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Debbie Moore

The Valley of the Shadow: Two Communities in the American Civil War - 1 views

valley.lib.virginia.edu

Civil War Social Studies History Primary Source Documents Civil War

shared by Debbie Moore on 09 Oct 09 - Cached
  • Debbie Moore on 09 Oct 09
     
    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
  • Debbie Moore on 09 Oct 09
     
    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.
Lindsay Andreas

National Governors Association - 0 views

www.nga.org/...58ec82f5b198d18a278110501010a0

state education policy secondary postsecondary NGA National Governors Association

shared by Lindsay Andreas on 25 Sep 09 - Cached
  • increase student participation in rigorous college preparatory courses, better align expectations between high school and postsecondary education, hold these systems accountable, and ensure students graduate from high school ready for college or the workplace in the global economy.
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      An important part of our mission as secondary educators is to prepare students for either post-secondary work and the workplace.
  • While states invest significant resources in education programs, governors also recognize and appreciate the federal government’s contribution to provide additional resources or assistance for those most in need.
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      It is important to remember the break-down in financing, and therefore, where real power lies. If we want policy change, we need to know the most effective avenues for lobbying. We may think Obama sets the education policy agenda but the reality is, governors have a lot of power and persuasion in the field. For example, it always amazes me how different public higher education systems are, and this is because certain states have made it a priority to fund higher education greatly.
  • In this new economy and era of education reform, now is the time to reform postsecondary education by increasing relevance and rigor, accountability, and linkages with kindergarten-12th grade (K-12) education and the workplace, and by expanding financial aid to students of all ages.
  • ...11 more annotations...
  • Provide capacity-building incentives to states to increase teacher supply and retention, as well as education research.
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      On the national level, you only seem to hear about accountability but it is refreshing to see that the NGA takes a lot more into account. I really feel like they are better in touch with the realities of education policy.
  • Authorize states to provide diverse learning options and assessment options, including the option for growth models, determined at the state level.
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      Again, they are concerned with other models of assessment for accountability. I think it is safe to say no one disagrees that there should be accountability but the approach varies greatly and I am more aligned with NGA approaches.
  • Congress should refrain from establishing any federal mandates to ensure maximum state and local flexibility to create aligned systems.
  • A one-size-fits all approach to high school learning is outdated and does not support the diverse needs of students. Governors encourage Congress to support state and local policies and programs that expand the availability of learning opportunities for students of all ages including, but not limited to, virtual school options, service learning, internships, apprenticeships, programs addressing out-of-school-youth, alternative learning programs, and the availability of financial aid.
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      Thank you! School choices and meeting diverse needs. I really like their recommendations, they want to leave room for discretion.
  • Maximum flexibility in designing state accountability systems, including testing and other indicators of achievement, is critical to preserve the unique balance involving federal funding, local control of education, and state responsibility for system-wide reform. Maximum flexibility in state testing will help improve how students are assessed for academic proficiency and postsecondary readiness. Flexibility should include the option for states to utilize growth measures to assess student performance.
  • Teachers and school leaders must receive the professional support and training needed to provide students with the skills necessary to compete in a global society, particularly in science, technology, engineering, mathematics (STEM), literacy, and international and language studies.
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      I think the support issue is very relevant because of my experience at McKinley. They are in the process of introducing AP and a STEM program but the teachers are confused about how it should work, I think if they were given more support and guidance, things would run much more smoothly.
  • High schools must compete with other more highly compensated professions for teachers and school leaders, especially in the areas of mathematics and science. Congress should continue to support and expand state-administered pilot projects on performance pay, especially in critical shortage areas or hard-to-staff schools.
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      There are a lot of bright young people that don't think about getting into the education profession because it doesn't pay enough and doesn't get enough respect. I really do believe we must make the profession more attractive in order to get the best pool of professionals.
  • Federal policies should encourage—not discourage—promising state efforts in dual enrollment programs that permit students to obtain high quality college-level credits or provide the opportunity to earn an industry-recognized credential while still in secondary school.
  • Congress also should support state efforts that encourage more students to enroll in Advanced Placement (AP) or International Baccalaureate (IB) coursework and pay for student AP testing.
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      I don't necessarily know if I believe in these programs, I'm undecided. I did AP in H.S. and I don't know if I get the point exactly, however, if you are going to do these programs, make sure it is clear the goal of having such programs.
  • The use of a high school graduation rate in any accountability framework must serve as an incentive to promote state and local innovation to better engage and educate every student, and count all students who graduate from high school. Congress and the Administration should work closely with governors to ensure the proper use and application of the NGA Voluntary High School Graduation Rate.
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      I think this is so on point, sometimes we do all this testing and numbers/stats but don't even know why we are using them. If we use them to better innovate, that seems like a good thing to me.
  • Governors believe that career and technical education programs and career and technical education teacher certification requirements should reflect the need to better integrate career and academic curriculum and integrate career professionals into the career and technical education teaching corps.
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      Amen! I believe in a balance between theory and practice, you need both! Let's invest in prep, it's not the most popular thing because it takes time to see the results but I think it is important and worth the wait.
  • Lindsay Andreas on 25 Sep 09
     
    This is the National Governors Association, education policy website, specifically, I have selected the policy position on High School Reform, as it is most pertinent to us, the end goes into higher education but that is for another time. The NGA is one of the best education policy sites. As we know, the states are the primary forces in setting education agendas and it is important to see what bi-partisan work they are doing. Governors are usually very influential in education politics.
jbdrury

Rosh Hashanah - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Rosh_hashanah

rosh hashanah judaism jewish holiday history jewish culture jewish new year religion religious holiday

shared by jbdrury on 18 Sep 09 - Cached
    • jbdrury
      jbdrury on 18 Sep 09
       
      Rosh Hashanah is a holiday my schools recognized given the sizeable Jewish population of Montgomery County, however it is not officially recognized by all school disricts and continues to cause controversy in regards to holiday schedules
  • Rosh Hashanah (Hebrew: ראש השנה‎, literally "head of the year," Biblical: [ˈɾoʃ haʃːɔˈnɔh], Israeli: [ˈʁoʃ haʃaˈna], Yiddish: [ˈrɔʃəˈʃɔnə]) is a Jewish holiday commonly referred to as the "Jewish New Year."
  • Rosh Hashanah is observed as a day of rest (Leviticus 23:24) like other Jewish holidays.
  • ...8 more annotations...
  • In Jewish liturgy Rosh Hashanah is described as "the day of judgment" (Yom ha-Din) and "the day of remembrance" (Yom ha-Zikkaron). Some midrashic descriptions depict God as sitting upon a throne, while books containing the deeds of all humanity are opened for review, and each person passing in front of Him for evaluation of his or her deeds.
  • The Hebrew Bible defines Rosh Hashanah as a one-day observance, and since days in the Hebrew calendar begin at sundown, the beginning of Rosh Hashanah is at sundown at the end of 29 Elul. The rules of the Hebrew calendar are designed such that the first day of Rosh Hashanah will never occur on the first, fourth, or sixth days of the Jewish week[9] (ie Sunday, Wednesday or Friday)
  • Jewish law appears to be that Rosh Hashanah is to be celebrated for two days, due to the difficulty of determining the date of the new moon.[7]
  • September 18, 2009
  • Historical origins In the earliest times the Hebrew year began in autumn with the opening of the economic year. There followed in regular succession the seasons of seed-sowing, growth and ripening of the corn (here meaning any grain) under the influence of the former and the latter rains, harvest and ingathering of the fruits. In harmony with this was the order of the great agricultural festivals, according to the oldest legislation, namely, the feast of unleavened bread at the beginning of the barley harvest, in the month of Aviv; the feast of harvest, seven weeks later; and the feast of ingathering at the going out or turn of the year. "Aviv" literally means "Spring". (See Exodus 23:14-17; Deuteronomy 16:1-16). It is likely that the new year was celebrated from ancient times in some special way. The earliest reference to such a custom is, probably, in the account of the vision of Ezekiel (Ezek 40:1). This took place at the beginning of the year, on the tenth day of the month (Tishri). On the same day the beginning of the year of jubilee was to be proclaimed by the blowing of trumpets (Lev 25:9). According to the Septuagint rendering of Ezek 44:20, special sacrifices were to be offered on the first day of the seventh month as well as on the first day of the first month. This first day of the seventh month was appointed by the Law to be "a day of blowing of trumpets". There was to be a holy convocation; no servile work was to be done; and special sacrifices were to be offered (Lev 23:23-25; Num 29:1-6). This day was not expressly called New-Year's Day, but it was evidently so regarded by the Jews at a very early period.
    • jbdrury
      jbdrury on 18 Sep 09
       
      As we are social studies teachers, it is useful to know the basic history of the holiday
  • Traditional Rosh Hashanah greetings On the first night of Rosh Hashanah after the evening prayer, it is the Ashkenaz and Hasidic custom to wish Leshana Tova Tikoseiv Veseichoseim (Le'Alter LeChaim Tovim U'Leshalom) which is Hebrew for "May you immediately be inscribed and sealed for a Good Year and for a Good and Peaceful Life" Shana Tova (pronounced [ʃaˈna toˈva]) is the traditional greeting on Rosh Hashanah which in Hebrew means "A Good Year." Shana Tova Umetukah is Hebrew for "A Good and Sweet Year." Ketiva ve-chatima tovah which translates as "May You Be Written and Sealed for a Good Year."
    • jbdrury
      jbdrury on 18 Sep 09
       
      Could be a fun way of teaching/explaining the holiday to curious students
  • jbdrury on 18 Sep 09
     
    This my second posting for Rosh Hashana. It is a fairly basic rundown of the holiday provided by Wikipedia. I believe it is useful for teachers to have a knowledge of and be able to explain the major religious holidays where classes or school events may be cancelled, or if some of their classmates may not be present in school.
Joellen Kriss

YouTube - Prisencolinensinainciusol - 4 views

www.youtube.com/watch

Culture Communication Cultural Differences

shared by Joellen Kriss on 06 Nov 09 - Cached
  • Joellen Kriss on 06 Nov 09
     
    So I got this link from a friend of mine and I had no idea what he was sending me. It didn't make any sense until he told me that the artist is an Italian singer who sang this song in an American accent and so the song is basically what English sounds like to people who don't speak it. And then I had a light bulb moment-- what a FANTASTIC way to illustrate cross cultural differences. Show this video and ask the students to comment on it and then tell them that this is what songs sound like to people who don't speak the same language as us. That's just ONE possibility...there are so many more!
  • ...1 more comment...
  • Laura Wood on 06 Nov 09
     
    I have NO idea what this guy is saying. Seriously. So over my head. What is prisencolinensinainciusol? I can't figure it out!!! I feel dumb. ;-)
  • Joellen Kriss on 06 Nov 09
     
    I have no idea either! Which I guess is what it sounds like to Italian people when they listen to like Britney Spears or something like that. I think it would be a cool thing to use to teach about cross cultural communications or something like that.
  • Adrea Lawrence on 09 Nov 09
     
    So, it's not for the dance moves...
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.
  • Facts can be twisted, timelines conflated, endings revised for perceived audience satisfaction.
  • 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)
    • jbdrury
      jbdrury on 09 Oct 09
       
      The main idea is to join primary sources to the film.
  • 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.
Lindsay Andreas

History and Technology Club » About - 2 views

dtsdapache.hershey.k12.pa.us/...about

artifacts Historical technology documents living history simulation

shared by Lindsay Andreas on 13 Nov 09 - Cached
  • Lindsay Andreas on 13 Nov 09
     
    I think I got this a while ago from the Diigo History Teacher's website but I really like the idea of it, so i"m posting it on our Diigo page too. Basically, this teacher created a history/technology club. The students build technology that is from historical periods and also work on artifacts. It's like bringing Ancient Rome to your classroom or colonial Williamsburg. I think people can use it for ideas/inspiration. You wouldn't have to have an after-school club, you could pick a project that works well within a particular unit.
  • Lindsay Andreas on 13 Nov 09
     
    Some of the projects are really intense but I kind of want to make the walnut ink.
jbdrury

Capital Gains FAQs - DC Public Schools, Washington, DC - 1 views

dcps.dc.gov/...de50edb2b17a932c69621014f62010

faq capital gains DCPS cash awards to students

shared by jbdrury on 23 Nov 09 - Cached
    • jbdrury
      jbdrury on 23 Nov 09
       
      Emery Educational Campus is one of these fifteen participating schools.
    • jbdrury
      jbdrury on 23 Nov 09
       
      The assessments done at our school are created by the teachers. The students are also judged considerably based on their classroom behavior. A sort of giveaway is the awards for wearing the proper uniform.
    • jbdrury
      jbdrury on 23 Nov 09
       
      I feel this website could have gone into greater detail explaining exactly how much money these students might be earning.
  • ...1 more annotation...
  • The Capital Gains program is a partnership between DCPS and Dr. Roland Fryer, economics professor at Harvard University and the founder of Harvard’s Education Innovation Laboratory (EdLabs). In addition to Washington, DC, EdLabs and Dr. Fryer work with school districts in Chicago and New York City on similar incentive initiatives.
  • jbdrury on 23 Nov 09
     
    I know we've all heard about the rather controversial Capital Gains program - where DCPS is paying students cash awards for good academic performance and behavior - but I wasn't certain how much anyone really knew about the specifics of the program. I just recently learned that my own school - Emery Educational Campus - is participating in Capital Gains. I can say that my own students do not seem to take the program very seriously, or at the very least not enough to study more to make certain they perform well on the mandatory assessments (said one student: "I don't really care about the extra money").
  • Lindsay Andreas on 23 Nov 09
     
    They have "Tech Tickets" at McKinley, it's just a huge joke because the rewards are like breakfast with Mr. Pinder the principal, who they hate. Last Wednesday, they started joking around about starting a black market for tech tickets, at least they are inventive about it. But it doesn't motivate them.
Nate Merrill

Worldology - 1 views

www.worldology.com

history media reference maps education teaching research timeline geography

shared by Nate Merrill on 31 Aug 13 - Cached
  • Nate Merrill on 31 Aug 13
     
    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
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.
Nica Nogard

Must Have Teacher Interview Guide - 1 views

I am a newly qualified teacher and I am very excited to work on my first job. I already applied to one of the most prestigious universities in our place yet I am a little bit hesitant if I can answ...

teacher interview questions

started by Nica Nogard on 23 Mar 12 no follow-up yet
Lindsay Andreas

Historical Tweets » Columbus Twitters Trouble on the High Seas - 0 views

historicaltweets.com/...tters-trouble-on-the-high-seas

twitter history warm-ups education technology

shared by Lindsay Andreas on 25 Sep 09 - Cached
Debbie Moore liked it
  • A Young Adolf Hitler Twitters Away
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      I wouldn't use this one, for example.
  • Lincoln Asks Twitter Followers for Speechwriting Help
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      My favorite one! For example, you could use it to explain the Gettysburgh Address, I never learned what four scores and seven years ago actually meant until recently, a score is 20 years, thus 87 years, 87 years from when? The Declaration of Independence. This could be a fun transition into comparing the DOI and the G. Address, because Lincoln had the DOI in mind when he wrote it.
  • Lindsay Andreas on 25 Sep 09
     
    This is a bit of a comical website but I think it could be a fun way to seem cool to the students, while actually teaching them, covert learning. If your kids are into twitter, you can post these on the board or pass out copies in the beginning of class for a warm-up. I wouldn't have them view the actual site because the comments get a little inappropriate. You would certainly need to use discretion. Sometimes teachers need to seem like real people and if I was in high school, I would think a teacher that used this was cool.
Debbie Moore

Archaeological Institute of America - Introduction to Archaeology - 2 views

www.archaeological.org/webinfo.php

diigo archaeological institute lesson plans archaeology education

shared by Debbie Moore on 13 Nov 09 - Cached
  • Debbie Moore on 13 Nov 09
     
    Yesterday I had to prepare and deliver a lesson on archaeology to our grade 7 classes (Ancient World History) for my practicum. I actually used this site in my preparation. Under "Outreach and Education," there is a section called Archaeology 101 where you can get basic information on archaeology. There is also a glossary, a list of books and a list movies. They have an archive of well developed lesson plans too. However, I found another lesson plan that I modified and used that was a smash with the kids……even to toughest, roughest, hardest to reach students were engaged. If anyone wants a copy of it let me know and I can post it on our Wiki. Anyway, since archaeology applies to almost all of history, this site is quite useful.
Child Therapy

Coaching Both Parent And Child - 1 views

I want to see my kid happy and grow to his full potential. That is why, when I see him having trouble opening up to me or to other people, I feel bad as a parent. I feel that I am not doing a good ...

started by Child Therapy on 27 Sep 12 no follow-up yet
Lindsay Andreas

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

www.washingtonpost.com/...AR2009101101456.html

skills knowledge local education federal great works Common Core State Standards Initiative

shared by Lindsay Andreas on 12 Oct 09 - Cached
  • can be accepted nationwide without leaving the impression that states and school boards have ceded control of what is taught.
    • Lindsay Andreas
      Lindsay Andreas on 12 Oct 09
       
      This sounds really great but I think we all know the reality. Local districts always freak out when they are asked to give up their discretion. Right or wrong, I really don't see things changing on that front.
  • His administration might provide money to help states develop tests aligned with the standards, if they are adopted. But the U.S. Education Department is not drafting the standards, and Congress will have no vote on approval.
    • Lindsay Andreas
      Lindsay Andreas on 12 Oct 09
       
      This seems like a reasonable compromise to me.
  • work backward through secondary and elementary grades to develop more detailed benchmarks for content knowledge and skills.
    • Lindsay Andreas
      Lindsay Andreas on 12 Oct 09
       
      Backwards planning, that seems logical, know where you want to end up so you can better understand what it takes to get there, very logical.
  • ...3 more annotations...
  • on the proposal posted at www.corestandards.org. On Thursday, the Washington-based Thomas B. Fordham Institute, a prominent advocate of more rigorous standards, graded the effort with a B in both subjects.
    • Lindsay Andreas
      Lindsay Andreas on 12 Oct 09
       
      I'm always curious what these expert firms deem as good and bad, it all just seems so arbitrary. What does that firm even do? I feel like there are way too many hands in the cookie jar at this point, but that's policy making, oh well.
  • The math proposal spans equations, expressions, functions, statistics and several other topics. For instance, it says students should understand four core concepts about equations and be able to exercise six core skills.
    • Lindsay Andreas
      Lindsay Andreas on 12 Oct 09
       
      I'm obviously not a math person but I would think math standards are pretty straightforward, there really aren't the same kinds of debates over content like Social Studies and English. I'm sure there is more to it, but that seems to be the impression I get.
  • . "They would have gotten into a century-long battle over reading lists, multiculturalism, which authors to read and so on. They decided to duck that."
    • Lindsay Andreas
      Lindsay Andreas on 12 Oct 09
       
      This is what I see as the main problem with standardizing content in English and Social Studies.....bottom line we will never agree, so get over it. I realize that is cynical but seriously, especially, with the whole multiculturalism, it just seems never ending. I plan on taking on a multicultural approach but I'm sure there would still be some multiculturalists that would criticize that I didn't go far enough.
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.
David Loudon

Lesson Plans | Teach US History - 1 views

www.teachushistory.org/...lesson-plans

lesson plan Cherokees Trail of Tears Georgia Jackson

shared by David Loudon on 19 Sep 10 - Cached
    • David Loudon
      David Loudon on 19 Sep 10
       
      Great introduction and topic. Most traditional texts I have heard leave out the repeated attempts of the Cherokees to assimilate. Very accurate information here.
    • David Loudon
      David Loudon on 19 Sep 10
       
      Great list of primary sources. I would use these in my classroom. A good secondary source (like Howard Zinn's People's History) could also be used.
    • David Loudon
      David Loudon on 19 Sep 10
       
      Great way to teach the material, divide students into groups and have them make make sense of the material. Depending upon the age/skill-level of the group, I may not give each person a role but rather just have them all contribute to answering the questions.
  • ...2 more annotations...
    • David Loudon
      David Loudon on 19 Sep 10
       
      I like the idea of looking at it from three perspectives, getting students to think about history from multiple points of view.
    • David Loudon
      David Loudon on 19 Sep 10
       
      Fantastic lesson plan overall, I can't find anything that I don't like about it. I would definitely use something like this in my classroom. In particular, I love the way it gets students to look at it from the Cherokees point of view, NOT JUST the government or the American people.
  • David Loudon on 19 Sep 10
     
    Lesson plan on the Cherokee removal and the Trail of Tears
Sarah Usher

PoliceRecruitmentUK Helped Me Pass the Police Application Sift - 1 views

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

become a police officer jobs recruitment

started by Sarah Usher on 07 Mar 11 no follow-up yet
Lindsay Andreas

BBC World Service - Documentaries - Lincoln and the World - 0 views

www.bbc.co.uk/...090522_lincolndoc.shtml

technology Lincoln world history us Allan Little podcast

shared by Lindsay Andreas on 27 Sep 09 - Cached
  • In Lincoln and the World, Allan Little looks at how movements and leaders from very different political perspectives have looked up to Abraham Lincoln.
    • Lindsay Andreas
      Lindsay Andreas on 27 Sep 09
       
      I think this is just so interesting because it is quite curious that so many world leaders would evoke the same man so frequently. I think this is an incredibly interesting spin on Lincoln's legacy. It can be difficult to add a global perspective when you are teaching something like AP US history but it really drives home the point that globalism is important and should be taught whenever possible.
  • Lindsay Andreas on 27 Sep 09
     
    Abraham Lincoln's Bicentennial! This year is the year of Lincoln and Lincoln has hundreds of books written about him. What is very interesting about this thesis, however, it takes on a global history perspective. I bet you never thought Lincoln mattered that much outside of the United States? In honor of the bicentennial, I couldn't resist posting at least one resource on the man. I also enjoy the fact that it is a podcast. Podcasts are the future and teachers need to embrace the possibilities. Enjoy.
jbdrury

The Gullah: Rice, Slavery, and the Sierra Leone-American Connection - 0 views

www.yale.edu/index.htm

education american history culture creole black american

shared by jbdrury on 28 Aug 09 - Cached
    • jbdrury
      jbdrury on 28 Aug 09
       
      Well researched with bibliography
    • jbdrury
      jbdrury on 28 Aug 09
       
      You could incorporate this into any lesson plan dealing with the issue of slavery / I find the culture so fascinating I would design an entire lesson plan around it
  • jbdrury on 28 Aug 09
     
    I couldn't resist adding this page; I consider myself fairly well-versed in American history yet I had never heard of the Gullah people until a few weeks ago. Absolutely fascinating in my opinion - and incredible that this culture still exists and is being preserved
jbdrury

Putney Student Travel Homepage - 0 views

www.goputney.com/index.htm

study abroad high school opportunities global education teaching travel language

shared by jbdrury on 28 Aug 09 - Cached
    • jbdrury
      jbdrury on 28 Aug 09
       
      descriptions of the leadership/teaching postions they offer
    • jbdrury
      jbdrury on 28 Aug 09
       
      I know a lot of schools have community service requirements for their students; this would be a unique way of fulfilling them. I still have to stress that I think the tuition rates are MUCH too high. $5000 to volunteer for a month in India - I did the same on my own for about $400
  • jbdrury on 28 Aug 09
     
    This is a travel education service that provides study abroad and volunteer opportunities for high school students, as well as summer leadership opportunities for adults/teachers. I have a few friends that took leadership positions and found it rewarding - too be honest I don't know how many people could afford the tuition though - yikes!
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