History & Soc Studies
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Exhibits In The Windows of 97 Orchard Street - 0 views
www.tenement.org/tenement-windows.html
new york city tenement tenement housing virtual tour exhibit history tenement history historical immigration online tour
shared by jbdrury on 06 Nov 09
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This tab is incredible. It links to a number of online resources, including: lesson plans for different age levels, a wealth of primary documents dealing with immigration to the city and others.
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The tours of these apartments are added to by the telling of the stories of the actual families that lived in these tenements, representing a good representative mix of the ethnicites immigrating to the U.S. at the time.
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This is the link to the virtual online tour of one of their tenement exhibits. It gives you a virtual walk-through (using photos) of the tiny, cramped spaces that multiple families sometimes had to squeeze into in order to survive in turn-of-the-century NYC.
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It includes an audio and video tour as well, taking you step-by-step as you move through the museum.
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This is the official website of the Tenement Museum in NYC. I LOVE this museum, and if you have yet to have seen it, I highly recommend visiting the next time you are in the city. I have added this page mostly because of the "virtual tour" you can take of one of their tenements, which could be used as a resource for teachers who cannot take students there in person. They also have a number of primary document lesson plans available for different age ranges. Their exhibits are revealing of the lives led by immigrants in late 19th and early 20th century New York City.
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Federal Resources for Educational Excellence - 5 views
www.free.ed.gov
lesson plans Primary documents Social Studies Civil War resources education curriculum teaching Animations Music Art photos science lessons
shared by Laura Wood on 23 Oct 09
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Okay so there isn't quite as much information on this site as I was hoping there would be. You CAN search by time period within the United States History. So if you're working through a US History text, this might be a great one stop shop to hit up and see what sorts of primary documents are available in a wealth of federal sites. For example, 1607-1763 has links to colonial documents from: the National Park Service; the Smithsonian; the National Endowment for the Humanities; History Matters; the National Archives, etc You can also search by US History topics (Government, Famous People, Wars, or Ethnic Groups . . . hmmm) or by World Studies. Each of these branch out into more subtopics. It's worth checking out.
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FREE is a website pool of teaching and learning resources from various branches of the federal government. From the website: "More than 1,500 federally supported teaching and learning resources are included from dozens of federal agencies. New sites are added regularly. . . . FREE is maintained by Peter Kickbush and Kirk Winters, Office of Communications and Outreach, with support from the Development Services Team in the Office of the Chief Information Officer, U.S. Department of Education."
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This site is amazing, I was just playing around with it and I am definitely using some of the resources for my unit. :)
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Worldology - 1 views
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Worldology.com was conceived with the objective of making history and geopolitics (the relationship and dynamic between geography and politics) more easily digestible and understandable. As one who has long been interested in this topic, I have been intrigued by the possibility of more imaginative ways to bring this field of understanding to life. This led to the idea of graphical and interactive maps to enable myself and others to more acutely visualize the evolution of nations and cultures. As the creator of Worldology.com, I have found that maps have been very useful in simplifying and deepening my understanding of historical events, along with long-standing and on-going dynamics between various nations. However, most published content about important events throughout history are not accompanied by an event-specific map. With this in mind, I envisioned an application that provided an event-specific map for key developments throughout history, along with an expanded geographical view, in order to comprehend the region-wide context. For interactivity, mouseovers were imbedded so the visitor could access more detailed information of key events, along with added graphics for further illumination. Then, you can toggle back and forth between time frames, to gain a feel of the evolution of the geopolitical landscape over time. For example, in the Europe History Interactive Map, you can click back and forth through major time periods, gaining an overview of how tribes, kingdoms, empires and nation-states fluctuated throughout time. During the Middle Ages for instance, you can simultaneously see how the Frankish Empire (Western/Central Europe), Byzantine Empire (Greece) and Rus Principalities (Russia) evolved concurrently with one another. Then, you can mouseover the information buttons to learn more. You can even switch to the "Show Borders" view in order to see modern European borders overlayed upon long-ago political entities. I hope to eventually cover the entire
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Connect people News: Tool to connect people and data - Cloud storage - 0 views
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The Gullah: Rice, Slavery, and the Sierra Leone-American Connection - 0 views
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IB Program to Replace APs? | The Sag Harbor Express - 0 views
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The program focuses on a project based, in-depth and multi-cultural curriculum in six main fields: the student’s native language, second language, individuals and societies, experimental sciences, mathematics and computer science, and the arts.
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Nichols added, however, that as the school moves to implement the IB program, Advanced Placement classes would most likely be phased out.
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Eliminating the AP classes would help defray some of the costs associated with establishing an IB program. Nichols added that the exams associated with IB programs are on par with AP tests and recognized by most universities.
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“In AP courses the students are required to memorize and regurgitate, but in the IB program the students take their knowledge and apply it to new situations. They are asked to problem solve and synthesize information,” continued Nichols
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This is the MOST IMPORTANT DISTINCTION between an AP course of study and an IB course of study. As my IB coordinator used to put it, "AP is a testing system, IB is a learning system" and it's so true. I'm still using the writing and critical thinking skills I learned as a part of the IB program in my daily life.
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The Valley of the Shadow: Two Communities in the American Civil War - 1 views
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The Valley of the Shadow (also called the Valley Project) website is a part of the Virginia Center for Digital History at the University of Virginia. The material in the site documents the lives of two communities during the Civil War period; one community from the South and one community from the North. The site is an online library or an archive filled with primary resources such as letter, diaries, census records, government records, newspapers, speeches, maps, images and other materials. The site contains thousands of documents. The archive is divided into three sections: The Eve of War (Fall 1859-Spring 1861), The War Years (Spring 1861-Spring 1865), and The Aftermath (Spring 1865-Fall 1870). An example of one such document is a letter written in August, 1864 by a young militiaman to his parents telling them that he is well and that he will be sending home his pay. I have added a few lines because I find it so interesting and compelling. The letter comes from a camp near Petersburg. Dear Parents it is with the Greatest of Pleashure that I seat My self to inform you and My Brothers and Sisters that I like it well and am well feal Hartey like ite beter now than Ever I did I hope that youens Ar all well and all the Rest about [unclear: tomstorm] ile now state to you that I Received your Letter last Knight And was Glad to here from youens And was glad to here that Youenes wasened yet dissturbed By The Johneys Rebes you Stated in your letter that tha Wes moveing every thing out Of Town now if tha wold be men tha wold take In the same document but another page, the young man writes about his pay. Read this letter we ar getting Paid off to day I draw 1.20.10 that is one hundrad 20 dollars 10 cts Ile ex press 1 hundrade 10 dollars and mebbey fifteen dollars I dont want to ceep so mutch money here I cend it to you and if you want to make youse of it whi you may get the Chirldren wat ever tha want that is in the eating line And Close but you must be A littl
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I ran out of room in the box above.....anyway, I am not certain what the citation rules are regarding this but I found the letter on the website that I have bookmarked, The Valley of the Shadow. Anyway, it is a great site….there is soooo much more.
Rome 320 AD - Interactive App | Indiana Jen - 0 views
indianajen.com/...rome-320-ad-interactive-app
classics ancient rome game gamify videogame app medieval rome
shared by Jennifer Carey on 25 Nov 14
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Increasing political battles over slavery in mid 1800s | Slavery and the Civil War |Kha... - 0 views
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History Matters: The U.S. Survey Course on the Web - 2 views
historymatters.gmu.edu
history usa america education socialstudies resources reference primarysources documents interviews photos teaching ushistory geography
shared by Kenneth O'Regan on 29 Oct 09
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"contains 1,000 primary documents in text, image, and audio that emphasize the experiences of "ordinary" Americans throughout U.S. history. All of the documents have been screened by historians and are accompanied by annotations that address their larger historical significance and context. Browse a list of documents sorted by time period, beginning with the earliest. Or visit the Advanced Search to quickly locate documents by topic, time period, keyword, or type of document."
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"helps students and teachers make effective use of primary sources. "Making Sense of Documents" provide detailed strategies for analyzing online primary materials (including film, music, numbers, photographs, advertisements, oral history, and letters and diaries) with interactive exercises and a guide to traditional and online sources. "Scholars in Action" segments show how scholars puzzle out the meaning of different kinds of primary sources (from cartoons to house inventories), allowing you to try to make sense of a document yourself and then providing audio clips in which leading scholars interpret the document and discuss strategies for overall analysis."
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"is our annotated guide to more than 850 useful websites for teaching U.S. history and social studies. We have carefully selected and screened each site for quality and provide a 1-paragraph annotation that summarizes its content, its strengths and weaknesses, and its utility for teachers. Information is provided on the type of resource (text, images, audio, and video) available. Browse sites by topic and time period or look through a list of some of our favorite sites. Or visit the Advanced Search to quickly locate WWW.History sites by topic, time period, keyword, kind of primary source, or type of resource. We also include extended scholarly web reviews as a regular feature of History Matters. In collaboration with the Journal of American History (JAH) we review approximately 25 websites per year. The reviews are co-published by the JAH and History Matters and appear in both venues. The archive page offers all featured web reviews."
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more on this site)
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Designed for high school and college teachers and students,
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From the website: History Matters is "a project of the American Social History Project/Center for Media and Learning of the City University of New York and the Center for History and New Media at George Mason University with funding from the National Endowment for the Humanities, the W. K. Kellogg Foundation, the Rockefeller Foundation, and the Visible Knowledge Project. . . . Designed for high school and college teachers and students of U.S. history survey courses, this site serves as a gateway to web resources and offers unique teaching materials, first-person primary documents, and guides to analyzing historical evidence. We emphasize materials that focus on the lives of ordinary Americans and actively involve students in analyzing and interpreting evidence."
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Well, it looks like a student in this group shared this in the past, but what a great website! I'll put up some more sticky notes. This website features a large number of primary source material of different media and is strong in its content. Beyond that, this site features information about the methods historians use (interesting to high school students, applicable to college students), a database of reviewed websites, lesson plans, syllabi, and teaching tips. A pretty comprehensive resource.
Inspiration from a Professional - 2 views
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D.C. Launches Rigorous Teacher Evaluation System - 0 views
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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.
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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.
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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.
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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.
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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.
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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."
Search Function? - 4 views
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The Civil War | PBS - 2 views
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The Civil War is now available on DVD. Visit Shop PBS for more information.Support outstanding programs like The Civil War</em
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An Education Debate for the Books - washingtonpost.com - 0 views
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"People all think that in a bad economy, they need skills for a job," said Christopher Nelson, president of St. John's. "What they don't realize is that a liberal arts education will give them skills for life, and that will get them a job."
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St. John's is one of a handful of American colleges that offer a curriculum built upon great works of literature, art, science and mathematics. Students read and discuss texts by Homer, Euclid, Chaucer and Einstein. There are no majors; students graduate with broad knowledge in several disciplines but a specialty in none, and without anything approaching vocational skills. Investing in a St. John's education requires a leap of faith.
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Article from the Washington Post that discusses the downward turn in applicants to schools like St. John's College where the emphasis is on a broad liberal education. Students at St John's don't choose a major and receive a broad education with very little in the way of job training. It raises an interesting debate about learning for the sake of learning, rather than learning with an objective (job placement, test scores, etc).
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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, 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.
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, 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.
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These shortcomings, however, can actually be turned to advantages when students and instructors utilize film as a gateway to history.
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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).
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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.
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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.
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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.
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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."
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Presentism is a serious flaw in any film that seriously aspires to present a believable picture of the past.
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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.
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iLearn Technology » Social Studies - 3 views
ilearntechnology.com/?tag=social-studies
technology education education technology iLearn blog technology websites
shared by jbdrury on 16 Oct 09
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I thought this "Meet Me at the Corner" site was particularly interesting, and with the proper resources it could be cool to involve a class in creating videos to post in connection with DC history.
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Furthermore, this could be connected to neighborhood studies, perhaps done by the students themselves and added to this site
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What it is: Meet Me at the Corner is an inventive site that seeks to take students on virtual field trips through videos created by students. The site started with video podcasts of the history and people of New York City. As the site grows through student submissions, people and events of other towns, cities, and nations will be highlighted.
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I'm not certain this hasn't already been posted; I did a search in our groups and didn't see it. iLearn Technology is an interesting and useful blog, where people post descriptions and links to other tech-savvy web sites and applications that can be a great resource to teachers. Though most of the sites I have looked at would probably be aimed more towards K-6 classrooms, others extend at least into middle school. Much like our diigo, each post is tagged with keywords so that you may search their site by subject or category.
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Integrating Film and Television into Social Studies Instruction. ERIC Digest. - 0 views
www.ericdigests.org/...film.htm
film social studies history teaching film in the classroom movies film and social studies
shared by jbdrury on 09 Oct 09
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Visual media also address different learning modalities, making material more accessible to visual and aural learners
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It reinforces the passive viewing and unquestioning acceptance of received material that accompanies growing up in a video environment.
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Thirty years ago this meant teaching students to read the newspaper critically, to identify bias there, and to distinguish between factual reporting and editorializing. Critical viewing skills must be added to this effort.
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an excellent starting point is John E. O'Connor's IMAGE AS ARTIFACT: THE HISTORICAL ANALYSIS OF FILM AND TELEVISION
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Teachers should be familiar with editing techniques, camera angles, the uses of sound, and other aspects of the presentation.
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Beyond the cultural and social aspects of the film, what influences were at work in shaping the document?
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While film can serve as an engaging introduction to a subject, students should be aware of the constant shading and biases, why these occur, and what they accomplish.
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An examination of filming and editing, circumstances surrounding production and distribution, and the producer's intentions are essential for studying such material.
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"Film & History: An Interdisciplinary Journal of Film and Television Studies" at http://h-net2.msu.edu/~filmhis/.
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This is sort of a basic review of how and why we as teachers might use film in the classroom. This is my first post on this issue; I am searching for some more in-depth sites that might have models for lesson plans. Many sites have lesson plans based around a specific film; a site that provides lesson plan templates that are applicable across a wide variety of films would be more applicable/useful. However, the comments made here by Paris provide a good base from which to start thinking about the idea.