Skip to main content

Home/ Social Studies/ Group items tagged children

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Laura Wood

Even Babies Discriminate: A NurtureShock Excerpt. | Newsweek Life | Newsweek.com - 1 views

www.newsweek.com/1

UT Austin racism education children discrimination proactive color-blind experiments research Vittrup White Black

shared by Laura Wood on 24 Sep 09 - Cached
  • Kids as young as 6 months judge others based on skin color. What's a parent to do?
    • Laura Wood
      Laura Wood on 24 Sep 09
       
      I find this particularly important after seeing how some race dynamics play out in my practicum. Specifically I find myself asking "Why are all the White kids sitting together in the classroom?" This article might give one reason.
  • Prior research had shown that multicultural curricula in schools have far less impact than we intend them to—largely because the implicit message "We're all friends" is too vague for young children to understand that it refers to skin color.
    • Laura Wood
      Laura Wood on 24 Sep 09
       
      Highlights the importance of being specific with kids. I'm not sure why our modesty makes us, as teachers, code and shy away from just being real with our students. One of the goals that I have set for myself this semester is to get real with students, just tell them the truth (for example saying, "That's disrespectful. Stop.") instead of playing games (for example feeling flustered and walking away or saying something vague like, "behave").
  • They wanted their children to grow up colorblind. But Vittrup's first test of the kids revealed they weren't colorblind at all. Asked how many white people are mean, these children commonly answered, "Almost none." Asked how many blacks are mean, many answered, "Some," or "A lot." Even kids who attended diverse schools answered the questions this way.
    • Laura Wood
      Laura Wood on 24 Sep 09
       
      And here's the gold. Kids are not color blind. Adult embarrassment to speak about race does not mean we're not communicating messages to our children about race and prejudice, it just means that we're also communicating that it's something to be embarrassed about and/or hush up. I really recommend reading this article in full. It's fantastic.
  • ...2 more annotations...
  • Vittrup was taken aback—these families volunteered knowing full well it was a study of children's racial attitudes. Yet once they were aware that the study required talking openly about race, they started dropping out.
    • Laura Wood
      Laura Wood on 24 Sep 09
       
      Parents are so uncomfortable talking about race with their children, they drop out of the study. Why is this conversation So hard to have???
  • hardly any of these white parents had ever talked to their children directly about race.
    • Laura Wood
      Laura Wood on 24 Sep 09
       
      To quote Zinn "you can't be neutral on a moving train" (i.e. you can't fail to proactively oppose a racist infrastructure/social order without perpetuating that racist infrastructure/social order. i.e. If you don't teach your kids explicitly anti-racist behavior, language and attitudes, you tacitly support and perpetuate a racist system - whether you are racist or not)
  • Laura Wood on 24 Sep 09
     
    An article that summarizes some incredibly important findings on race and racism. Specifically, if you don't talk about racism with kids, you support the status quo. Even very young kids.
Nate Merrill

Campaign for a Commercial-Free Childhood - 0 views

commercialfreechildhood.blogspot.com

social studies commercials media children

shared by Nate Merrill on 16 May 11 - No Cached
  • Nate Merrill on 16 May 11
     
    CCFC is a national coalition of health care professionals, educators, advocacy groups, parents, and individuals who care about children. A project of Third Sector New England in Boston, CCFC is the only national organization devoted to limiting the impact of commercial culture on children.
Maria Mahon

Initiative Focuses on Early Learning Programs - NYTimes.com - 0 views

www.nytimes.com/...20child.html

Head Start Early Learning Education Reform Education Bills

shared by Maria Mahon on 24 Sep 09 - Cached
  • A result is that poor children, even many who have access to government-financed early care or learning programs, tend to enter kindergarten less prepared for school than those with wealthier parents.
    • Maria Mahon
      Maria Mahon on 24 Sep 09
       
      I was especially struck by this line when I thought back to Ch. 5 in Mathison - Defining the Social Studies Curriculum. It lists the goals of Goals 2000: Educate America Act. The first thing listed is "All children in America will start school ready to learn". The reality is that not all students start school ready to learn or at least at the same place. As this newspaper article acknowledges, many poor children enter less prepared for school than those with wealthier parents and this is, in some cases, despite some having access to learning programs. Would an influx of new funds from such a bill create a more organized and directed early learning strategy? And if so, I wonder how educators can really help parents take advantage of the available services.
  • ; a plan for reaching out to parents;
    • Maria Mahon
      Maria Mahon on 24 Sep 09
       
      I think a plan for reaching out to parenst will be a crucial step in making this worthwhile. Communities need to provide the structures that would enable to parents to take advantage of these options and that might include adult education or parenting classes, too.
  • Maria Mahon on 24 Sep 09
     
    This article provides a look at a bill that proposes to raise the quality of early learning and care programs that serve children from brith through age 5.
Alan Edwards

Children and Youth in History - 0 views

chnm.gmu.edu/cyh

children primary sources world history

shared by Alan Edwards on 02 Oct 09 - Cached
    • Alan Edwards
      Alan Edwards on 02 Oct 09
       
      This site is maintained by George Mason University and the University of Missouri-Kansas City. GMU does a lot of work with new media through their Center for History and New Media
    • Alan Edwards
      Alan Edwards on 02 Oct 09
       
      This site dedicated to the agency and involvement of children in history. The focus is international with a collection of primary sources organized by regions of the world.
    • Alan Edwards
      Alan Edwards on 02 Oct 09
       
      In addition to primary sources from around the world, the site also contains a collection of case studies and teaching lesson plans/curricular units. They also include a section of helpful sites related to Children's History.
Erin Power

Reauthorization of ESEA: Why We Can't Wait -- Secretary Arne Duncan's Remarks at the Mo... - 1 views

www.ed.gov/...09242009.html

Education Policy Duncan

shared by Erin Power on 27 Sep 09 - Cached
    • Joellen Kriss
      Joellen Kriss on 27 Sep 09
       
      What a conundrum this is...
  • People want support from Washington but not interference. They want accountability but not oversight. They want national leadership but not at the expense of local control.
  • And now that I'm here I'm even more convinced that the best solutions begin with parents and teachers working together in the home and the classroom.
  • ...19 more annotations...
  • Many teachers complain bitterly about NCLB's emphasis on testing. Principals hate being labeled as failures. Superintendents say it wasn't adequately funded.
  • And many parents just view it as a toxic brand that isn't helping children learn.
    • Joellen Kriss
      Joellen Kriss on 27 Sep 09
       
      I like how he/his speech writers recognize here that schooling is something that belongs to the states. It seems like he's saying that the federal government is just stepping in for a moment, until things start going well.
  • Until states develop better assessments—which we will support and fund through Race to the Top—we must rely on standardized tests to monitor progress—but this is an important area for reform and an important conversation to have.
  • it places too much emphasis on absolute test scores rather than student growth—and it is overly prescriptive in some ways while it is too blunt an instrument of reform in others.
    • Joellen Kriss
      Joellen Kriss on 27 Sep 09
       
      SUPER DUPER BINGO! NCLB encourages hig TESTING standards, but not LEARNING standards!! Good for you Arne (that's what he wants his staff to call him...in case you didn't know.)
  • NCLB is that it doesn't encourage high learning standards. In fact, it inadvertently encourages states to lower them. The net effect is that we are lying to children and parents by telling kids they are succeeding when, in fact, they are not.
    • Joellen Kriss
      Joellen Kriss on 27 Sep 09
       
      This is one of the issues in my practicum schools and one of the big debates there right now.
  • They are simply not ready for college-level work when they leave high school.
    • Joellen Kriss
      Joellen Kriss on 27 Sep 09
       
      ...because the goals are and always have been, decent, but the means, are and always have been, bad (to keep it clean.)
  • In my view, we should be tight on the goals—with clear standards set by states that truly prepare young people for college and careers—but we should be loose on the means for meeting those goals.
  • We don't believe that local educators need a prescription for success. But they do need a common definition of success—focused on student achievement, high school graduation and success and attainment in college.
    • Joellen Kriss
      Joellen Kriss on 27 Sep 09
       
      But do they really?
  • Before we do, however, we want to hear from you. We want your input.
  • We don't need another study. We must stop simply admiring the problem. We need action.
  • And so the work of reauthorizing ESEA begins in states and districts across America—among educators and policy makers, parents and community leaders. This work is as urgent as it is important.
  • And yet we are still waiting for the day when every child in America has a high quality education that prepares him or her for the future.
  • Our shared goals are clear: higher quality schools; improved student achievement; more students going to college; closing the achievement gap; and more opportunities for children to learn and succeed.
  • Let's build a law that respects the honored, noble status of educators—who should be valued as skilled professionals rather than mere practitioners and compensated accordingly.
  • Joellen Kriss on 27 Sep 09
     
    Secretary of Education Arne Duncan's speech at the Monthly Stakeholders meeting this past week. It's a part of a series of town hall style meetings that the secretary is holding with those who have a stake in the policy they will be shaping: teachers, parents and others. The speech is interesting mostly because, what he's calling for sounds great to me, but I wonder if there's any possibility of anything this reasonable ever happening. Secretary Duncan seems like an ok guy (didn't know he is a former superintendent) but I still wonder what the next big thing is going to turn out to be and how/if it's going to help.
  • Erin Power on 05 Oct 09
     
    The Duncan speech we were talking about in class
James Leslie

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

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

social studies diverse learners teaching

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

I Am What I Learn - 0 views

www.ed.gov/...index.html

shared by Erin Power on 09 Sep 09 - Cached
  • Erin Power on 09 Sep 09
     
    Contest sponsored by the Dept of Education following Barack Obama's speech to school children where students can submit "How They Learn" for a chance at a prize. Not much information - but a cool resource to pass onto students.
Debbie Moore

Museum - 3 views

www.ushmm.org/museum

Holocaust Museum History Social Studies genocide Darfur Archive

shared by Debbie Moore on 16 Oct 09 - Cached
  • Debbie Moore on 16 Oct 09
     
    The United States Holocaust Memorial Museum is significantly more than just a museum and it is arguably the most thorough site on the Holocaust as well as other acts of genocide. Just reviewing the website and all that it offers can take several hours. Through the education filter, teachers can find complete information on how to teach the Holocaust or other acts of genocide. For example, the site offers online lessons, teacher workshops, essential topics, teaching resources, lesson plans, activities, and a list of common student questions. USHMM site suggests 5 guidelines for teaching the Holocaust, which include defining genocide, investigating the context and dynamics that led to genocide, understanding parallels to other genocides and analyzing American and world responses. A function that I find very useful and interesting is the "Mapping Initiative" filter where one can learn how to use Google Earth to view a Darfur Layer file. This file provides comparisons of before and after views of villages impacted by the ongoing events in Darfur. There is also a section of photographs, videos, and testimonies. In addition the USHMM maintains an archive consisting of wide variety of documents including photographs and films. Lastly, if field trips are a possibility, admission is free and there is a special children's exhibit called Remember the Children: Daniel's Story.
Child Therapy

Developing Self Confidence In Children - 2 views

My husband and I were really worried with the indifference that our second child has been showing. We noticed that she did not like to mingle with other kids in the class. Her teacher even told us ...

started by Child Therapy on 29 Nov 12 no follow-up yet
Child Therapy

Friendly And Highly Skilled Therapist - 1 views

My eldest daughter who is now eight years old used to be very confident and lively both at home and in school. But lately, I noticed that she was just quiet though her playmates made unnecessary no...

started by Child Therapy on 29 Oct 12 no follow-up yet
kkasargodstaub

Rethinking Schools - 1 views

www.rethinkingschools.org/index.shtml

socialstudies education educationreform

shared by kkasargodstaub on 20 Sep 10 - Cached
  • Proving Grounds: School “Rheeform” in Washington, D.C.
  • Michelle Rhee is the exemplar for Duncan's school “reform.” What's really happening to children and teachers in D.C.?
    • kkasargodstaub
      kkasargodstaub on 21 Sep 10
       
      An interesting and not often heard take on Michelle Rhee's reforms in Washington D.C.
  • kkasargodstaub on 20 Sep 10
     
    While this is not directly a lesson planning website. I think it's really important for social studies educators to understand the issues that students, teachers and schools are facing. In order to be informed and powerful in our work, we must understand the entire context.
kyleassad

Constitution of the United States - Official - 0 views

www.archives.gov/...constitution.html

History constitution government education teaching research

shared by kyleassad on 19 Sep 10 - Cached
    • kyleassad
      kyleassad on 19 Sep 10
       
      This website is provided by the National Archives as an "online exhibit" allowing teachers to provide a simulated in person walk through of the Constitution exhibit.  While it does not list sources on the main page, linked articles include bibliographic notes, and the page is provided by the U.S. Government's National Archives, which in itself is a credible source.
    • kyleassad
      kyleassad on 19 Sep 10
       
      I could use this site during a civics course, especially for the specialized study of the constitution.  I could print an oversized hi-res image to have children touch and interact with, as well as the online availability allows them to continue research on their own.  
    • kyleassad
      kyleassad on 19 Sep 10
       
      Based on the criteria from UC Berkeley, I find this site both incredibly useful, and also a great resource for any social studies teacher covering the US Constitution.   It is both credible, engaging, and ample in it's supplementary information regarding the constitution. In addition to being a map nerd, I am a Constitution nerd, and this site is awesome.  
  • kyleassad on 19 Sep 10
     
    Provided through the National Archives, an "online exhibit" of the Consitution.  It includes high resolution images, links to related sources, articles, and information.  Provides THE primary source for the study of the Constitution, the Constitution itself!
Maria Mahon

Teaching Cops to See | Arts & Culture | Smithsonian Magazine - 0 views

www.smithsonianmag.com/...Teaching-Cops-to-See.html

Descriptive Analysis Art in Classrooms Museums

shared by Maria Mahon on 23 Sep 09 - Cached
  • Herman has taken her lessons to heart. When her 7-year-old son, Ian, was in preschool, his teacher worried that he wasn't verbal enough and suggested that Herman try some of her exercises on the boy. Herman pressed him to describe in detail what he saw when they were at home or on the street. "It worked!" Herman says.
    • Maria Mahon
      Maria Mahon on 23 Sep 09
       
      Here we are offered a much more personal way in which practicing descriptive techniques can help students/children. Herman worked with her own son and asked him to describe in great detail what he saw and this helped him become more verbal.
  • Maria Mahon on 23 Sep 09
     
    I just came across this article in the most recent issue of the Smithsonian Magazine. While it describes law enforcement officials being taught the skills of describing in great detail what they see, I thought it provided an interesting example of how helpful looking at works of art can be. While many students might at first not feel confident in describing works of art in the classroom, I think this shows how applicable the skills can be.... not only to use them as a starting point for a history discussion but for other things as well.
Alan Edwards

Eager Students Fall Prey to Apartheid's Legacy - 1 views

www.nytimes.com/...20safrica.html

international education South Africa apartheid inequality

shared by Alan Edwards on 21 Sep 09 - Cached
  • KHAYELITSHA, South Africa — Seniors here at Kwamfundo high school sang freedom songs and protested outside the staff room last year because their accounting teacher chronically failed to show up for class. With looming national examinations that would determine whether they were bound for a university or joblessness, they demanded a replacement.
    • Alan Edwards
      Alan Edwards on 21 Sep 09
       
      In the black townships of South Africa, many public schools do not meet the students' high expectations of career or college preparation. This article describes how students have worked for justice: protesting (at times violently) and teaching themselves lessons when teachers fail to show for work.
  • Here in the Western Cape, only 2 out of 1,000 sixth graders in predominantly black schools passed a mathematics test at grade level in 2005, compared with almost 2 out of 3 children in schools once reserved for whites that are now integrated, but generally in more affluent neighborhoods.
    • Alan Edwards
      Alan Edwards on 21 Sep 09
       
      Apartheid is alive and well in South Africa's education system.
    • Alan Edwards
      Alan Edwards on 21 Sep 09
       
      The author relies on interviews with current teachers, students, and administrators in South Africa. She also cites data and perspectives from the Development Bank of South Africa. In her piece she examines the current situation in a single township, then ties the issue to the entire nation.
  • ...5 more annotations...
    • Alan Edwards
      Alan Edwards on 21 Sep 09
       
      The author works to briefly explain how the schools were intentionally segregated in order to continue the subjugation of blacks and colored people. In the wake of N. Mandela's election, she explores how corruption and unequal distribution of resources has contributed to the education system's condition today.
    • Alan Edwards
      Alan Edwards on 21 Sep 09
       
      The crisis in South Africa is a reminder of the horrible education inequalities between the rich and poor, the white and the black. The student responses to their situation is at times inspirational as well as disheartening. For older students, this article could be used to encourage student involvement in dialogue with decision-makers of the school. Schools need to be responsive to the positive needs of its student body.
  • KHAYELITSHA, South Africa — Seniors here at Kwamfundo high school sang freedom songs and protested outside the staff room last year because their accounting teacher chronically failed to show up for class. With looming national examinations that would determine whether they were bound for a university or joblessness, they demanded a replacement.
  • Post-apartheid South Africa is at grave risk of producing what one veteran commentator has called another lost generation, entrenching the racial and class divide rather than bridging it. Half the students never make it to 12th grade.
  • But South Africa’s schools also have problems for which history cannot be blamed, including teacher absenteeism, researchers say. And then when teachers are in school, they spend too little time on instruction. A survey found that they taught for a little over three hours a day, rather than the five expected
  • Alan Edwards on 21 Sep 09
     
    NYT's Celia Dugger examines the quality of education for South Africa's majority black population. 15 years after the election of Nelson Mandela and the official end to apartheid, the nation's school system remains a bastion of inequality.
Maria Mahon

D.C. Schools Face Bigger Classes, Layoffs Amid $40 Million Budget Shortfall - washingto... - 0 views

www.washingtonpost.com/...AR2009091602945_2.html

shared by Maria Mahon on 18 Sep 09 - Cached
  • District law allows Rhee to make reductions in the teaching force without regard to seniority or other factors. She said that the first few weeks of the term have allowed principals to see their new instructors in action and that all personnel would be evaluated on the basis of performance and the needs of their schools.
    • Maria Mahon
      Maria Mahon on 18 Sep 09
       
      Rhee said that principals will have had the first few weeks of the school year to evaluate their new hires in action. This leads me to believe that the teacher reductions will take place during the academic year. In addition to worries about larger class sizes, I wonder what the impact could be to the children of changing teachers during the year? I feel that aside from upsetting established routines, it could, in some cases, lead to feelings of abandonment and mistrust.
Maria Mahon

As School Budgets Tighten, Foreign Languages Fall Victim to Cuts - NYTimes.com - 0 views

www.nytimes.com/...13language.html

foreign language school budgets cutbacks

shared by Maria Mahon on 13 Sep 09 - Cached
  • But such cuts have dismayed and frustrated some educators and parents, who say that children need more, not fewer, foreign language skills to compete in a global marketplace.
    • Maria Mahon
      Maria Mahon on 13 Sep 09
       
      I find this a difficult claim to deny, especially given the fact that global relations are becoming closer and closer due to changing technologies.
  • interactive software, made by Rosetta Stone, allows students to learn at their own pace.
    • Maria Mahon
      Maria Mahon on 13 Sep 09
       
      Maybe it allows students to learn at their own pace, but I feel that having a teacher present would encourage more interaction and allow teachers to quickly pick up on areas of struggle.
  • Maria Mahon on 13 Sep 09
     
    As more and more schools and districts are faced with smaller budgets, some schools are phasing out foreign languags or turning to interactive technology programs to save money.
  • Alan Edwards on 14 Sep 09
     
    Yea, I totally agree with you on the priority of teaching languages at an early age with quality instructors. It's worth the extra cost.-alan
Lindsay Andreas

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

www.educationworld.com/...voice147.shtml

teaching personal experiences

shared by Lindsay Andreas on 13 Sep 09 - Cached
  • 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.
  • Lindsay Andreas on 13 Sep 09
     
    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

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
jbdrury

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

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

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

shared by jbdrury on 09 Oct 09 - Cached
  • Finally, students gain an increased appreciation of the power of mass media to shape perception and to affect interpretation of the past. This heightened awareness should enable them to be more discriminating in processing the images and information bombarding them daily.
  • Finally, students gain an increased appreciation of the power of mass media to shape perception and to affect interpretation of the past. This heightened awareness should enable them to be more discriminating in processing the images and information bombarding them daily.
  • Finally, students gain an increased appreciation of the power of mass media to shape perception and to affect interpretation of the past. This heightened awareness should enable them to be more discriminating in processing the images and information bombarding them daily.
    • Adrea Lawrence
      Adrea Lawrence on 11 Oct 09
       
      It looks like the same highlight is repeated...repeatedly.
  • ...47 more annotations...
  •  Finally, students gain an increased appreciation of the power of mass media to shape perception and to affect interpretation of the past. This heightened awareness should enable them to be more discriminating in processing the images and information bombarding them daily.
  •  Finally, students gain an increased appreciation of the power of mass media to shape perception and to affect interpretation of the past. This heightened awareness should enable them to be more discriminating in processing the images and information bombarding them daily.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • , a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
  • , a study of over one thousand Americans representing a cross-section of the population found that over forty percent of the participants cited movies and TV programs among the most cited means of connecting with the past.
    • jbdrury
      jbdrury on 09 Oct 09
       
      I am adding this sticky note at the top to make certain anyone looking at this post checks out "Appendix B" at the bottom of the page.
    • jbdrury
      jbdrury on 09 Oct 09
       
      The main idea is to join primary sources to the film.
  • These shortcomings, however, can actually be turned to advantages when students and instructors utilize film as a gateway to history.
    • jbdrury
      jbdrury on 09 Oct 09
       
      This is a rundown of the technique Weinstein uses for his undergrad students. It involves a wide variety of film choices, which may be unrealistic for a social studies class. However, the principle remains the same even if it were for just one film.
    • jbdrury
      jbdrury on 09 Oct 09
       
      This pamphlet, found at the bottom of the page in Appendix B, could be very useful.
  • Every student receives a pamphlet I have developed, "History Written With Lightning," outlining the rationale for using commercial film as a historical tool and describing specific elements to be examined for accuracy, such as costumes, sets, chronology, and behaviors (see Appendix B).
    • jbdrury
      jbdrury on 09 Oct 09
       
      This is a common argument made by those advocating the use of film or TV in the classroom; however I feel it is an extremely valid point. I hope I don't offend anyone here, but FOX news is a great example of why students should be provided with critical thinking skills that are applicable to moving images.
    • jbdrury
      jbdrury on 09 Oct 09
       
      I must admit my jaw dropped at this comment. For those unfamiliar with Griffith or his "The Birth of a Nation", wikipedia him/it. We should all be comforted that his statement did not come true.
  • This assignment I have outlined can be adapted to suit the specific goals of any instructor at college or secondary level. For example, students could be required to consult one or more primary sources as part of their research, or the instructor could assign one or more specific readings to be studied in conjunction with a film. At one time, I matched films with chapters in the course's anthology reader as the starting point for research.
    • jbdrury
      jbdrury on 09 Oct 09
       
      Weinstein provides a list of potential films and matches them to specific time periods, which is useful, but in my opinion a bit dated. This list could definitely be expanded upon by some more recent films.
  • HISTORY WRITTEN WITH LIGHTNING
    • jbdrury
      jbdrury on 09 Oct 09
       
      This is the handout that he provides to his students at the beginning of the semester - I think sharing this with the social studies classroom before using films would set students up for the rest of the year to critically analyze films.
  • Because we are so accustomed to the moving image, we sometimes become indifferent to the hidden messages, social content, and meaning of what we watch. In other words, we do not view from a critical perspective.
  • filmmaking pioneer D. W. Griffith
  • One wide-eyed reviewer consequently greeted Griffith's Civil War epic, The Birth of a Nation (1915)
  • Facts can be twisted, timelines conflated, endings revised for perceived audience satisfaction.
  • Griffith confidently predicted that "in less than ten years...the children in the public schools will be taught practically everything by moving pictures. Certainly they will never be obliged to read history again."
    • jbdrury
      jbdrury on 09 Oct 09
       
      These "what to look for" subheadings could form the basis of any number of in-class and out-of-class activities for students to engage with the film.
  • What to Look for in Historical Films
  • 1. The History
  • 2. Setting, Details, and Design
  • 3. Behavior
    • jbdrury
      jbdrury on 09 Oct 09
       
      Important point on the dangers of presentism in a historical film.
  •  Beware of one of film's greatest—at least to the historian—sins: presentism.
  • Presentism is a serious flaw in any film that seriously aspires to present a believable picture of the past.
  • 4. Agenda, Values, Effects
  • jbdrury on 09 Oct 09
     
    Paul Weinstein wrote this article primarily geared towards undergraduate history professors, and how they might use film in their classroom. However, much of this is still applicable for us as secondary social studies teachers. In particular, his Appendix B has a sort of study guide he provides for each of his students at the beginning of the semester to get them thinking about how to analyze film for its historical perspective.
1 - 20 of 22 Next ›
Showing 20▼ items per page