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Alan Edwards

D.C. Launches Rigorous Teacher Evaluation System - 0 views

www.washingtonpost.com/...AR2009093004729_pf.html

teacher evaluation DC Michelle Rhee

shared by Alan Edwards on 02 Oct 09 - Cached
    • Alan Edwards
      Alan Edwards on 02 Oct 09
       
      Bill Turque's article in yesterday's Washington Post feels like a balanced view about a controversial plan. It definitely relates to some of the issues we've been chatting about in and out of our classes. These issues of teacher evaluation, standardized tests, teaching methods, and unions is important for anyone teaching in DC.
    • Alan Edwards
      Alan Edwards on 02 Oct 09
       
      So this year, it appears that the folks downtown will be testing a new method of teacher evaluation based on five in-class evaluations and the teacher's students grades and test scores. The program will only apply to about 20% of the teachers in D.C.
    • Alan Edwards
      Alan Edwards on 02 Oct 09
       
      DCPS will use a team of expert teachers to evaluate the teachers in 2 of the 5 evaluation sessions. They will look for active student engagement, diverse teaching methods, and teachers who work to create a safe learning environment for their students. I think that it's great that teachers will be a part of this evaluation process because great teachers have opportunities to give the best advice for these teachers. Moreover, the experts would have a degree of independence from the school's administration and union influence.
  • ...4 more annotations...
  • Rhee is investing $4 million in the system, called IMPACT, which will also assess teachers against an elaborate new framework of requirements and guidelines that cover a range of factors, including classroom presence and how carefully they check for student understanding of the material. But IMPACT is likely to be another flash point in Rhee's turbulent relationship with local and national teachers union leaders. They say that growth statistics are too unreliable to include in performance evaluations and that the new assessment system -- which the District can legally impose without union consent -- is an instrument to identify and remove struggling teachers, not a means to help them improve.
  • This year only reading and math teachers in grades 4 through 8 -- fewer than 20 percent of the District's 3,800 classroom instructors -- will be evaluated on the basis of growth on the annual District of Columbia Comprehensive Assessment System, or DC-CAS. Student value-added will account for half of their evaluation.
  • To allay teacher concerns that assessments will be tainted by personality clashes with principals, IMPACT will employ a corps of third-party "master educators" to conduct two of the classroom observations. The District's old system, like those in most other cities, required fewer classroom visits and left them largely to school administrators, who often had neither the time nor the expertise in subject matter to render fair evaluations, educators say. The master educators, who do not report to the principals, have backgrounds in the teachers' subjects.
  • IMPACT documents suggest that no nuance will be left unexamined in the 30-minute classroom visits. Observers are expected to check every five minutes for the fraction of students paying attention. Teachers are supposed to show that they can tailor instruction to at least three "learning styles" (auditory, visual or tactile, for example). They can lower their scores by "using sarcasm that visibly hurts or decreases the comfort of one or more students." Among the ways instructors can demonstrate that they are instilling student belief in success is through "affirmation chants, poems and cheers."
Margit Nahra

ThisNation.com--Rutherford B. Hayes - 1 views

www.thisnation.com/...hayes.html

presidents inaugural address state of the union biographical information

shared by Margit Nahra on 03 Oct 10 - No Cached
  • Margit Nahra on 03 Oct 10
     
    Media gallery for the ThisNation.com site has links to illustrations and reproductions of primary source documents. Also includes a presidents' gallery with links to brief biographical information and copies of inaugural and state of the union addresses for most, if not all, U.S. presidents.
  • Margit Nahra on 03 Oct 10
     
    Media gallery has links to illustrations and reproductions of primary source documents. Also includes a presidents' gallery with links to brief biographical information, copies of inaugural addresses, and copies of state of the union addresses for most, if not all, U.S. presidents.
tcornett

Episode 20: Reconstruction | 15 Minute History - 0 views

15minutehistory.org/...episode-20-reconstruction

History Social Studies TEKS TEKS 8.9C TEKS 8.16B Reconstruction UT Austin 15 Minute History Podcast H.W. Brands Joan Neuberger

shared by tcornett on 05 Apr 16 - No Cached
  • tcornett on 05 Apr 16
     
    Host: Joan Neuberger, Professor of History and Editor, Not Even Past Guest: H.W. Brands, Dickson, Allen, Anderson Centennial Professor of History, UT-Austin After the chaos of the American Civil War, Congress and lawmakers had to figure out how to put the Union back together again-no easy feat, considering that issues of political debate were settled on the battlefield, but not in the courtroom nor in the arena of public opinion. How did the defeated South and often vindictive North manage to resolve their differences over issues so controversial that they had torn the Union apart? Historian H.W. Brands from UT's Department of History reflects on this issues and how he has dealt with them in his thirty years of experience in teaching about Reconstruction: "It's one of the hardest parts of American history to teach, in part because I think it's the hardest to just understand."
tcornett

MOOC | Eric Foner - The Civil War and Reconstruction, 1861-1865 | Sections 1 through 8 ... - 0 views

www.youtube.com/playlist

Civil War youtube Eric Foner History Social Studies TEKS MOOC

shared by tcornett on 05 Apr 16 - No Cached
  • tcornett on 05 Apr 16
     
    Youtube Playlist Learn about the political, social, and economic changes in the Union and the Confederacy and the Civil War's long-term economic and intellectual impact. A New Birth of Freedom: The Civil War, 1861-1865 narrates the history of the American Civil War. While the course examines individual engagements and the overall nature of the military conflict, the focus is less on the battlefield than on political, social, and economic change in the Union and the Confederacy. Central to the account are the road to emancipation, the role of black soldiers, the nature of Abraham Lincoln's wartime leadership, internal dissent in both the North and South, the changing position of women in both societies, and the war's long-term economic and intellectual impact. We end with a look at the beginnings of Reconstruction during the conflict. This course is part of the series, The Civil War and Reconstruction, which introduces students to the most pivotal era in American history. The Civil War transformed the nation by eliminating the threat of secession and destroying the institution of slavery. It raised questions that remain central to our understanding of ourselves as a people and a nation - the balance of power between local and national authority, the boundaries of citizenship, and the meanings of freedom and equality. The series will examine the causes of the war, the road to secession, the conduct of the Civil War, the coming of emancipation, and the struggle after the war to breathe meaning into the promise of freedom for four million emancipated slaves. One theme throughout the series is what might be called the politics of history - how the world in which a historian lives affects his or her view of the past, and how historical interpretations reinforce or challenge the social order of the present. See other courses in this series: The Civil War and Reconstruction - 1850-1861 The Civil War and Reconstruction - 1865-1890 "The Civil War and Recons
tcornett

MOOC | Eric Foner - The Civil War and Reconstruction, 1850-1861 | Sections 1 through 10... - 0 views

www.youtube.com/playlist

Civil War youtube TEKS Eric Foner History Social Studies MOOC

shared by tcornett on 05 Apr 16 - No Cached
  • tcornett on 05 Apr 16
     
    Youtube Playlist The Civil War and Reconstruction - 1850 -1861 Discover how the issue of slavery came to dominate American politics, and how political leaders struggled and failed to resolve the growing crisis in the nation. A House Divided: The Road to Civil War, 1850-1861 is a course that begins by examining how generations of historians have explained the crisis of the Union. After discussing the institution of slavery and its central role in the southern and national economies, it turns to an account of the political and social history of the 1850s. It traces how the issue of the expansion of slavery came to dominate national politics, and how political leaders struggled, unsuccessfully, to resolve the growing crisis. We will examine the impact of key events such as Bleeding Kansas, the Dred Scott decision, the Lincoln-Douglas debates, and John Brown's raid on Harpers Ferry, and end with the dissolution of the Union in the winter of 1860-61. This course is part of the series, The Civil War and Reconstruction, which introduces students to the most pivotal era in American history. The Civil War transformed the nation by eliminating the threat of secession and destroying the institution of slavery. It raised questions that remain central to our understanding of ourselves as a people and a nation - the balance of power between local and national authority, the boundaries of citizenship, and the meanings of freedom and equality. The series will examine the causes of the war, the road to secession, the conduct of the Civil War, the coming of emancipation, and the struggle after the war to breathe meaning into the promise of freedom for four million emancipated slaves. One theme throughout the series is what might be called the politics of history - how the world in which a historian lives affects his or her view of the past, and how historical interpretations reinforce or challenge the social order of the present. Eric Foner, DeWitt Clinton Professor o
Maria Mahon

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

www.smithsonianmag.com/...The-Battle-of-Arlington.html

Arlington National Cemetery Civil War

shared by Maria Mahon on 09 Nov 09 - Cached
  • 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
      Maria Mahon on 09 Nov 09
       
      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
      Maria Mahon on 09 Nov 09
       
      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.
  • ...1 more annotation...
  • 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
      Maria Mahon on 09 Nov 09
       
      The Freedmen's Village is also an important part of Arlington's history.... a rich cultural community sprung up here.
  • Maria Mahon on 09 Nov 09
     
    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.
tcornett

The Red Badge of Courage: An Episode of the American Civil War by Stephen Crane - 0 views

www.gutenberg.org/73

History Social Studies TEKS Historical Fiction TEKS 8.1A TEKS 8.8B Novel Gutenberg Red Badge of Courage Stephen Crane Henry Fleming Soldier Soldiers Union Teaching

shared by tcornett on 05 Apr 16 - No Cached
  • tcornett on 05 Apr 16
     
    The Red Badge of Courage is a war novel by American author Stephen Crane. Taking place during the American Civil War, the story is about a young private of the Union Army, Henry Fleming, who flees from the field of battle. - Wikipedia
Margit Nahra

Student Speech | American Civil Liberties Union - 1 views

www.aclu.org/...student-speech

aclu american civil liberties union free speech first amendment student speech schools censorship

shared by Margit Nahra on 01 Oct 10 - No Cached
  • Margit Nahra on 01 Oct 10
     
    This page on the ACLU web site features materials related to students' free speech rights.
  • Margit Nahra on 01 Oct 10
     
    This is a podcast interview of a woman who was suspended from school for protesting the Viet Nam War during the 1960s. Subject talks about the example set by her parents, who were Civil Rights activists.
  • Margit Nahra on 01 Oct 10
     
    Site contains a wealth of materials -- legal documents, blogs, news articles, podcasts, etc. -- that are searchable by subject area. Subject breakdown could be very helpful for students looking for a research topic.
Maria Mahon

Study Shows New York Charter School Students Score Better - NYTimes.com - 0 views

www.nytimes.com/...22charters.html

Charter schools state exams standardized tests

shared by Maria Mahon on 24 Sep 09 - No Cached
  • The study’s methodology addresses that issue by comparing charter school students with students of traditional schools who applied for charter spots but did not get them.
    • Maria Mahon
      Maria Mahon on 24 Sep 09
       
      I find this to be an effective way to measure the success of charter schools. By comparing students to students who wished to attend charter schools but were not admitted, the study deals with the issue of student and parent motivation.
  • Ms. Hoxby did not reach any conclusions about what practices at the schools caused the jump, but she noted that many charter schools had extended school days and school years, many required students to attend classes on Saturdays and most paid teachers based on their performance and responsibility, rather than the traditional teachers’ union salary scales.
  • Ms. Hoxby did not reach any conclusions about what practices at the schools caused the jump, but she noted that many charter schools had extended school days and school years, many required students to attend classes on Saturdays and most paid teachers based on their performance and responsibility, rather than the traditional teachers’ union salary scales.
    • Maria Mahon
      Maria Mahon on 24 Sep 09
       
      While I find the practices of charter schools to be exciting (in that the requirements do seem to be making a difference), this still leaves the disturbing issue of the gap between charter schools and traditional schools. While Bloomberg and Klein can praise the charter schools, the reality is that most students are still in traditional schools and are not helped by these improvements. I would like to know if there is a way for these practices to be implemented on a more wide-spread scale.
  • Maria Mahon on 24 Sep 09
     
    Students who entered charter schools performed better on state exams compared to students who wished to attend charter schools but were not admitted based on a lottery.
Erin Power

Teacher turns 'crazy idea' into new school - CNN.com - 1 views

www.cnn.com/...index.html

School Administration Colorodo Teachers Unions

shared by Erin Power on 10 Sep 09 - Cached
  • Kim Ursetta
  • Denver, Colorado'
  • want to start a new kind of school," she said, a union-sponsored public school led by teachers, not a principal
  • ...14 more annotations...
  • We've been doing schools the same way in this nation for 150 years, so if we don't step up, then nothing is going to change
  • bility ranks among the top barriers blocking the nation's children from receiving the best education possible.
  • A board-certified, 16-year teaching veteran, Ursetta, 38, believes the lack of teacher flex
  • Although they follow school board-approved curriculum and standards, instructors can easily rearrange lessons to "make better sense for the kids" -- making better connections between different subject matter, Ursetta said.
  • The lack of quality school leadership is a big reason that experienced teachers leave their schools,
  • Race to the Top also aims to give a boost to charter schools -- special public schools that are given more independence in order to encourage innovation.
  • To qualify for Race to the Top, the rules call on states to create "data systems" linking student success with teacher performance.
  • National Education Association
  • members fear it opens the door to measuring teacher performance by how students score on tests.
  • "What we're really against is using a single [student ] test on a single day" to assess teacher performance, said NEA Executive Director John Wilson. "What we're more accepting of are multiple indicators," and teacher performance "observed in classroom should count as the major part of evaluation."
  • many teachers are reacting coolly to Race to the Top because they "feel like it's too much like No Child Left Behind and are looking for something different.
  • Dubbed Race to the Top, the program is essentially a contest pitting states against each other to win a share of $4.35 billion in grant money from congressional stimulus legislation.
    • Erin Power
      Erin Power on 10 Sep 09
       
      I think this is an interesting concept that we (as future teachers) should consider. Most of the teachers I've spoken to feel that schooling is not done the most efficient or successful way. Why not consider other options? The thing I love most about this article is that this school came about someone, Ursetta, simply thinking that way - what could other options be? Then Ursetta looked at the steps she had to make and brought it into actuality.
    • Erin Power
      Erin Power on 11 Sep 09
       
      This source relies on interviews and studies conducted by CNN. A teacher could use this site to remember to be inventive in their approach to administration. This is valuable to social studies teachers so they constantly keep rethinking and questioning how to teach
  • Erin Power on 10 Sep 09
     
    This article talks about a Colorado school which has gotten rid of administrators and is run solely by teachers
Maria Mahon

In New York, an Accord to Allow Parent Groups to Hire School Aides - NYTimes.com - 0 views

www.nytimes.com/...26aides.html

shared by Maria Mahon on 27 Aug 09 - Cached
  • Maria Mahon on 27 Aug 09
     
    In what seems to be a never-ending debate in NYC about budgets and union jobs, etc., an agreement has been reached that will permit principals to hire school aides with funds that were raised by parent groups. It is a one-year agreement that aims to allow teachers to focus on teaching while aides help support them in a non-teaching capacity.
tcornett

EDSITEment lessons on Slavery, the Crisis of the Union, the Civil War and Reconstructio... - 0 views

edsitement.neh.gov/n-civil-war-and-reconstruction

History Social Studies Civil War TEKS TEKS 8.1A TEKS 8.7C TEKS 8.8B TEKS 8.9C TEKS 8.12B TEKS 8.12D TEKS 8.16B TEKS 8.17B Lesson Plans Teaching EDSITEment Humanities Slavery Antebellum Frederick Douglass Abraham Lincoln

shared by tcornett on 05 Apr 16 - No Cached
  • tcornett on 05 Apr 16
     
    Slavery and African Americans in Antebellum America  |  Causes of the War  |  Abraham Lincoln and the Course of the War  |  The Art and Literature of the Civil War  |  Reconstruction and After in Art and Culture  |  Related EDSITEment Websites
tcornett

MOOC | Eric Foner - The Civil War and Reconstruction, 1865-1890 | Sections 1 through 9 ... - 0 views

www.youtube.com/playlist

Civil War Social Studies TEKS History Youtube MOOC Eric Foner Reconstruction

shared by tcornett on 05 Apr 16 - No Cached
  • tcornett on 05 Apr 16
     
    Youtube Playlist Learn about the political, social, and economic changes in the Union and the Confederacy and the Civil War's long-term economic and intellectual impact. In The Unfinished Revolution: Reconstruction and After, 1865-1890, Professor Eric Foner examines the pivotal but misunderstood era of Reconstruction that followed the Civil War, the first effort in American history to construct an interracial democracy. Beginning with a discussion of the dramatic change in historians' interpretations of the period in the last two generations, Foner goes on to discuss how Reconstruction turned on issues of continued relevance today. Among these are: who is an American citizen and what are citizens' rights; what is the relationship between political and economic freedom; which has the primary responsibility for protecting Americans' rights - the federal or state governments; and how should public authorities respond to episodes of terrorism? The course explores the rewriting of the laws and Constitution to incorporate the principle of equality regardless of race; the accomplishments and failings of Reconstruction governments in the South; the reasons for violent opposition in the South and for the northern retreat from Reconstruction; and the consolidation at the end of the 19th century of a new system of white supremacy. This course is part of the series, The Civil War and Reconstruction, which introduces students to the most pivotal era in American history. The Civil War transformed the nation by eliminating the threat of secession and destroying the institution of slavery. It raised questions that remain central to our understanding of ourselves as a people and a nation - the balance of power between local and national authority, the boundaries of citizenship, and the meanings of freedom and equality. The series will examine the causes of the war, the road to secession, the conduct of the Civil War, the coming of emancipation, and the struggle after the wa
jbdrury

Bringing history to life | Voices of a People's History of the US - 1 views

www.peopleshistory.us

People's History Reconstruction Alternative Voices Howard Zinn Takaki African-American Native American Minority Minority History Minority Accounts

shared by jbdrury on 26 Sep 09 - Cached
    • jbdrury
      jbdrury on 26 Sep 09
       
      Links to videos, some produced by PBS that are linked to Howard Zinn's "People's History of the United States"
    • jbdrury
      jbdrury on 26 Sep 09
       
      This is where you sign up for free membership, and gain access to all the materials and lesson plans made for teachers, specifically linked to Howard Zinn's work.
  • oices of a People’s History of the United States brings to life the extraordinary history of ordinary people who built the movements that made the United States what it is today, ending slavery and Jim Crow, protesting war and the genocide of Native Americans, creating unions and the eight hour work day, advancing women's rights and gay liberation, and struggling to right wrongs of the day.
  • jbdrury on 26 Sep 09
     
    In reading this last chapter of Takaki, I couldn't help but draw comparisons to my personal favorite from this genre of "alternative" interpretations of U.S. History, Howard Zinn's "A People's History of the United States." His chapter on the history of Reconstruction is very insightful and I remember being utterly shocked the first time I read it. In searching for lesson plans based around his text, I found this website. You simply have to sign up for membership (it's free) and you have access to resources and lesson plans based around each of the chapters in his seminal work. This website is co-produced by Howard Zinn himself.
  • jbdrury on 26 Sep 09
     
    In reading this last chapter of Takaki, I couldn't help but draw comparisons to my personal favorite from this genre of "alternative" interpretations of U.S. History, Howard Zinn's "A People's History of the United States." His chapter on the history of Reconstruction is very insightful, and in searching for lesson plans based around his text, I found this website. You simply have to sign up for membership (it's free) and you have access to resources and lesson plans based around each of the chapters in his seminal work. This website is co-produced by Howard Zinn himself.
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.
Maria Mahon

The Washington Teacher - 2 views

thewashingtonteacher.blogspot.com

student protests Teaching firings DCPS unions teacher

shared by Maria Mahon on 01 Oct 09 - Cached
  • Two days of protests by DC students in response to unfair teacher layoffs. Students held protests on September 28 at the DCPS central office and at Duke Ellington High School for the arts on September 29 at lunch time. These videos say it all. Our students are following the lead of the rank and file teacher rally held on last Thursday, September 24. What a tribute to DC teachers. You have taught them well !
    • Maria Mahon
      Maria Mahon on 01 Oct 09
       
      The teachers at Takoma Education Center told me about the protests and I think it really emphasizes how much of an impact the lay-offs have on the students themselves and the level of personal investment they must feel in their education.
  • McKinley Technology Senior High School located in NE DC was disrupted today as students unexpectedly protested teacher layoffs at the DCPS central headquarters near the Capitol today.
    • Maria Mahon
      Maria Mahon on 01 Oct 09
       
      I thought our classmates doing their placements at McKinley would be interested in this!
  • Maria Mahon on 01 Oct 09
     
    I thought this might be interesting to share in light of what is happening with DCPS. Yesterday was my first day at my practicum placement and during lunch a few teachers were talking about the "buzz on the blogs" and the firings. All of them mentioned the students protestes by the students at the Duke Ellington School.
  • Lindsay Andreas on 02 Oct 09
     
    The kids protesting in the videos, most of them were my kids! They are so wonderful. :)
  • Laura Wood on 02 Oct 09
     
    THis is fantastic! Thanks for posting it. Interesting that Fenty says no teachers will be taken out of classrooms . . . John, maybe you should call him . . . ;-)
Margit Nahra

That's Not Fair! Examining Civil Liberties With the U.S. Supreme Court - ReadWriteThink - 3 views

www.readwritethink.org/...-fair-examining-civil-294.html

supreme court aclu American civil liberties union civil rights civil liberties

shared by Margit Nahra on 01 Oct 10 - No Cached
  • Margit Nahra on 01 Oct 10
     
    This site includes a curricular unit on the Supreme Court and civil liberties. Students work collaboratively on a research project examining a current civil liberties case in federal court.
  • Adrea Lawrence on 04 Oct 10
     
    How might teachers use the site and/or its materials?
Alan Edwards

"The Public Be Damned" A Thematic and Multiple Intelligences Approach to Teaching the G... - 3 views

www.oah.org/...cantuarticle.htm

lesson plan American history 19th century multiple intelligence

shared by Alan Edwards on 11 Oct 09 - Cached
    • Alan Edwards
      Alan Edwards on 11 Oct 09
       
      This article and lesson plan was created by two professors (a secondary social studies prof and a history prof) at Ball State University. It was published in The Magazine of History, a publication of the Organization of American Historians. Each edition of the magazine includes a section on educational materials. Often they include websites that are helpful for teachers and students.
    • Alan Edwards
      Alan Edwards on 11 Oct 09
       
      The first part of this website is a brief summary of important themes of American history between the end of the Civil War and the beginning of the 20th century. The second half of the page is a 5 lesson plans on the time period. Each of the lesson plans is designed for a different multiple intelligence.
    • Alan Edwards
      Alan Edwards on 11 Oct 09
       
      The mathematical intelligence lesson asks students to compare rents charged to white and black tenants in the late 20th century. This reflects the move to the cities as well as racial discrimination. The information on rents comes from Jacob Riis' How the Other Half Live. Like all the other lesson plans offered, they include procedures, handouts, and possible assessment questions. This is a great resource for teachers who are looking for fresh ideas and methods of incorporating MI into their classrooms.
  • ...8 more annotations...
  • Urbanization--Logical/Mathematical Intelligence. The first activity allows students to compare the rents charged to white and black tenants during the Gilded Age.
  • Rise of Jim Crow--Verbal/Linguistic Intelligence. Paul Laurence Dunbar's poetry provides an ideal vehicle for students to analyze the various perspectives taken by African Americans toward Jim Crow laws and civil rights. Lyrics of Lowly Life (1895) illustrates one perspective, the accomodationist paradigm adopted by Dunbar and others during this period.
  • V. Immigration--Body/Kinesthetic Intelligence. In his 1890 landmark book, How the Other Half Lives, Jacob Riis discussed the dismal conditions in which thousands of New York immigrants lived. Most of the residential tenements were "unventilated, fever-breeding structures" that housed multiple families. Riis's floor plan of a twelve-family tenement provides an ideal prompt for an activity that illustrates the dark, cramped living quarters germane to these Gilded-Age dwellings.
  • VI. Westward Expansion--Naturalist. Like many Americans during this period, John Wesley Powell was lured by the majestic beauty of the West. Following his service as a Union army soldier (in which he lost his arm at the Battle of Shiloh), Powell ventured westward. In 1869, he initiated the Powell Geographic Expedition, sponsored by the Smithsonian Institution. Powell recorded his experiences in a diary, which today serves as an outstanding resource for students to better understand the transformation the West went through during the Gilded Age.
  • VII. Industrialization--Interpersonal. During the Gilded Age, technological innovations provided an impetus for unprecedented industrial growth and urbanization. While laborers fueled this growth, they certainly did not reap the rewards. Instead, they found themselves economic victims of industrialization and urbanization. In an 1884 study, the Illinois Bureau of Labor Statistics detailed the economic status and living environment of numerous laborers in Chicago, Illinois.
  • VIII. Imperialism--Intrapersonal. Numerous Americans witnessed firsthand the impact of imperialism on indigenous people, through their military service during the Spanish-American War. One particular American soldier, James Miller, discussed what he witnessed during his exposure to the war in Puerto Rico.
  • IV. Politics--Musical/Rhythmic Intelligence. One of the most effective instruments at the disposal of politicians has always been the campaign song. The Populists, perhaps more than any other political party or movement in the late nineteenth century, were prolific songwriters. The Populists were often quite critical of monopolies, railroads, and old party bosses in their songs. The 1890s campaign song My Party Led Me, by S. T. Johnson, provided voters with a rationale for leaving their old political party and joining the Populist cause.
  • III. Populism--Visual/Spatial Intelligence. Political cartoons have always been a popular and powerful means for critiquing society's ills.
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