remember the break-down in financing, and therefore, where real power lies. If we want policy change, we need to know the most effective avenues for lobbying. We may think Obama sets the education policy agenda but the reality is, governors have a lot of power and persuasion in the field. For example, it always amazes me how different public higher education systems are, and this is because certain states have made it a priority to fund higher education greatly.
  • In this new economy and era of education reform, now is the time to reform postsecondary education by increasing relevance and rigor, accountability, and linkages with kindergarten-12th grade (K-12) education and the workplace, and by expanding financial aid to students of all ages.
  • ...11 more annotations...
  • Provide capacity-building incentives to states to increase teacher supply and retention, as well as education research.
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      On the national level, you only seem to hear about accountability but it is refreshing to see that the NGA takes a lot more into account. I really feel like they are better in touch with the realities of education policy.
  • Authorize states to provide diverse learning options and assessment options, including the option for growth models, determined at the state level.
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      Again, they are concerned with other models of assessment for accountability. I think it is safe to say no one disagrees that there should be accountability but the approach varies greatly and I am more aligned with NGA approaches.
  • Congress should refrain from establishing any federal mandates to ensure maximum state and local flexibility to create aligned systems.
  • A one-size-fits all approach to high school learning is outdated and does not support the diverse needs of students. Governors encourage Congress to support state and local policies and programs that expand the availability of learning opportunities for students of all ages including, but not limited to, virtual school options, service learning, internships, apprenticeships, programs addressing out-of-school-youth, alternative learning programs, and the availability of financial aid.
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      Thank you! School choices and meeting diverse needs. I really like their recommendations, they want to leave room for discretion.
  • Maximum flexibility in designing state accountability systems, including testing and other indicators of achievement, is critical to preserve the unique balance involving federal funding, local control of education, and state responsibility for system-wide reform. Maximum flexibility in state testing will help improve how students are assessed for academic proficiency and postsecondary readiness. Flexibility should include the option for states to utilize growth measures to assess student performance.
  • Teachers and school leaders must receive the professional support and training needed to provide students with the skills necessary to compete in a global society, particularly in science, technology, engineering, mathematics (STEM), literacy, and international and language studies.
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      I think the support issue is very relevant because of my experience at McKinley. They are in the process of introducing AP and a STEM program but the teachers are confused about how it should work, I think if they were given more support and guidance, things would run much more smoothly.
  • High schools must compete with other more highly compensated professions for teachers and school leaders, especially in the areas of mathematics and science. Congress should continue to support and expand state-administered pilot projects on performance pay, especially in critical shortage areas or hard-to-staff schools.
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      There are a lot of bright young people that don't think about getting into the education profession because it doesn't pay enough and doesn't get enough respect. I really do believe we must make the profession more attractive in order to get the best pool of professionals.
  • Federal policies should encourage—not discourage—promising state efforts in dual enrollment programs that permit students to obtain high quality college-level credits or provide the opportunity to earn an industry-recognized credential while still in secondary school.
  • Congress also should support state efforts that encourage more students to enroll in Advanced Placement (AP) or International Baccalaureate (IB) coursework and pay for student AP testing.
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      I don't necessarily know if I believe in these programs, I'm undecided. I did AP in H.S. and I don't know if I get the point exactly, however, if you are going to do these programs, make sure it is clear the goal of having such programs.
  • The use of a high school graduation rate in any accountability framework must serve as an incentive to promote state and local innovation to better engage and educate every student, and count all students who graduate from high school. Congress and the Administration should work closely with governors to ensure the proper use and application of the NGA Voluntary High School Graduation Rate.
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      I think this is so on point, sometimes we do all this testing and numbers/stats but don't even know why we are using them. If we use them to better innovate, that seems like a good thing to me.
  • Governors believe that career and technical education programs and career and technical education teacher certification requirements should reflect the need to better integrate career and academic curriculum and integrate career professionals into the career and technical education teaching corps.
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      Amen! I believe in a balance between theory and practice, you need both! Let's invest in prep, it's not the most popular thing because it takes time to see the results but I think it is important and worth the wait.
  • Lindsay Andreas on 25 Sep 09
     
    This is the National Governors Association, education policy website, specifically, I have selected the policy position on High School Reform, as it is most pertinent to us, the end goes into higher education but that is for another time. The NGA is one of the best education policy sites. As we know, the states are the primary forces in setting education agendas and it is important to see what bi-partisan work they are doing. Governors are usually very influential in education politics.
Lauren Olson

Place The State - History.com Interactive Games, Maps and Timelines - 2 views

www.history.com/...place-the-state-game

maps history states united states

shared by Lauren Olson on 19 Sep 10 - Cached
    • Lauren Olson
      Lauren Olson on 19 Sep 10
       
      The levels on this game are a little tricky-- I would try the game first to determine which level is best for your students. Even though I know where all the states are, it requires you to be very precise.
    • Lauren Olson
      Lauren Olson on 19 Sep 10
       
      I don't like that this is all the way at the bottom. If you use this in the classroom as an interactive learning game, make sure you scroll down the page so you can see the state facts. The game is a little bare without the extra information.
  • Lauren Olson on 19 Sep 10
     
    History Channel interactive "place-the-state" game.
  • Lauren Olson on 19 Sep 10
     
    This site is, overall, a little boring but it does what it's supposed to do. Sometimes getting students interested in geography is tricky but this game could increase student interest. Students will select a level, then drag and drop the states to their correct location on the map. There could be a little more information about each state (just to increase the amount of learning) but this is generally a good, basic, online learning game.
Megan Jaquette

Water - Water Resources Management - 0 views

web.worldbank.org/...6618~theSitePK:4602123,00.html

shared by Megan Jaquette on 07 Mar 09 - Cached
  • By 2035, it is projected that 3 billion people will be living in conditions of severe water stress
  • increasing the risk of conflict over these scarce resources. 
  •  Water quality is deteriorating. Water sources – such as rivers, lakes, aquifers, and, and wetlands - are encroached upon.  Tensions over water rights are increasing at the level of the village, city, and basin. Increasingly, many rivers and lakes are being affected by invasive species.
  • ...1 more annotation...
  • Most industrialized countries have invested in major hydraulic infrastructure. Many developing countries have as little as 1/100th as much hydraulic infrastructure as do developed countries with comparable climatic variability.
  • Megan Jaquette on 07 Mar 09
     
    GREAT introduction to water as a scarce resource.
Maria Mahon

Do Teachers Need Education Degrees? - Room for Debate Blog - NYTimes.com - 0 views

roomfordebate.blogs.nytimes.com/...ation-degrees-and-teachers-pay

shared by Maria Mahon on 26 Aug 09 - Cached
  • Maria Mahon on 26 Aug 09
     
    In light of the fact that we are all pursuing higher degrees in education, I found this debate forum to be very interesting. Some argue for and against and also bring factors such as using advance degrees as the basis for pay increases and promotions versus student performance into the debate.
Laura Wood

United Nations Cyberschoolbus - 0 views

cyberschoolbus.un.org/index.shtml

United Nations human rights lesson plans Model UN Global Globalization resources Peace poverty Hunger indigenous international news statistics facts countries

shared by Laura Wood on 18 Sep 09 - Cached
    • Laura Wood
      Laura Wood on 18 Sep 09
       
      Curricula with information for teachers and lesson plan ideas. For example the "Peace Education" section has 5 units which each contain suggested activities for class, suggested reading, links to more resources, and projects and activities. I like that there are both background readings for teachers AND activities and lesson plans for classrooms.
    • Laura Wood
      Laura Wood on 18 Sep 09
       
      The Community page has lots of projects that youth around the world have completed - art, video, writing, etc. This may be inspiring for students or may help to give faces to kids in other countries and places.
    • Laura Wood
      Laura Wood on 18 Sep 09
       
      Sweet! Games! Definitely play any of these before you pass them on to your students, the Flag Tag game would be great for Global Studies and the Water Quiz might be an interesting introduction to a lesson on world problems. The "Against All Odds" game is SO intense, why does everyone put it up? Anyway lots of games . . .
  • ...2 more annotations...
    • Laura Wood
      Laura Wood on 18 Sep 09
       
      Each of these boxes contains information on different global conflicts and issues. You could have your students explore this website and pick an issue to learn more about. Students could, for example, use the "web quest" in the box below to learn about child soldiers and then give a presentation for the class about the various issues affecting child soldiers and their opinion of what should be done to help these youth and their communities. Each student could select a different global challenge . . .
    • Laura Wood
      Laura Wood on 18 Sep 09
       
      The "Resources" page is the UN trying to be kid friendly. They have "student" versions of various treaties (and things) and UN Publications for download or order. If you were studying a specific international treaty or event the student versions contained here might be helpful (or you could go to the primary documents). I think it'd be better to have your students CREATE student versions of these documents than to use these, but there are some videos and some links that are helpful. The global map is outdated and slow. There are better maps elsewhere.
  • Laura Wood on 18 Sep 09
     
    "The United Nations Cyberschoolbus was created in 1996 as the online education component of the Global Teaching and Learning Project, whose mission is to promote education about international issues and the United Nations. The Global Teaching and Learning Project produces high quality teaching materials and activities designed for educational use (at primary, intermediate and secondary school levels) and for training teachers. The vision of this Project is to provide exceptional educational resources (both online and in print) to students growing up in a world undergoing increased globalization." \n\n "Within the Cyberschoolbus site there are a number of activities and projects that teach students about global issues in an interactive, engaging and fun way."
Laura Wood

Campaign for the Civic Mission of Schools - 1 views

www.civicmissionofschools.org

Civic education politics advocacy campaign policy government public future citizenship values

shared by Laura Wood on 06 Nov 09 - Cached
  • Civic Education on the Daily Show!
    • Laura Wood
      Laura Wood on 06 Nov 09
       
      "In early March, The Daily Show with Jon Stewart featured former Supreme Court Justice (and current CMS co-chair) Sandra Day O'Connor discussing the importance of the civic mission of schools. Click to watch the video."
  • Civic Mission of Schools Report
    • Laura Wood
      Laura Wood on 06 Nov 09
       
      My thesis draws heavily from this report. It's fantastic. "Written and endorsed by more than 50 scholars and education practitioners, The Civic Mission of Schools report summarizes the status of and need for civic learning in schools, kindergarten through 12th grade. It analyzes trends in American political and civic engagement; identifies promising approaches to educating students for democracy; and offers recommendations to educators, policymakers, government officials and funders."
  • Laura Wood on 06 Nov 09
     
    From the website: "The Campaign for the Civic Mission of Schools is a coalition of over forty partner organizations working to improve civic education in America's schools. The Campaign's goal is to increase and improve civic learning in grades K-12 by working for policies that implement the recommendations of the Civic Mission of Schools report. This includes efforts to bring about changes in national, state, and local education policy."
  • Laura Wood on 06 Nov 09
     
    They also have civic lesson plans under resources and a toolkit for advocating for the civic mission of schools which I, personally, think is critically important in this age of education for economy, and such.
Jonathon Gordon

The Great Depression - 2 views

www.nps.gov/...great-depression.htm

depression great the grapes of wrath dustbowl pictures poverty 1920's 1930's

shared by Jonathon Gordon on 03 Oct 10 - Cached
  • Numbers soon proved the optimists incorrect. The depression steadily worsened. By spring of 1933, when FDR took the oath of office, unemployment had risen from 8 to 15 million (roughly 1/3 of the non-farmer workforce) and the gross national product had decreased from $103.8 billion to $55.7 billion. Forty percent of the farms in Mississippi were on the auction block on FDR's inauguration day.
    • Jonathon Gordon
      Jonathon Gordon on 03 Oct 10
       
      To the right is a great picture provided by the FDR Library showing the struggles of families who suffered from the dust bowl. Extremely useful in any classroom application on this subject. 
  • Many sank into despair and shame after they could not find jobs. The suicide rates increased from 14 to 17 per 100,000. Protest that did occur was local, not national: "farm holidays," neighbors of foreclosed farmers refusing to bid on farms at auction, neighbors moving evicted tenants' furniture back in, and local hunger marches.
    • Jonathon Gordon
      Jonathon Gordon on 03 Oct 10
       
      The site uses archived information from the Franklin and Eleanor national Libraries. 
  • Jonathon Gordon on 03 Oct 10
     
    This website provided by the National Parks Service provides information on the Great Depression. It has great photos that would supplement any lesson plan on the subject of the great depression, the grapes of wrath, or the dust bowl. 
jbdrury

The History Place - Irish Potato Famine - 0 views

www.historyplace.com/...coffin.htm

history irish history potato blight potato famine irish emigration

shared by jbdrury on 02 Oct 09 - Cached
    • jbdrury
      jbdrury on 02 Oct 09
       
      As this is a privately-owned website, I thought it important to provide a little info on its managers. This is taken from the Home Page information: " The History Place contains many examples of man's inhumanity to man as well as notable examples of humans rising to the occasion to fight tyranny and preserve freedom, and overall, reaffirms, in the words of the American Declaration of Independence, that all human beings have "certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness."
    • jbdrury
      jbdrury on 02 Oct 09
       
      Although I don't doubt the veracity of much of the information on this site, I think it is important to keep in mind who is providing the information. Also from the home page: " The History Place is a private, independent, Internet-only publication based in the Boston area that is not affiliated with any political group or organization. The Web site presents a fact-based, common sense approach in the presentation of the history of humanity, with great care given to accuracy....The site was founded and is owned and published by Philip Gavin"
    • jbdrury
      jbdrury on 02 Oct 09
       
      This account of the Potato Famine has multiple pages to flip through; I have started here as this is the page detailing the Irish flight to America.
  • ...11 more annotations...
  • Coffin Ships
  • The first coffin ships headed for Quebec, Canad
  • Up to half of the men that survived the journey to Canada walked across the border to begin their new lives in America. They had no desire to live under the Union Jack flag in sparsely populated British North America
  • They viewed the United States with its anti-British tradition and its bustling young cities as the true land of opportunity
  • American ships were held to higher standards than British ships by the U.S. Passenger Acts, a set of laws passed by Congress regulating the number of passengers ships coming to America could carry as well as their minimal accommodations. Congress reacted to the surge of Irish immigration by tightening the laws, reducing the number of passengers allowed per ship, thereby increasing fares. America, congressmen had complained, was becoming Europe's "poor house."
  • During the trans-Atlantic voyage, British ships were only required to supply 7 lbs. of food per week per passenger
    • jbdrury
      jbdrury on 02 Oct 09
       
      Each page has a few of these contemporary images that could be used in the classroom.
  • Before boarding, they had been given the once-over by doctors on shore who usually rejected no one for the trip, even those seemingly on the verge of death
  • The poorest of the poor never made it to North Americ
  • Despite the dangers, the Irish knew that once they landed on Britain's shores they would not starve to death. Unlike Ireland, food handouts were freely available throughout the country
  • The cheap lodging houses were also used by scores of Irish waiting to embark on ships heading for North America. Three out of four Irish sailing for North America departed from the seaport at Liverpool. Normally they had to sleep over for a night or two until their ship was ready to sail. Many of these emigrants contracted typhus in the rundown, lice-infested lodging houses, then boarded ships, only to spend weeks suffering from burning fever out at sea.
  • jbdrury on 02 Oct 09
     
    The History Place is a privately-run website that provides content to educators on a wide variety of historical subject. I have included this section on the Irish Potato Famine, as it was one of the more compelling narratives I found on the internet.
jbdrury

Suit looming against California over school funding - San Jose Mercury News - 1 views

www.mercurynews.com/...ci_13517231

california school funding education california education education suit law suit state funding of schools

shared by jbdrury on 14 Nov 09 - Cached
  • California spends $35.7 billion, or about 30 percent of its budget, on its 10,000 public K-12 schools
  • California has trailed national per-pupil spending since 1979, and now the gap is $1,700 per student
  • Since 1979, cases have been brought in about 30 other states. But while 14 resulted in court-ordered funding increases, cases decided in the past four years have tended to favor the states
  • ...4 more annotations...
    • jbdrury
      jbdrury on 14 Nov 09
       
      I may be wrong, and I don't know how feasible it is, but it would seem to me a better solution would be to redistribute property tax revenue, as opposed to putting burdens on the state government to come up with additional funding for the educational system.
  • But Michael Rebell, executive director of the Campaign for Educational Equity, which successfully sued to win more money for New York City schools, said that achievement has improved dramatically, especially among minority and low-income students, after lawsuits in New Jersey, Massachusetts and Vermont.
    • jbdrury
      jbdrury on 14 Nov 09
       
      This is an important point; the very size of California's population and economy has always made it a key influence on national trends.
  • Without reform, Hanushek said, because the state is so big — it educates one of every eight children in the nation — and because its schools perform so poorly, "California is dragging down the nation
  • jbdrury on 14 Nov 09
     
    As those of you in my EDU 522 class know, we have spent quite a while on the issue of unequal school funding. The Kozol video we watched in class raised the question of how each state pays for its public schooling, and as a result I have been trying to determine which states still use local property taxes (thus perpetuating the inequality of schools within the state) and which have instituted reforms to equalize funding. The problem is, none of this information is compiled in a concise manner. This is a recent article discussing this issue; I am still trying to find others.
James Leslie

Considerations in Teaching Culturally Diverse Children :: Educational Resources :: ADD,... - 2 views

www.apples4theteacher.com/...modules.php

social studies diverse learners teaching

shared by James Leslie on 09 Oct 09 - Cached
  • There has been growing concern about how best to meet the educational challenge of learner diversity. Some researchers (National, 1991) have raised questions about the efficacy of teacher education programs which attempt to deal with learner diversity and which explore changes in prospective teachers' roles in modifying instruction. However, other researchers (i.e., Banks & Banks, 1989; Bennett, 1990; Sleeter & Grant, 1988) have recommended that the following be included within the teacher education curriculum: At least one course in multicultural education that takes into consideration the needs of all students Information about the history and culture of students from a wide number of ethnic, racial, linguistic, and cultural backgrounds Content about the contributions made by various groups Information about first- and second-language acquisition and effective teaching practices for working with students from limited English proficient (LEP) backgrounds Field experiences and student teaching opportunities with students from varying backgrounds
  • This background is important for the teacher to have in order to understand the rights and responsibilities of students as well as of teachers and parents. While having this information may not eliminate the stereotypes or misconceptions that teachers have about groups, it can serve to inform more directly future instructional decisions which they will make.
  • Many African Americans, Hispanics, Native Americans, and Asian Americans have had educational experiences where they suffered as a result of negative social, economic, and educational policies (Banks & Banks, 1989). Practices such as referral of these students in disproportionate numbers to special education classes continue even today. With additional information, teachers may be able to ask further questions or request technical assistance in providing appropriate instruction before a referral is considered.
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  • Communication can be increased by using the home language for conferences and providing written notices in both languages for those parents who have difficulty with English. Community liaisons, aides, translators, or volunteers who are bilingual can assist in this area. The teacher can solicit more participation and cooperation from parents if the message is communicated appropriately.
  • The incorporation of information about first- and second-language acquisition and effective teaching practices for working with students from LEP backgrounds is critical for teacher planning. Information about the language strengths and needs of students will be helpful for working with special personnel such as bilingual teachers and English as a second language teachers.
  • here is a need for field experiences and student teaching opportunities to work with diverse students. Prospective teachers can benefit interacting with these students before they enter the field and while they are still able to dialogue with teacher educators and teachers in the field. It can be a time to design instructional activities which can be applied within a variety of contexts and with different learners. With changes in school populations projected within this decade, it is important for prospective teachers to also have contact with the populations which they will ultimately serve.
  • James Leslie on 09 Oct 09
     
    This is an article on the challenges that can occur in teachings classrooms of diverse children.
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