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Jonathon Gordon

The Civil War | PBS - 2 views

  • The Civil War is now available on DVD. Visit Shop PBS for more information.Support outstanding programs like The Civil War</em
  •  
    This site provides accurate information on the American Civil War. Using sources from the award winning Ken Burns documentary "The Civil War" which provide any social studies teacher with accurate information yo use in designing lesson plans. 
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    How might teachers use this site?
Jordan Manuel

firstamendmentcenter.org: Welcome to the First Amendment Center Online - 1 views

  • OTHER HEADLINES Free-speech cases top Supreme Court's agenda Opening day of term produces flurry of rejected appeals on several First Amendment topics. 10.04.10 Mich. worker's blog sparks free-speech debate Controversy centers on assistant attorney general who used his personal website to attack University of Michigan's openly gay student body president. 10.04.10
    • Jordan Manuel
       
      Features mainly information from news articles, but also primary source documents (court cases).
  • &nbsp; speech &nbsp;&nbsp;&nbsp; press &nbsp;&nbsp;&nbsp; religious liberty &nbsp;&nbsp;&nbsp; assembly &nbsp;&nbsp;&nbsp; petition var FADE=1; var DELAY=3000; &nbsp;&nbsp;&nbsp;&nbsp;BROWSING? SEE ALL TOPICS &nbsp;&nbsp;&nbsp;&nbsp;Special topics / What's new
    • Jordan Manuel
       
      I would use this site to provoke debate among my students over the issues involved in First Amendment rights.
  • Lesson plans
    • Jordan Manuel
       
      This site is valuable for many reasons, but also it provides some intriguing lesson plans for all ages of students.
  •  
    A resource for study of the First Amendment. Offers a wealth of info on past and current first amendment issues.
jbdrury

America's Reconstruction: People and Politics After the Civil War - 0 views

    • jbdrury
       
      The home page to Digital History contains links to resources for a variety of other curricular units
    • jbdrury
       
      "Eric Foner, the DeWitt Clinton Professor of History at Columbia University, and Olivia Mahoney, Director of Historical Documentation at the Chicago Historical Society" are cited as the authors of the page.
  • Reconstruction, one of the most turbulent and controversial eras in American history, began during the Civil War and ended in 1877.
  • ...4 more annotations...
    • jbdrury
       
      Its difficult to sticky note everything you find interesting on an .html site such as this one, but each of these sections has images (many culled from the Library of Congress, which is also an excellent source for images such as these) pertaining to reconstruction, which a teacher could print or make part of a powerpoint presentation to enable students to analyze them.
    • jbdrury
       
      In the "additional resources" section there is also a visual timeline of the Reconstruction period, including many of the images found throughout the rest of this website, but organized chronologically, which may be of use to those students who need to look at history in this way.
  • In time, the North abandoned its commitment to protect the rights of the former slaves, Reconstruction came to an end, and white supremacy was restored throughout the South.
  • Today, as a result of extensive new research and profound changes in American race relations, historians view Reconstruction far more favorably, as a time of genuine progress for former slaves and the South as a whole.
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    This website, while providing a fairly detailed summary of The Reconstruction, I have bookmarked because of the images it contains. I think pictures and images are a useful tool in shaping students perceptions of history; as Erin evidenced in her last lesson plan, providing students with a model for critically examining images could prove very beneficial to building on their critical thinking abilities.
Kenneth O'Regan

History Matters: The U.S. Survey Course on the Web - 2 views

    • Laura Wood
       
      "contains 1,000 primary documents in text, image, and audio that emphasize the experiences of "ordinary" Americans throughout U.S. history. All of the documents have been screened by historians and are accompanied by annotations that address their larger historical significance and context. Browse a list of documents sorted by time period, beginning with the earliest. Or visit the Advanced Search to quickly locate documents by topic, time period, keyword, or type of document."
    • Laura Wood
       
      "helps students and teachers make effective use of primary sources. "Making Sense of Documents" provide detailed strategies for analyzing online primary materials (including film, music, numbers, photographs, advertisements, oral history, and letters and diaries) with interactive exercises and a guide to traditional and online sources. "Scholars in Action" segments show how scholars puzzle out the meaning of different kinds of primary sources (from cartoons to house inventories), allowing you to try to make sense of a document yourself and then providing audio clips in which leading scholars interpret the document and discuss strategies for overall analysis."
    • Laura Wood
       
      "is our annotated guide to more than 850 useful websites for teaching U.S. history and social studies. We have carefully selected and screened each site for quality and provide a 1-paragraph annotation that summarizes its content, its strengths and weaknesses, and its utility for teachers. Information is provided on the type of resource (text, images, audio, and video) available. Browse sites by topic and time period or look through a list of some of our favorite sites. Or visit the Advanced Search to quickly locate WWW.History sites by topic, time period, keyword, kind of primary source, or type of resource. We also include extended scholarly web reviews as a regular feature of History Matters. In collaboration with the Journal of American History (JAH) we review approximately 25 websites per year. The reviews are co-published by the JAH and History Matters and appear in both venues. The archive page offers all featured web reviews."
  • ...3 more annotations...
    • Laura Wood
       
      "Between 1997 and 2003, History Matters presented historical puzzles and quizzes. We are no longer adding new puzzles, but we include here an archive of 20 past puzzles that can be used in classrooms to inspire creative thinking and challenge assumptions."
  • more on this site)
    • Laura Wood
       
      This link has fantastic descriptions of what you can find in each of the sections of the site. I've posted some of the more exciting ones below but this site has a ton of useful history information . . .
  • Designed for high school and college teachers and students,
    • Kenneth O'Regan
       
      I dont know how to undo or ignore the sticky notes of the previous user of this site...Ill post my own and I guess they will all just get mixed up.
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    From the website: History Matters is "a project of the American Social History Project/Center for Media and Learning of the City University of New York and the Center for History and New Media at George Mason University with funding from the National Endowment for the Humanities, the W. K. Kellogg Foundation, the Rockefeller Foundation, and the Visible Knowledge Project. . . . Designed for high school and college teachers and students of U.S. history survey courses, this site serves as a gateway to web resources and offers unique teaching materials, first-person primary documents, and guides to analyzing historical evidence. We emphasize materials that focus on the lives of ordinary Americans and actively involve students in analyzing and interpreting evidence."
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    Well, it looks like a student in this group shared this in the past, but what a great website! I'll put up some more sticky notes. This website features a large number of primary source material of different media and is strong in its content. Beyond that, this site features information about the methods historians use (interesting to high school students, applicable to college students), a database of reviewed websites, lesson plans, syllabi, and teaching tips. A pretty comprehensive resource.
jbdrury

Immigration Station - 4 views

  • 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.
    • jbdrury
       
      This hyperlink includes images of picture brides
    • jbdrury
       
      Asian immigrants of all backgrounds came through Angel Island; the Chinese still being the largest immigrant group.
  • ...1 more annotation...
  • By 1920, an estimated 6,000 to 19,000 Japanese "picture brides" were processed through Angel Island.
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    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.
Laura Wood

Federal Resources for Educational Excellence - 5 views

  • History &amp; Soc Studies
    • Laura Wood
       
      Okay so there isn't quite as much information on this site as I was hoping there would be. You CAN search by time period within the United States History. So if you're working through a US History text, this might be a great one stop shop to hit up and see what sorts of primary documents are available in a wealth of federal sites. For example, 1607-1763 has links to colonial documents from: the National Park Service; the Smithsonian; the National Endowment for the Humanities; History Matters; the National Archives, etc You can also search by US History topics (Government, Famous People, Wars, or Ethnic Groups . . . hmmm) or by World Studies. Each of these branch out into more subtopics. It's worth checking out.
    • Laura Wood
       
      Haha. My new web browser hates Diigo. This is supposed to say "Animations" So the animations page is super science heavy. They do have a couple of links to global warming and environmental issues and a link to a Napolean Game where you can wage wars and see how well you do at Waterloo . . .
    • Laura Wood
       
      There are 135 Primary documents. I would recommend searching for these in a different way.
  • ...2 more annotations...
    • Laura Wood
       
      The video section is also worth checking out. 30 links to videos, some are about science but some are clips of Roosevelt or McKinley. Again, US History stuff. The only place I've found World History stuff is specifically under the Social Studies, World History links.
    • Laura Wood
       
      This lists all of the topics contained on the site in each of the subheadings (Of particular interest: World History, US History, US Time Periods. Check it out!
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    FREE is a website pool of teaching and learning resources from various branches of the federal government. From the website: "More than 1,500 federally supported teaching and learning resources are included from dozens of federal agencies. New sites are added regularly. . . . FREE is maintained by Peter Kickbush and Kirk Winters, Office of Communications and Outreach, with support from the Development Services Team in the Office of the Chief Information Officer, U.S. Department of Education."
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    This site is amazing, I was just playing around with it and I am definitely using some of the resources for my unit. :)
jbdrury

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

  • 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
       
      It looks like the same highlight is repeated...repeatedly.
  • ...47 more annotations...
  • &nbsp;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.
  • &nbsp;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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      Important point on the dangers of presentism in a historical film.
  • &nbsp;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
  •  
    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.
Maria Mahon

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

  • 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
       
      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
       
      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.
  •  
    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.
James Leslie

30,000 Teachers May Not Be "Highly Qualified" | NBC Dallas-Fort Worth - 2 views

  • Updated 1:15 PM CDT, Thu, Oct 22, 2009 var partnerID=522927; var _hb=1; window.onerror=function(){clickURL=document.location.href;return true;} if(!self.clickURL) clickURL=parent.location.href; Print var partnerID=522927; var _hb=1; window.onerror=function(){clickURL=document.location.href;return true;} if(!self.clickURL) clickURL=parent.location.href; Email function position(o) { var pos = Position.get(o); Position.set('share_box',pos); } Share yahooBuzzArticleHeadline = "30,000 Teachers May Not Be &quot;Highly Qualified&quot;"; nbc_dallasfor814:http://www.nbcdfw.com/news/local-beat/30000-Teachers-May-Not-Be-Highly-Qualified-65580922.htmlBuzz up! TWITTER .postToFBArticlePage { background:transparent url(http://media.nbclocalmedia.com/designimages/facebook.gif) no-repeat scroll 0 0; display:block; float:left; height:14px; padding-right:5px; width:70px; text-align:right; } .postToFBArticlePage span { padding-top:0px; margin-top:3px; display:block; } #slideshow .showcase #slideCount { /* THIS DOES NOT BELONG HERE */ padding-left:140px; } #slideshow .yahoo_buzz .postToTwitterArticlePage span, #slideshow .yahoo_buzz .postToFBArticlePage span { margin-top: 0px; } #slideshow .yahoo_buzz .postToTwitterArticlePage a, #slideshow .yahoo_buzz .postToTwitterArticlePage a:link, #slideshow .yahoo_buzz .postToTwitterArticlePage a:visited, #slideshow .yahoo_buzz .postToFBArticlePage a, #slideshow .yahoo_buzz .postToFBArticlePage a:link, #slideshow .yahoo_buzz .postToFBArticlePage a:visited { color:#C3C7C7; } // also publish comment to Facebook nbc.fbparamshare = { contentTitle: "30,000 Teachers May Not Be &quot;Highly Qualified&quot;", contentUrl: "http://www.nbcdfw.com/news/local-beat/30000-Teachers-May-Not-Be-Highly-Qualified-65580922.html?__source=Facebook", contentThumbUrl: "http://media.nbcdfw.com/images/100*75/090209+classroom.jpg", bundleId: "104938618682", contentType: "article", summary: "Tens of thousands of Texas teachers could be in jeopardy of losing their jobs if they aren't certified as &quot;highly qualified.&quot;" }; FACEBOOK $(document).ready(function(){ $('#jqm_wrp_1') .jqDrag('.jqDrag') .jqm({ trigger: '#jqm_trg_1', ajax: 'http://www.nbcdfw.com/i/dispatcher/?command=LoadImage&id=22644077&caption=Gay+slurs+don%27t+%3D+firing.', target: '#jqm_cont_1', overlay: 0, onShow: function(h) { h.w.css('opacity',1).fadeIn("fast"); G.doPixelTracking(83); }, onHide: function(h) { h.w.fadeOut("fast",function() { if(h.o) h.o.remove(); }); } }); });
  • According to those requirements, teachers must be "highly qualified" in reading, math, writing, education and social studies.&nbsp;&nbsp;Most new teachers hired this year passed only a certification exam in a specific subject, according to the Dallas Morning News.&nbsp;
  • The Morning News reports that as many as 30,000 new teachers may now have to take a competency test in order to keep their jobs under the new interpretation of the No Child Left Behind law.
  •  
    Knowing your subject may not be enough for long. New "No Child Left Behind" law may make teaching more difficult.
  •  
    Knowing your subject may not be enough for long. New "No Child Left Behind" law may make teaching more difficult.
Maria Mahon

Picturing America Home Page - 1 views

  •  
    I first thought I would combine my love of art and history by someday working on projects like this.... creating teaching kits or sets of images that can be used in classroom education. This one provides images for classrooms or libraries based on American-inspired themes.
jbdrury

Integrating Film and Television into Social Studies Instruction. ERIC Digest. - 0 views

  • Visual media also address different learning modalities, making material more accessible to visual and aural learners
    • jbdrury
       
      Addresses diverse learners issue.
  • However, the very qualities that make film and video so popular present problems as wel
  • ...23 more annotations...
  • It reinforces the passive viewing and unquestioning acceptance of received material that accompanies growing up in a video environment.
  • That passivity and lack of critical awareness is anathema to a democracy.
  • Thirty years ago this meant teaching students to read the newspaper critically, to identify bias there, and to distinguish between factual reporting and editorializing. Critical viewing skills must be added to this effort.
  • an excellent starting point is John E. O'Connor's IMAGE AS ARTIFACT: THE HISTORICAL ANALYSIS OF FILM AND TELEVISION
  • (1) Questions about Content.
    • jbdrury
       
      Another good source that I used in my class with Brec is called "Reading in the Dark", which is geared specifically for using film in the English classroom; however, the book provides a review of this basic terminology of film analysis mentioned here.
  • Teachers should be familiar with editing techniques, camera angles, the uses of sound, and other aspects of the presentation.
  • Beyond the cultural and social aspects of the film, what influences were at work in shaping the document?
  • (2) Questions about Production.
  • (3) Questions about Reception.
  • Did this production influence other works? social movements?
  • FOUR FRAMEWORKS FOR HISTORICAL INQUIRY
    • jbdrury
       
      This site doesn't go quite as in depth as I would hope, however these four frameworks do manage to get one thinking about the different ways in which film might be used in the classroom
  • (1) The Moving Image as Representation of History.
  • (2) The Moving Image as Evidence for Social and Cultural History
  • While film can serve as an engaging introduction to a subject, students should be aware of the constant shading and biases, why these occur, and what they accomplish.
  • (3) Actuality Footage as Evidence for Historical Fact.
    • jbdrury
       
      The book I mention in my sticky note below has a great section on critically analyzing documentaries, which some people have a bad habit of regarding as "fact", simply because the film is labeled as a documentary.
  • Documentary footage, however, is never wholly objective.
  • An examination of filming and editing, circumstances surrounding production and distribution, and the producer's intentions are essential for studying such material.
  • (4) The History of the Moving Image as Industry and Art Form
    • jbdrury
       
      I have been looking online for awhile, and most of the sources that come up are actual books for purchase like these - I might cross-reference some of these titles with our university library to see which ones come up
  • "Film &amp; History: An Interdisciplinary Journal of Film and Television Studies" at http://h-net2.msu.edu/~filmhis/.
  •  
    This is sort of a basic review of how and why we as teachers might use film in the classroom. This is my first post on this issue; I am searching for some more in-depth sites that might have models for lesson plans. Many sites have lesson plans based around a specific film; a site that provides lesson plan templates that are applicable across a wide variety of films would be more applicable/useful. However, the comments made here by Paris provide a good base from which to start thinking about the idea.
Laura Wood

First In the Family - 2 views

    • Laura Wood
       
      There are videos to watch so that students can know that they are not alone and learn from the experiences of others.
    • Laura Wood
       
      There are many resources collected on this site, from financial aid and scholarship options to programs that might give students an admissions boost to checklists on what to do before you go.
  •  
    A spin off cite of the What Kids Can Do site, this site offers advice for teens through college age students who are the first in their families to go to college. There is also a publication that you can print. There is also a portion of the site for college aged students.
  • ...2 more comments...
  •  
    Again, the Diigo isn't working so . . . There is a "planning checklist" on the site that has printable checklists of things students can do every year starting in 9th grade to prepared themselves for college. Teachers should explain to students that these are not absolutely necessary so that kids don't hyperventilate, but for kids needing to see progress towards a goal, these might be useful
  •  
    There is a "hard facts" tab that has some of the facts about parental income, race, and expected income. If students don't think it's important to go to college, some of these facts might shake them up and make them realize how important and how difficult it may be for them to go. This might inspire a school project where students determine how many of their classmates plan to go to college and where they want to go and why or some such thing.
  •  
    The "inspiration" tab has great quotes that teachers might consider putting up around the room and great books that teachers might consider assigning to their students.
  •  
    Thanks for posting this article, it came at just the right time for me because my students need so much help and now that their counselors were fired, they are screwed. I've been thinking of ways I can help with guiding them through the college acceptance process and this website looks like a great start.
kyleassad

Constitution of the United States - Official - 0 views

    • kyleassad
       
      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
       
      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
       
      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.  
  •  
    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!
kkasargodstaub

Google Earth - 0 views

  • Explore the world in 3D from anywhere.
    • kkasargodstaub
       
      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.
kkasargodstaub

Xpeditions @ nationalgeographic.com - 9 views

  • Mapmaking Guides
    • kkasargodstaub
       
      Great initial resources for a geography class. Lots of definitions and easy explanations.
  • Hundreds of printer-friendly maps
    • kkasargodstaub
       
      Teachers can find lots and lots of printer friendly maps to use in their classrooms.
  •  
    Excellent resource for geography. I particularly like the map making guides at the bottom of the page. It outlines the core information and content that students should know.
jbdrury

PBS - THE WEST - Documents on Anti-Chinese Immigration Policy - 4 views

    • jbdrury
       
      Both the exclusion treaty and the exclusion act are included
    • jbdrury
       
      Each of these episode tabs also includes more primary source documents and images
    • jbdrury
       
      The use of the term "embarassments" is interesting
  • ...9 more annotations...
  • 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
    • jbdrury
       
      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.
    • jbdrury
       
      This definition covers just about anyone
  • 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.
jbdrury

NHEC | Understanding and Interpreting Political Cartoons in the History Classroom - 7 views

    • jbdrury
       
      The particular value of this proposed lesson plan is that it is designed to set your students up with the skills and strategies to be able to critically interpret political cartoons throughout the school year.
    • jbdrury
       
      This is the hyperlink to download the "Cartoon Analysis Checklist"; its proposed use is outlined in the lesson plan.
  • A lesson that introduces a framework for understanding and interpreting political cartoons that can be used throughout your entire history course.
  • ...8 more annotations...
  • A Cartoon Analysis Checklist, developed by Jonathan Burack, is presented here as a tool for helping students become skilled at reading the unique language employed by political cartoons in order to use them effectively as historical sources
  • 1. Symbol and Metaphor 2. Visual Distortion 3. Irony in Words and Images 4. Stereotype and Caricature 5. An Argument Not a Slogan 6. The Uses and Misuses of Political Cartoons&gt;
    • jbdrury
       
      This is a breakdown of how the lesson plan should be organized and proceed.
  • Students need to understand that political cartoons are expressions of opinion.
    • jbdrury
       
      Much like other sorts of primary source documents - the caveat that "political cartoons are expressions of opinion" is an important thing for students to keep in mind.
  • They are evidence only of a point of view
  • The Library of Congress also has a fine collection of political cartoons by cartoonist Herb Block.
    • jbdrury
       
      This is a short bio summary of the author of this lesson plan; he would appear to place great emphasis on the value of primary source analysis.
  •  
    Because political cartoons are somewhat of special category of primary source images, I thought it would behoove us to find a particular strategy for analyzing and interpreting them - much along the same lines as the SOAPS method but one specifically designed for political cartoons. This lesson plan, and its "Cartoon Analysis Checklist" is a start.
  •  
    Thanks for this add, I can use this for my lesson plan on Chinese immigration.
jbdrury

The Great Famine in Ireland - 0 views

    • jbdrury
       
      This is another privately-run site. The chief qualification for the two men operating the site is that "both have lived in Ireland for their whole lives." This should be considered when using this site.
    • jbdrury
       
      The demographic section is interesting; it has a map showing where most of the potato farming took place. I didn't realize it was concentrated chiefly in the western part of Ireland.
    • jbdrury
       
      "The Potato" section provides a little bit of the science behind how the potato blight works - including a picture of a 'blighted' potato
  • ...2 more annotations...
    • jbdrury
       
      "Emigration" has a simplified chart showing the emigration patterns to different parts of the world (USA, Canada, Britain)
  • This section was written for The Ireland Story by Wesley Johnston.
  •  
    One more interesting website with lots of resources on the history of Ireland and its people; this specific site I've tagged is yet again regarding the potato blight. It some more images that could be used in the classroom.
kyleassad

NationsIllustrated.com - The World in Pictures - 5 views

    • kyleassad
       
      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.
    • kyleassad
       
      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.
    • kyleassad
       
      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.
Julian Hipkins, III

Washington Post Magazine: D.C. 1791 to Today (washingtonpost.com) - 1 views

  •  
    Washington Post Magazine: D.C. 1791 to Today - Working with the Washington Post and washingtonpost.com, a team of students at the University of North Carolina-Chapel Hill developed a series of images to digitally illustrate the myriad changes to the architecture and landscape of Washington, D.C. since the city's inception in 1791. Working from maps, plans, drawings, and photographs, the UNC students have represented the physical history of Washington in a set of time slices, showing side-by-side views of familiar landscapes, then and now, and modeling significant changes to important buildings and monuments.">
  •  
    Wow- this a perfect map for my 5th grade class on the history of DC! Thanks Julian- JB
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