This website would be a valuable resource for teaching students about human rights. Students could use the country reports to research human rights conditions in a country of their choice.
This site could be used in conjunction with a unit on Human Rights perhaps using the Model UN organization's Global Classroom curriculum on Human Rights. Students could use this website as a resource to research human rights conditions in different countries around the world.
This site gives human rights reports listed by country and year. It is an excellent resource for information on human rights conditions throughout the world.
The United States section of the site also allows browsing of newspapers by state, so this site would be useful for a lesson or unit on national media; for projects on specific states; or lessons on national current events.
This website links to thousands of newspapers worldwide. I would use this site to collect primary sources or as a research mechanism for current events. It would be a valuable resource to students who are doing research projects on a specific country or international topic.
The site relies on state of the art technology and satellite imaging. Students get a fantastic look at places in 3D, so that locations are not just places that students have to imagine but they can visit.
It is really useful to teachers because they can pull up this information in class.
The site is also useful for geographical concepts because students can see terrain and topography.
Google Earth is a fantastic way to take students to any country in the world! As long as you have a computer and a projector, students can have amazing images of different countries. They also have features to help you study topography and maps.
This web site is pretty old, but as of at least 2004 it was still being updated. The creators have been traveling the country since 1997 and at every place they go, they post a unique "postcard" and information about the site. They make "stamps" out of important wildlife, people and others. This could be a fantastic and fun teaching tool for younger grades to provide an interesting way to learn about the country.
The Coverdell World Wise Schools is a program designed by the Peace Corps to help connect students in the United States to developing countries. A classroom can be matched with a Peace Corp volunteer who is actually in country via the internet. Students can dialogue with the volunteer through this connection where they can learn about the culture. World Wise also has offers many other classroom benefits such as an archive of lesson plans.
I used this site with my students in our study of diamonds and their origins. It's great interactive site that allows students to not only see the countries discussed on a map but also take a look at information on that particular country.
These regional maps can be used by the teacher to help students locate the area of interest and work on their map reading skills. It might be beneficial to have these mpas laminated around the room so students can reference them when needed.
These subcategories (intro, geography, people, gov, economy, communications, transportation, military, and transnational issues) are all aspects of social studies that can be examined individually or collectively in understanding other countries and comparing it to the US.
This website provides students with historical and contemporary information about 266 countries in the world as well as a variety of maps to help with building geography skills.
By 2035, it is projected that 3 billion people will be living in conditions of
severe water stress
increasing the risk of conflict over these scarce resources.
Water
quality is deteriorating. Water sources – such as rivers, lakes,
aquifers, and, and wetlands - are encroached upon. Tensions over water
rights are increasing at the level of the village, city, and basin.
Increasingly, many rivers and lakes are being affected by invasive
species.
Most industrialized countries have
invested in major hydraulic
infrastructure. Many developing countries have as little as 1/100th as much
hydraulic infrastructure as do developed countries with comparable climatic
variability.
Each of the links here are very useful and technically more user-friendly; however I continue to bookmark this page because it has provided such a simple, straight-forward and extensive collection of links.
In looking for primary sources and documents for lesson plans, I have noticed that most of the search results center on U.S. history and its related documents. I wanted to find a website that might provide links to a broader collection of documents on world history. This website has links to European historical documents, broken down by country as well as time period. Each link leads to a collection of other links where one can search for primary documents. It's admittedly a bit curious that this website is the product of an employee of Brigham Young University; I cannot tell if this bears any reflection on websites that are linked here, but the collection is extensive.
WHEREAS, in the opinion of the Government of the United States the
coming of Chinese laborers to this country endangers the good order
of certain localities within the territory thereof
he coming of Chinese laborers to the United States, or their
residence therein, affects or threatens to affect the interests of
that country, or to endanger the good order of the said country or of
any locality within the territory thereof
If Chinese laborers, or Chinese of any other class, now
either permanently or temporarily residing in the territory of the
United States, meet with ill treatment at the hands of nay other
persons, the Government of the United States will exert all its power
to devise measures for their protection and to secure to them the
same rights, privileges, immunities and exemptions as may be enjoyed
by the citizens or subjects of the most favored nation, and to which
they are entitled by treaty
and the embarrassments consequent
upon such immigration
I think it is fascinating to read the language of this document; how they managed to couch discriminatory practices in such legalise
That the master of any vessel who shall knowingly bring
within the United States on such vessel, and land or permit to be
landed, any Chinese laborer, from any foreign port or place, shall be
deemed guilty of a misdemeanor, and on conviction thereof shall be
punished by a fine of not more than five hundred dollars for each and
every such Chinese laborer so brought, and may be also imprisoned for
a term not exceeding one year.
SEC. 14. That hereafter no State court or court of the United
States shall admit Chinese to citizenship; and all laws in conflict
with this act are hereby repealed.
SEC. 15. That the words "Chinese laborers," whenever used in this
act, shall be construed to mean both skilled and unskilled laborers
and Chinese employed in mining.
I was frustrated by my inability to find primary source documents on my last mini-lesson for the Conscription Act; however I was happy to stumble upon these in regards to this week's Takaki reading.
PBS already provides a great wealth of resources to teachers - including lesson plans - and I couldn't resist posting this one. The rest of the site includes other primary source documents as well as images, all broken down over periods that correlate to episodes from their "The West" series.
Although it was billed as the "Ellis Island of the West", within
the Immigration Service it was known as "The Guardian of the Western
Gate" and was designed control the flow of Chinese into the country, who
were officially not welcome with the passage of the Chinese Exclusion Act of
1882.
I'm posting this site for a number of reasons. The first being that it relates directly to the Takaki chapter we read this week. Angel Island was a sort of "Ellis Island" for west coast immigration, and this is their historical website. I wanted to find images of picture brides, and this site came up as having a lot of images from that period of japanese immigration. So this website could be very useful for those teachers who want to incorporate images as primary sources in teaching this part of American history.
Additionally, my friend's mother had recently been to Italy and came back with a number of ancestral records she has asked me to translate. This led me to question what sources Asian Americans can use to trace their own ancestry in this country - though unfortunately Angel Island does not offer resources similar to that of Ellis Island.
I thought the idea of borrowing the packets for $10 for three weeks is an interesting copy. This might be useful for schools without the budgets to purchase more expensive packets of materials.
Education in America from the Colonial Period to 1850
Winterthur (in Delaware) is the former country estate of Henry Francis duPont. He was one of the first avid collectors of American fine and decorative arts and the museum (aside from being a beautiful place to visit) is now a leading center for scholarship in the field.
The museum has created packets of primary-source materials that can be used in classrooms if a field trip is not possible.
This site is NOT a list of primary or secondary sources but rather offers creative lesson plans, as well as the links to important materials for the plans, for teaching economics in a high school setting.
This site is a valuable tool for teachers, especially those who don't feel very comfortable with economics but want to look at the practical implications of it with their students. I would definately use this site.
The activity described here is a great way to demonstrate to students the relevance of the First Amendment to their daily lives, as well as to get them to reflect on the ramifications of living in a country that doesn't offer First Amendment protections.
These links link to the texts of the referenced source documents (e.g., the Bill of Rights), as well as to an index of articles from the New York Times that relate to those documents or the rights protected therein. These would be helpful links if students were having trouble locating relevant articles.
This lesson plan from the New York Times web site utilizes the newspaper to teach high school students about First Amendment rights and the daily impact of those rights on their lives.
This lesson plan from the New York Times web site has students locate, summarize and reflect on articles in the newspaper related to First Amendment rights as well as articles illustrating the lack of such rights in other countries.
This site is a great way to display areas of the world that are being discussed. It is not very well cited, but it does provide options to find photographs at National Geographic as well.
I would use this during a geography lesson, by showing them a picture of a recognizable landmark. We would figure out what it was, where it was, and then find the absolute location, all part of DC 7th Grade Standards.
This site most likely does not rate very high by Berkeley standards. That being said, I think it is a great option to be able to show kids exactly what you are talking about on the SMART board.
The ability to show students images of countries, places, cities, and landscapes. An awesome way to show students the world without leaving the classroom.
Reading about "geographic thinking" brought back horrible repressed memories of teaching World Geography last semester. There are no DCPS geography standards and, as you may have noticed, it is difficult to define what exactly it means to think/teach geographically (beyond memorizing the locations of countries on maps). I struggled a lot with this concept, but the best guidance I was able to find was from the Indiana World Geography Standards.
Meridian is great - they can arrange for someone to come to your classroom about another country. They can talk about the country's history, politics, and especially culture. They even bring lots of visuals and props that students can use. I am having someone from Meridian come to my class to talk about India when I teach about Gandhi. Check it out!
Meridian is great - they can arrange for someone to come to your classroom about another country. They can talk about the country's history, politics, and especially culture. They even bring lots of visuals and props that students can use. I am having someone from Meridian come to my class to talk about India when I teach about Gandhi. Check it out!