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Lindsay Andreas

Renaissance Learning-Advanced Technology for Data-Driven Schools - 0 views

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    Lists of best sellers, publisher book-sale data, and online booksellers can tell you which books are purchased most often, but they do not know, like we do, which books students actually open and read, cover to cover. It is never a bad idea to know what kids are reading in order to connect in the classroom.
Jamie Gravell

Kathy Schrock's Guide for Educators - Assessment Rubrics - Kathy Schrock's Guide for Ed... - 2 views

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    Largest list of rubric resources I've ever seen. 
Sarah Usher

PoliceRecruitmentUK Helped Me Pass the Police Application Sift - 1 views

Becoming a police officer is my dream job. Since grade school I can only picture out myself as a police officer and so upon the first opportunity I applied at Wales in hopes to become a police offi...

become a police officer jobs recruitment

started by Sarah Usher on 07 Mar 11 no follow-up yet
Laura Wood

Millennium Development Goals - 0 views

    • Laura Wood
       
      Each button at the top stands for one of the development goals. Each page contains video clips, a short web game (very simple) and information about what that goal is, what students around the world are doing to make a difference and suggestions for actions more students can take.
    • Laura Wood
       
      The "Add your voice" portion has a place where students can send in videos that they have made about the Millenium development goals. There's also a Youth Action Guide that you can download and print for your classes!
    • Laura Wood
       
      For each goal there is: * Information about the goal * Information on how much progress has been made towards that goal * Projects that other students have done * What still needs to be done * Links to more information This information is not particularly engaging but it is condensed in an easy to find location. It's certainly not a game or anything and kids won't be tricked into learning by any cool effects or anything.
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    • Laura Wood
       
      From the Millenium Campaign website: "*End poverty by 2015.* This is the historic promise 189 world leaders made at the United Nations Millennium Summit in 2000 when they signed onto the Millennium Declaration and agreed to meet the "Millennium Development Goals (MDGs).":/goals The MDGs are an eight-point road map with measurable targets and clear deadlines for improving the lives of the world's poorest people. World leaders have agreed to achieve the MDGs by 2015."
    • Laura Wood
       
      This short (3.34) youtube video is much more enticing than the webpage. http://www.youtube.com/mcampaign Perhaps a teacher could show the video and then ask students to research one of the goals using this site. The culmination could be designing an action to participate in on the date of action. This year that is Oct 16th-18th. May be a good introductory activity to get kids to see the importance of global issues before launching into global history (or concurrently :-) Website for the event: http://www.standagainstpoverty.org/
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    The UN's Millennium Goals as they have constructed them for kids. It's still a ton of information and not in the easiest or most engaging format but it might be a great place for students to get started examining world issues like Hunger, HIV/AIDS or Infant Mortality and what they can do.
Lindsay Andreas

Education World ® Professional Development Center: Creating a Better World" - 0 views

  • So why teach? It sounds exhausting, stressful, and almost impossible to do well! In fact, we teach because the rewards are outstanding. When your students tell you at the end of the year that they can’t believe how much they’ve learned…that is a reward. When former students, now in college, return to your classroom to get a hug, to thank you for what you did to help them believe in themselves, and to tell your present students what it was like in “their day”…that is your reward. I just received a letter from the parent of a former student who is now in graduate school. She wrote that she saw a quote and thought of me. It said, “You make a child feel good about himself and that’s a motivation to excel.” That is a reward. So, in answer to our questions of the 60’s, as teachers, we did change the world. We changed it when we taught children to believe in themselves and to share that knowledge. We changed it by teaching our youngest students to listen, to share, and to respect their classmates and themselves. We changed it by giving our students the tools and skills they needed to change their world. We made this a better world -- one child at a time.
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    In this short column, a retired teacher reflects on the amazing rewards from teaching she was given over the years. Sometimes it is easy to forget why we want to teach. This would be a good article to read when starting to think about education philosophy for the portfolio. Personally, I suddenly feel the urge to contact some of my former teachers and thank them.
Erin Power

Social Studies Music - 0 views

    • Erin Power
       
      This website uses music from a variety of artists to encourage teaching social studies. The songs on this site are a little cheesy for me, but they are impossible to get out of your head. I think that they could be great to incorporate multiple intelligences into a lesson. This site is valuable for social studies teachers because it provides an alternate way to introduce materials.
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    This site provides songs that can be included in history teaching units.
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    This is unbelievable! I still remember the song we did in elementary school called "Fifty Nifty United States." I am definitely going to use this. They are totally silly but that is why they will remember them.
Erin Power

Study Finds That Online Education Beats the Classroom - Bits Blog - NYTimes.com - 0 views

  • On average, students in online learning conditions performed better than those receiving face-to-face instruction.
  • tudents doing some or all of the course online would rank in the 59th percentile in tested performance, compared with the average classroom student scoring in the 50th percentile. That is a modest but statistically meaningful difference.
  • Until fairly recently, online education amounted to little more than electronic versions of the old-line correspondence courses. That has really changed with arrival of Web-based video, instant messaging and collaboration tools.
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  • providing learning experiences that are more tailored to individual students than is possible in classrooms.
  • more “learning by doing,
  • More and more, students will help and teach each other, he said
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    Studies show that the inclusion of the internet into teaching leads to higher scores than simply face to face teaching.
Erin Power

On This Day In History - MSN Encarta - 0 views

    • Erin Power
       
      This website relies on information from Encarta, a reputable source. When I was in high school I had a few history teachers who would write a "This Day in History" on the board every day. Since it was part of our routine, as students, we paid close attention to it, and would complain when it wasn't there. We were developing an interest in history without even realizing it! I think its a great resource for teachers to use to capture interest, or even include historical information not mentioned in the curriculum.
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    This is a fun website which gives a comprehensive list of major events that happened on the current date.
Laura Wood

Center for Civic Education Home - 2 views

  • Listen to today's podcast
    • Laura Wood
       
      Daily 60 second podcast!
    • Laura Wood
       
      Also, you can search previous podcasts to find ones that have to do with your specific lesson. Listening to the Podcasts could be a "Do now" activity or an activity at a station students rotate through.
  • Daily civics quiz
    • Laura Wood
       
      Daily 1 question civics quiz! These questions are not always about post Constitutional US. Some of the questions that I have seen had to do with Enlightenment thinking, the middle ages, ancient Greece, etc.
    • Laura Wood
       
      Mission Statement From the site: The Center for Civic Education is a nonprofit, nonpartisan educational corporation dedicated to promoting an enlightened and responsible citizenry committed to democratic principles and actively engaged in the practice of democracy in the United States and other countries. . . . The Center specializes in civic/citizenship education, law-related education, and international educational exchange programs for developing democracies. Programs focus on the U.S. Constitution and Bill of Rights; American political traditions and institutions at the federal, state, and local levels; constitutionalism; civic participation; and the rights and responsibilities of citizens.
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    • Laura Wood
       
      "Resources" contains lesson plans for various grade levels, online resources, links to other organizations, etc.
    • Laura Wood
       
      The cite largely correlates to the classroom text: "We the People"
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    So this may be my favorite organization ever. They have an international branch, a branch in DC and a branch in California. They have a daily civics quiz on the the website and a daily 60 second civics podcast . . . I'm in <3.
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    I'm just overwhelmed. I want to work at this organization . . . so many incredible incredible programs, teacher trainings, professional developments, etc. Lynn Cohen worked with Civitas in Bosnia.
James Leslie

Carter Center Teacher Resource Center - Middle & High School Lessons - 2 views

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    Another page with links to teaching resources and lesson plans.
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    I just took a glance at one of the lesson plans from the Carter Center and I love how thorough it is. Great resource!
jbdrury

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

  • 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
       
      It looks like the same highlight is repeated...repeatedly.
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  • &nbsp;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.
  • &nbsp;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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      Important point on the dangers of presentism in a historical film.
  • &nbsp;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
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    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.
Lindsay Andreas

More Teachers Turning to Sign Language to Manage Classrooms - washingtonpost.com - 0 views

  • how to manage children's urgent requests, in the middle of the most carefully planned lessons, for permission to sharpen pencils, get drinks of water or visit the bathroom.
    • Lindsay Andreas
       
      I have to be honest, my students do get kind of annoying with this stuff but you can't not let them go to the bathroom, I like that this maintains control but still gives kids independence.
  • "Sign language is the ultimate multitasker's tool," she said. "It lets you tend half the class's bodily needs at the same time you're helping a small group learn."
    • Lindsay Andreas
       
      In these times of standards and high-stakes testing, they want us to accomplish so much, this just might be a simple way of gaining a little edge in more fluid instruction time and I think it is worth trying out.
  • Signing has long been a tool for teachers to help special education students develop language skills, and for years it has been offered in area high schools as a second language. Now its use as a management tool appears to be on the rise.
    • Lindsay Andreas
       
      A teacher could also use it as an opportunity to talk a little bit about deaf culture, which I think is really important. One of my good friends is a CODA (Child of Deaf Adult) and it is a very passionate and strong community.
Laura Wood

National Constitution Center: Interactive Constitution - 1 views

  • Search theInteractive Constitution:
  • Discover how the Constitution relates to more than 300 indexed topics from school prayer to civil rights.
    • Laura Wood
       
      You can search by topic and see how different hot topics relate to the Constitution
  • Search the text of the Constitution by Supreme Court decisions.
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  • Search the text of the Constitution by Supreme Court decisions.
    • Laura Wood
       
      So this I think is super rad, you can search by Supreme Court cases and see which piece of the Constitution each case centered around
  • This Interactive Constitution is based on The Words We Live By:
    • Laura Wood
       
      Very Important! So this interpretation of the Constitution is taken from the perspective of Linda R. Monk who wrote the oft used text "The Words we Live By" and "Bill of Rights: A Users Guide". For more info about Linda Monk, check out http://lindamonk.com/
  • Interactive Constitution:
    • Laura Wood
       
      You can search the Constitution by keyword!
    • Laura Wood
       
      At the bottom right of the page is a button where you can pring the constitution in its entirety
    • Laura Wood
       
      At the top of this home page are various boxes that say "Preamble," "Article I," etc. If you click any of these, what comes up is that section of the Constitution. If you hover over a section of the text, a portion will be highlighted. If you click on that section, that bit of text will be explained below. The interpretation given of what that text means comes from Linda R. Monk's book. There are also sometimes interpretations given by Supreme Court justices or other additional information.
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    Interactive Constitution! Broken down into Preamble, Articles, and Amendments, which are each broken down into the original text, and then if you click different pieces of the text it explains what they mean. You can also search the entire constitution for key words, search by topics, or search by court case
Lindsay Andreas

U.S. Standards Initiative Seeks to Equalize Benchmarks - washingtonpost.com - 1 views

  • can be accepted nationwide without leaving the impression that states and school boards have ceded control of what is taught.
    • Lindsay Andreas
       
      This sounds really great but I think we all know the reality. Local districts always freak out when they are asked to give up their discretion. Right or wrong, I really don't see things changing on that front.
  • His administration might provide money to help states develop tests aligned with the standards, if they are adopted. But the U.S. Education Department is not drafting the standards, and Congress will have no vote on approval.
    • Lindsay Andreas
       
      This seems like a reasonable compromise to me.
  • work backward through secondary and elementary grades to develop more detailed benchmarks for content knowledge and skills.
    • Lindsay Andreas
       
      Backwards planning, that seems logical, know where you want to end up so you can better understand what it takes to get there, very logical.
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  • on the proposal posted at www.corestandards.org. On Thursday, the Washington-based Thomas B. Fordham Institute, a prominent advocate of more rigorous standards, graded the effort with a B in both subjects.
    • Lindsay Andreas
       
      I'm always curious what these expert firms deem as good and bad, it all just seems so arbitrary. What does that firm even do? I feel like there are way too many hands in the cookie jar at this point, but that's policy making, oh well.
  • The math proposal spans equations, expressions, functions, statistics and several other topics. For instance, it says students should understand four core concepts about equations and be able to exercise six core skills.
    • Lindsay Andreas
       
      I'm obviously not a math person but I would think math standards are pretty straightforward, there really aren't the same kinds of debates over content like Social Studies and English. I'm sure there is more to it, but that seems to be the impression I get.
  • . "They would have gotten into a century-long battle over reading lists, multiculturalism, which authors to read and so on. They decided to duck that."
    • Lindsay Andreas
       
      This is what I see as the main problem with standardizing content in English and Social Studies.....bottom line we will never agree, so get over it. I realize that is cynical but seriously, especially, with the whole multiculturalism, it just seems never ending. I plan on taking on a multicultural approach but I'm sure there would still be some multiculturalists that would criticize that I didn't go far enough.
Alan Edwards

Race & Place: An African American Community - 0 views

    • Alan Edwards
       
      This website was created and maintained by the Virginia Center for Digital History, the Carter Woodson Center for African and Afro-American Studies, and the University of Virginia. You can contact these folks about the project via email.
    • Alan Edwards
       
      The site emphasizes a great holistic approach to studying an African American community in Virginia after the fall of the Confederate States of America and up through the first half of the twentieth century. They include oral histories, maps of Charlottesville, census reports, city records, political materials, personal papers of residents, newspapers (including two African American papers), as well as images.
    • Alan Edwards
       
      For educators, I think this might be a great way to teach Jim Crow and/or Reconstruction in the South through exploratory web quests. If the students have access to computers in a school, they could investigate the website at their own pace and answer essential questions or pose questions themselves for others to answer. Also, teachers could use the primary sources as classroom aides for their students to examine.
James Leslie

Sept. 11th Education Trust/Social Studies School Service Launch Free Resources to Addre... - 2 views

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    This is an interesting site on materials for teaching about 9/11.
Lindsay Andreas

Summer Books - National Geographic Traveler - 2 views

  • Whatever your plans, we have a book for you, selected from our online Ultimate Travel Library of classic and new reads with a great sense of place. Each of these books will illuminate your destination, give you unexpected tips on what to see and do, and keep you turning pages during that long flight or that sunny poolside afternoon.
    • Lindsay Andreas
       
      So for the first half of my time at McKinley we had a class called Global Perspectives and nobody knew what we were supposed to teach because it was brand new. My teacher thought it was a pain but I thought it was such a cool opportunity to have a lot of teacher freedom. They had a book that taught them about different contemporary issues around the world but it was really negative. So in order to balance out some of that negativity, particularly regarding developing countries, I think it would be cool to choose a cool travel book about some of the places. Especially if you were in a school that had a English/Social Studies department relationship. Some of the books wouldn't be very good to use but out of 50 titles, there were a few that sparked my interest.
  • The River at the Center of the World: A Journey Up the Yangtze, and Back in Chinese Time, by Simon Winchester (1996). Historian Winchester seems to know everything, but he's such an engaging raconteur you can hardly begrudge him his smarts. Here he travels the 3,434-mile (5,526-kilometer)Yangtze River, reflecting on the historic importance of the river and the social straits in which the Chinese now find themselves.
    • Lindsay Andreas
       
      This is one that sparked my interest because it is written by a historian. I think what he did was so cool. He journeyed down the Yangtze river and tied the past and present, which is the only way to truly understand a sense of place and cultures.
Maria Mahon

How Arlington National Cemetery Came to Be | History & Archaeology | Smithsonian Magazine - 2 views

  • In correspondence, her husband referred to the place as "our dear home," the spot "where my attachments are more strongly placed than at any other place in the world."
    • Maria Mahon
       
      Finding some direct quotes from figures like Robert E. Lee that shows his link to Arlington could be an interesting way to express the struggle between loyalties to nation, state, land, etc.
  • Orton Williams was not only Mary Lee's cousin and a suitor of her daughter Agnes but also private secretary to General in Chief Winfield Scott of the Union Army.
  • Orton Williams was not only Mary Lee's cousin and a suitor of her daughter Agnes but also private secretary to General in Chief Winfield Scott of the Union Army.
    • Maria Mahon
       
      Mary Lee received a warning from her cousin/a suitor of her daughter... who was also a private secretary to a general in the Union Army.... this underscores how complex relationships were at this time and how families were torn apart.
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  • A sprawling Freedmen's Village of 1,500 sprang to life on the estate, complete with new frame houses, schools, churches and farmlands on which former slaves grew food for the Union's war effort.
    • Maria Mahon
       
      The Freedmen's Village is also an important part of Arlington's history.... a rich cultural community sprung up here.
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    This article provides a great hisory of something in our own backyard here in DC - Arlington National Cemetery and its history in the Washington family and as the home of Robert E. Lee. Studying this could be a way to link the Civil War to the area.
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