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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.
tcornett

MOOC | Eric Foner - The Civil War and Reconstruction, 1850-1861 | Sections 1 through 10... - 0 views

www.youtube.com/playlist

Civil War youtube TEKS Eric Foner History Social Studies MOOC

shared by tcornett on 05 Apr 16 - No Cached
  • tcornett on 05 Apr 16
     
    Youtube Playlist The Civil War and Reconstruction - 1850 -1861 Discover how the issue of slavery came to dominate American politics, and how political leaders struggled and failed to resolve the growing crisis in the nation. A House Divided: The Road to Civil War, 1850-1861 is a course that begins by examining how generations of historians have explained the crisis of the Union. After discussing the institution of slavery and its central role in the southern and national economies, it turns to an account of the political and social history of the 1850s. It traces how the issue of the expansion of slavery came to dominate national politics, and how political leaders struggled, unsuccessfully, to resolve the growing crisis. We will examine the impact of key events such as Bleeding Kansas, the Dred Scott decision, the Lincoln-Douglas debates, and John Brown's raid on Harpers Ferry, and end with the dissolution of the Union in the winter of 1860-61. This course is part of the series, The Civil War and Reconstruction, which introduces students to the most pivotal era in American history. The Civil War transformed the nation by eliminating the threat of secession and destroying the institution of slavery. It raised questions that remain central to our understanding of ourselves as a people and a nation - the balance of power between local and national authority, the boundaries of citizenship, and the meanings of freedom and equality. The series will examine the causes of the war, the road to secession, the conduct of the Civil War, the coming of emancipation, and the struggle after the war to breathe meaning into the promise of freedom for four million emancipated slaves. One theme throughout the series is what might be called the politics of history - how the world in which a historian lives affects his or her view of the past, and how historical interpretations reinforce or challenge the social order of the present. Eric Foner, DeWitt Clinton Professor o
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.
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.
Erin Power

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

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

Education Policy Duncan

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

The National Portrait Gallery/Education/Teacher Programs - 1 views

npg.si.edu/...schoolprograms.html

gallery education teacher social studies history

shared by Debbie Moore on 09 Oct 09 - Cached
  • Debbie Moore on 09 Oct 09
     
    The National Portrait Gallery is one of the Smithsonian Museums in the DC area. The great thing about NPG is that it has resources available online for teachers. There are a variety of school programs and teacher programs but the best offerings are the online exhibitions. It is like having the gallery right there in your classroom. Some of those exhibits include George Washington: A national Treasure, Presidents in Waiting, and A Brush with History. The online exhibits are usable in the classroom directly from a computer or lap top. For example, the George Washington online exhibit begins with a famous portrait accompanied by an audio explanation of the portrait and the symbolic and historical items found within the portrait. Using the portrait as a starting point provides students with a visual association of that person and the historical events surrounding that person. There is also a link to biographical information about Washington and his role in our country's history. The Teacher's Guide associated with the George Washington exhibit includes lesson plans, activities and other teaching ideas; all printable and useable in class. NPG also offers two publications both of which are available on line. "The Patriot Papers," designed for students, features various historical events in an interesting and engaging fashion. For example, there is a "Special Edition on Slavery" featuring information on slavery and the key players involved. One of the articles in this publication is "A Chat with Harried: 1869" and also includes her portrait. The second publication, NPG in your Classroom, provides information to teachers on how to integrate NPG into classroom lessons. There are many more valuable tools on this site such as a "Reading Portraiture Guide for Educators." Check out the site….it is awesome!!!
Debbie Moore

Densho: The Japanese American Legacy Project, digital archive of video oral histories o... - 1 views

www.densho.org

Japanese Immigration History internment wwii WorldWarII densho archive unitedstateshistory Japanese_Internment

shared by Debbie Moore on 06 Nov 09 - Cached
  • Debbie Moore on 06 Nov 09
     
    Densho is an organization that is dedicated to "preserving the testimonies of Japanese Americans who were unjustly incarcerated during WWII before their memories are extinguished." The website does offer a great deal of information and document to support this mission; however, there is much more! There is a huge archive with photographs, newspaper articles from around the country, immigration documents, proof of citizenship documents, photographs of artifacts, and videotapings of interviews with the grandchildren of the first generation of immigrants. Many of these archived documents date back to the late 1800s. There is also a filter with a timeline and a glossary that is useful in understanding the events during the period of immigration through WWII and the period of incarceration. The site is a great resources for teachers and students alike!
Debbie Moore

Recovery.gov - 1 views

www.recovery.gov/home.aspx

diigo recovery gov recession government spending

shared by Debbie Moore on 24 Nov 09 - Cached
  • Debbie Moore on 24 Nov 09
     
    This is the site that the government has created to provide the average citizen with information regarding the "stimulus plan," which is actually called the Recovery Act. I must warn you that it is NOT an exciting site; however, it is useful if teaching government or making comparisons with other economic crises. For example, there is a ticker that is updated regularly and displays the number of jobs that have been created or saved from the money provided by the stimulus package. One can track awarded funds and used funds by state, project or recipient. For example, in Washington, DC approximately 2300 jobs have been created or saved and American University was awarded and received about 2.5 billion dollars from the recovery act. As I said, it is not exciting but certainly informative.
  • Debbie Moore on 24 Nov 09
     
    Ooops. Make the 2.5 MILLION not BILLION.
Debbie Moore

Center for Civic Education Home - 3 views

www.civiced.org/index.php

social studies civics Bill of Rights constitution US History

shared by Debbie Moore on 23 Oct 09 - Cached
  • Debbie Moore on 23 Oct 09
     
    The Center for Civic Education is website designed to educate students in citizenry, the constitution and democratic constitutionalism. The Center offers a full curriculum at all three learning levels: elementary, middle school and high school. Their materials include full lesson plans and textbooks that support their program. The lesson plans include critical thinking exercises, vocabulary lists, problem solving activities and cooperative learning activities. The program is designed so that teachers can use it to supplement an existing curriculum or as the foundation of their curriculum. My cooperating teacher is going to use parts of the program to supplement her curriculum. The lessons focus on life in American, the U.S. Constitution and Bill of Rights, political traditions and institutions, different levels of government (local, state and federal), constitutionalism and the rights and responsibilities of citizens. The center also offers professional development seminars that are often free of charge to DC teachers. For example, on October 27th, there is a free seminar for DC teachers on "We the People Through Primary Sources and Documents" being held at the National Archives….they even provide a free lunch! Here is the direct link to the professional development page: http://www.civiced.org/index.php?page=state_programs&&p=101&&st=DC.
  • Laura Wood on 25 Oct 09
     
    Haha, I love this site! I posted on it the week before last. I reeeeeeaally want to get a job working for them! :-)
  • Debbie Moore on 26 Oct 09
     
    Laura, that is funny....we seem to like the same sites. It is an awesome sight...and the program is awesome too. Do you have a set of the books? Good luck...I hope that works out for you!!
James Leslie

Ideas about becoming a social studies teacher - 0 views

www.adprima.com/socialteach.htm

shared by James Leslie on 02 Sep 09 - Cached
  • Sadly, much too often, social studies courses are regarded as relatively unimportant subject matter, whether in elementary school, middle school, or high school. This perception leads to diminished attention paid to social studies as a serious subject area, yet in the overall development of the intellect of students, no other subject matter content holds as much promise.
    • James Leslie
      James Leslie on 02 Sep 09
       
      Social studies is more importan than many people think.
  • "I think we include social studies in the curriculum for the wrong reasons. It doesn't help us avoid the mistakes of the past, and if voting turnout is an indicator of good citizenship, it doesn't have much to do with that either. Social studies is probably best understood as an organized way of helping students develop understandings and appreciations that have long-term staying power, and that will influence them in positive ways to do the right thing when doing the right thing is hard to do."
    • James Leslie
      James Leslie on 02 Sep 09
       
      Can we find ways to enhance the use of what we may teach to students.
  • First, you must understand the content of the social studies at a level appropriate to that which you intend to teach. To understand content means more than mere memorization of facts. To understand content for a teacher means that you can explain it in more than one way to others, whether the content concerns facts, generalizations, principles, themes, and so on.
  • ...3 more annotations...
  • Second, you must be able to translate the content you so understand to make it learnable, interesting, and challenging for students at the age and grade level you are teaching. It requires rearranging what you know. This applies to social studies more than any other content area simply because social studies as a discipline lacks any widely agreed-upon structure.
    • James Leslie
      James Leslie on 02 Sep 09
       
      Interesting to note that teaching the same subject at different levels can look different.
  • Third, you must consider pedagogy. This means that you not only understand the content in more than one way, can translate it into a form understandable, learnable, challenging, and interesting to your students, but that you also have the skills to actually teach the content. Pedagogy without subject matter content isn't worth very much. Simply "knowing about" teaching methods won't do.
  • There is probably no more important skill required in teaching social studies than the ability to explain events, ideas, principles, and social interrelationships. In some ways, good social studies teaching rests on the ability to tell stories well. For social studies, this story telling ability is grounded in the depth and awareness of the connective possibilities of the content. Helping students make new connections, to find challenge and meaning in social studies content is what excellent social studies teachers do every day.
    • James Leslie
      James Leslie on 02 Sep 09
       
      There is a great need to make teaching history reletive to students today.
  • James Leslie on 02 Sep 09
     
    This is an interesting site that shares reasons why social studies is important and how a person can effectively teach it. It also has a link to the role of values that should be expressed in social studies.
Debbie Moore

Museum - 3 views

www.ushmm.org/museum

Holocaust Museum History Social Studies genocide Darfur Archive

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

HarpWeek: Explore History - 3 views

www.harpweek.com

history reference Education newspaper Studies politics resources harpweek immigration historical cartoons slavery

shared by Debbie Moore on 06 Nov 09 - Cached
  • Debbie Moore on 06 Nov 09
     
    I discovered this website while looking for information on Chinese and Japanese immigration. This website supports the newspaper Harper's Weekly that was published from 1857 to 1912. The publication reported on the relevant issues of the day such as immigration, slavery and presidential elections. Not only do they have the actual papers in their archive, they also provide summaries of some of the articles. There is a section dedicated to Immigration and Ethnic America. While there is a great deal of information on the site that is fee to all, one must subscribe to gain access to the entire site. The site also provides links to many other websites that support learning such as lessons, activities, and games. Some of their links are oriented around subjects that were relevant during the time the papers were published. There is also a featured "cartoon" of the day that is taken from the period of 1857 to 1912. It is a great resource for teachers!
tcornett

MOOC | Eric Foner - The Civil War and Reconstruction, 1865-1890 | Sections 1 through 9 ... - 0 views

www.youtube.com/playlist

Civil War Social Studies TEKS History Youtube MOOC Eric Foner Reconstruction

shared by tcornett on 05 Apr 16 - No Cached
  • tcornett on 05 Apr 16
     
    Youtube Playlist Learn about the political, social, and economic changes in the Union and the Confederacy and the Civil War's long-term economic and intellectual impact. In The Unfinished Revolution: Reconstruction and After, 1865-1890, Professor Eric Foner examines the pivotal but misunderstood era of Reconstruction that followed the Civil War, the first effort in American history to construct an interracial democracy. Beginning with a discussion of the dramatic change in historians' interpretations of the period in the last two generations, Foner goes on to discuss how Reconstruction turned on issues of continued relevance today. Among these are: who is an American citizen and what are citizens' rights; what is the relationship between political and economic freedom; which has the primary responsibility for protecting Americans' rights - the federal or state governments; and how should public authorities respond to episodes of terrorism? The course explores the rewriting of the laws and Constitution to incorporate the principle of equality regardless of race; the accomplishments and failings of Reconstruction governments in the South; the reasons for violent opposition in the South and for the northern retreat from Reconstruction; and the consolidation at the end of the 19th century of a new system of white supremacy. This course is part of the series, The Civil War and Reconstruction, which introduces students to the most pivotal era in American history. The Civil War transformed the nation by eliminating the threat of secession and destroying the institution of slavery. It raised questions that remain central to our understanding of ourselves as a people and a nation - the balance of power between local and national authority, the boundaries of citizenship, and the meanings of freedom and equality. The series will examine the causes of the war, the road to secession, the conduct of the Civil War, the coming of emancipation, and the struggle after the wa
jbdrury

Re-thinking Newsweek and U.S. News Rankings - 0 views

www.bethesdamagazine.com/...rethinking-rankings.php

school rankings achievement montgomery county newsweek U.S. News bethesda measuring top schools best schools

shared by jbdrury on 18 Sep 09 - Cached
  • Re-thinking the Rankings
  • B-CC had been ranked as the nation’s 64th best high school on the 2008 Newsweek list, but it was missing from U.S. News’ top 100. One parent e-mailed: “Should I be worried?”
  • In the 2009 Newsweek rankings, released in June, four county schools (Richard Montgomery, B-CC, Thomas S. Wootton and Winston Churchill) were ranked among the nation’s top 100, with two others (Walt Whitman and Walter Johnson) narrowly missing
  • ...31 more annotations...
    • jbdrury
      jbdrury on 18 Sep 09
       
      Not to detract from MCPS, but I have often wondered if the fact that the designer of the index happens to live in the Bethesda is at all a coincidence?
  • Most years, Montgomery County Public Schools (MCPS) has more schools in the top 100 of both lists than any other school system in the country
  • rankings validate that the school system is “seeing the benefits of providing the academic support that allows our students to aim high and achieve at the highest levels.
  • But do the rankings really mean much?
  • I feel obliged to question the validity of the methods used to rank high schools.
    • jbdrury
      jbdrury on 18 Sep 09
       
      This is the basic explanation for how Newsweek ranks its schools; interesting to note that it is based almost solely on a sort of "preparation for college" mindset
  • for ignoring graduation rates and achievement gaps among socioeconomic and ethnic segments.
    • jbdrury
      jbdrury on 18 Sep 09
       
      The author speaks directly with the designer of Newsweek's index
  • Mathews’ goal is to improve students’ academic preparation, especially in lower-and middle-income neighborhood schools. His solution is to expose more students to challenging course work, and he unapologetically describes his purpose as “advocacy as well as evaluation.
  • He says the Challenge Index’s key attributes make it the singular best measure of a school’s quality: It can be easily understood; it points directly to implementing positive change through rigorous course offerings; and it can be applied meaningfully to all schools—unlike quality evaluations based on traditional measures such as test scores, which, he says, are inherently biased toward schools in wealthier, upper-middle-class neighborhoods.
    • jbdrury
      jbdrury on 18 Sep 09
       
      As a side note; this is my former social studies teacher and the person I credit most with making me want to become a teacher
  • Walter Johnson Principal Christopher Garran
  • Critics
  • have attacked the Challenge Index for not effectively capturing what it purports to measure (school quality), in part because it doesn’t gauge student achievement, only the number of rigorous course exams taken.
  • Newsweek ranks schools based on the Challenge Index, which was developed by Washington Post education reporter (and Bethesda resident) Jay Mathews. A school’s Challenge Index score is the number of Advanced Placement (AP), International Baccalaureate (IB) and Cambridge tests taken by all students in a school year divided by the number of graduating seniors. (AP courses are well-known; IB and Cambridge also consist of rigorous courses for which students can receive college credit. Like AP, their standardized exams are graded by outside examiners.)
    • jbdrury
      jbdrury on 18 Sep 09
       
      U.S. News also uses its own "college prep" index, but includes standardized test results, and takes socio-economic and racial differences into account
  • U.S. News’ approach
  • far more computationally complex
  • a school must do significantly better on standardized state English and math tests than statistically expected given its economic makeup; be in the top half of its state (approximately) in the performance of its minority students
  • “College Readiness” formula combines two components: the percentage of 12th-graders who had taken an AP or IB exam during or before their senior year; and the percentage who passed at least one exam—equivalent to an AP test score of 3 and an IB score of 4.
    • jbdrury
      jbdrury on 18 Sep 09
       
      He also directly quotes the manager of the U.S. News' index
  • U.S. News project, cites three ways its methodology is superior: “We measure success [tests passed]—not just quantity of tests taken. We factor in how well schools do in serving economically disadvantaged students and minorities. And we recognize schools within their respective state.”
  • The U.S. News rankings have been attacked by education experts for intermixing highly selective “elite” schools, such as Thomas Jefferson High School for Science and Technology in Alexandria, Va.—currently their top-ranked school in the U.S.—with schools having open admissions
  • Unlike U.S. News, Mathews eliminates some academically elite schools, setting the cutoff at the level of the highest average SAT/ACT scores of any “normal enrollment” school in the country.
  • “It would be deceptive for us to put them [schools above this threshold] on this list [because] the Challenge Index has been designed to honor schools that have done the best job in persuading average students to take college-level courses and tests. It does not work for schools that have no, or almost no, average students.”
  • As of 2009, schools with AP exam pass rates lower than 10 percent (schools that would have made the list in previous years) have also been eliminated from the main Newsweek ranking. Most of these schools, which are typically located in low-income neighborhoods, have recently introduced their students to academically challenging courses as a form of “shock therapy.”
    • jbdrury
      jbdrury on 18 Sep 09
       
      A summary of the author's thoughts; pro's and con's of both methods
  • Just as the Challenge Index is too limited in its concept of best schools, the U.S. News procedures try to cover too much. The crux of the problem is combining three essentially different criteria (college readiness, overcoming economic disadvantage and minimizing ethnic group disparities) into one ranking. Schools that excel in one aren’t necessarily those that excel in the other(s). Some schools that do the greatest job of preparing their minority students might not have total-school achievement scores that are among the best. Other schools characterized by superlative overall college readiness might score only slightly above average relative to their economic profile. In trying to incorporate “economic disadvantage” and the reduction of ethnic group (minority) achievement gaps together with schoolwide high achievement, the U.S. News ranking risks confounding different educational objectives. Depth and breadth of performance, and exceeding expectations, should be reported separately, rather than conjoined. Separate rankings would be easier to understand, more informative and less disputable—although perhaps less likely to help sell magazines.
  • Several principals, including Whitman’s Goodwin, noted how nonacademic programs that help students succeed and are a huge part of some students’ lives (arts, music, sports, civic activities, etc.) are not examined.
  • comparing large and small schools can be misleading
  • eferring to the many qualitative features that go into making a great school, Doran says, “The rankings are measuring the brain of the school—not the heart of the school.”
  • jbdrury on 18 Sep 09
     
    Having grown up in Bethesda, I am well aware of the preoccupation with the ranking of U.S. schools. This article shares some insight into how two of the more popular (or circulated) ranking systems come up with their results.
jbdrury

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

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

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

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

Suit looming against California over school funding - San Jose Mercury News - 1 views

www.mercurynews.com/...ci_13517231

california school funding education california education education suit law suit state funding of schools

shared by jbdrury on 14 Nov 09 - Cached
  • California spends $35.7 billion, or about 30 percent of its budget, on its 10,000 public K-12 schools
  • California has trailed national per-pupil spending since 1979, and now the gap is $1,700 per student
  • Since 1979, cases have been brought in about 30 other states. But while 14 resulted in court-ordered funding increases, cases decided in the past four years have tended to favor the states
  • ...4 more annotations...
    • jbdrury
      jbdrury on 14 Nov 09
       
      I may be wrong, and I don't know how feasible it is, but it would seem to me a better solution would be to redistribute property tax revenue, as opposed to putting burdens on the state government to come up with additional funding for the educational system.
  • But Michael Rebell, executive director of the Campaign for Educational Equity, which successfully sued to win more money for New York City schools, said that achievement has improved dramatically, especially among minority and low-income students, after lawsuits in New Jersey, Massachusetts and Vermont.
    • jbdrury
      jbdrury on 14 Nov 09
       
      This is an important point; the very size of California's population and economy has always made it a key influence on national trends.
  • Without reform, Hanushek said, because the state is so big — it educates one of every eight children in the nation — and because its schools perform so poorly, "California is dragging down the nation
  • jbdrury on 14 Nov 09
     
    As those of you in my EDU 522 class know, we have spent quite a while on the issue of unequal school funding. The Kozol video we watched in class raised the question of how each state pays for its public schooling, and as a result I have been trying to determine which states still use local property taxes (thus perpetuating the inequality of schools within the state) and which have instituted reforms to equalize funding. The problem is, none of this information is compiled in a concise manner. This is a recent article discussing this issue; I am still trying to find others.
kimhoss

Democracy Dies in the Blinding Light of Day - 0 views

theintercept.com/...acy-ends-david-runciman-review

shared by kimhoss on 13 Jul 18 - No Cached
  • outcome of the election may not have been a product of sober public reason — a necessary element of a fully functioning democracy
    • kimhoss
      kimhoss on 13 Jul 18
       
      To what means will one go to obtain power? (loaded question which can be answered in many ways based on varying events, conflicts, and histories which define our past... But what does it mean for leaders to run with honor, truth, and integrity? Are these basic characteristics no longer most important to Americans, to the individual? But instead does it come down to popularity, immorality, and intimidation as the characteristics that define our "leaders" and are supported by Americans? Has there always been a lack of empathy and lack of morals?
  • George Orwell in “1984,” democracy is bludgeoned into submission by totalitarian brutality. In many ways, it was the competing post-democratic vision of Aldous Huxley, articulated in his famous novel “Brave New World,” that seems to be closer to fruition. Huxley argued that freedom would be slowly eaten alive by technological change and an insatiable public appetite for entertainment. Reflecting on that possibility in his 1985 book, “Amusing Ourselves to Death: Public Discourse in the Age of Show Business,” cultural critic Neil Postman wrote, “As he” — Huxley — “saw it, people will come to love their oppression, to adore the technologies that undo their capacities to think.”
    • kimhoss
      kimhoss on 13 Jul 18
       
      Orwell and Huxley - it is interesting how stories written in the past about the future become the ideas, perspectives, and truths of our reality today... Individuals have become oppressed bystanders in our society today, due to the love and satisfaction they gain from the use and presence of today's technologies (not the only reason but a big contributor) People cannot or rather don't think for themselves. Their brains cannot process ideas, perspectives, scenarios as it is meant to, imaginatively because it is blocked by the bombardment of news, tweets, statuses, and fomo which comes from the over presence of technology use.
  • But it seems ridiculous that in this time of incredible change that the future of politics has only one possible path or set of options. Coming out of the 1990s and the end of the Cold War, political choice seemed very limited. But now the future is wide open. And there is some hope in that.”
    • kimhoss
      kimhoss on 13 Jul 18
       
      Enjoyed the article. I feel the need to share with others as it makes you think about the past, present and obviously the future. Pretty powerful points made which I have highlighted and comment on throughout. Although I am not very argumentative, I can say that democracy has withstood for much longer than many in the past had prescribed and I think as a society we are changing and will continue to change and that is necessary - what was defined and meant in one way in the past is not exactly best defined in that way today. I will be honest to say I don't like change but it is necessary and important for those who are a part of change to be knowledgeable and aware of the process. Democracy is not dead. One cannot return from the dead, but instead it is and has changed and needs to be challenged and needs to be altered to fit the advancing society of today.
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.
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.
Erin Power

Teacher turns 'crazy idea' into new school - CNN.com - 1 views

www.cnn.com/...index.html

School Administration Colorodo Teachers Unions

shared by Erin Power on 10 Sep 09 - Cached
  • Kim Ursetta
  • Denver, Colorado'
  • want to start a new kind of school," she said, a union-sponsored public school led by teachers, not a principal
  • ...14 more annotations...
  • We've been doing schools the same way in this nation for 150 years, so if we don't step up, then nothing is going to change
  • bility ranks among the top barriers blocking the nation's children from receiving the best education possible.
  • A board-certified, 16-year teaching veteran, Ursetta, 38, believes the lack of teacher flex
  • Although they follow school board-approved curriculum and standards, instructors can easily rearrange lessons to "make better sense for the kids" -- making better connections between different subject matter, Ursetta said.
  • The lack of quality school leadership is a big reason that experienced teachers leave their schools,
  • Dubbed Race to the Top, the program is essentially a contest pitting states against each other to win a share of $4.35 billion in grant money from congressional stimulus legislation.
  • To qualify for Race to the Top, the rules call on states to create "data systems" linking student success with teacher performance.
  • National Education Association
  • members fear it opens the door to measuring teacher performance by how students score on tests.
  • "What we're really against is using a single [student ] test on a single day" to assess teacher performance, said NEA Executive Director John Wilson. "What we're more accepting of are multiple indicators," and teacher performance "observed in classroom should count as the major part of evaluation."
  • many teachers are reacting coolly to Race to the Top because they "feel like it's too much like No Child Left Behind and are looking for something different.
  • Race to the Top also aims to give a boost to charter schools -- special public schools that are given more independence in order to encourage innovation.
    • Erin Power
      Erin Power on 10 Sep 09
       
      I think this is an interesting concept that we (as future teachers) should consider. Most of the teachers I've spoken to feel that schooling is not done the most efficient or successful way. Why not consider other options? The thing I love most about this article is that this school came about someone, Ursetta, simply thinking that way - what could other options be? Then Ursetta looked at the steps she had to make and brought it into actuality.
    • Erin Power
      Erin Power on 11 Sep 09
       
      This source relies on interviews and studies conducted by CNN. A teacher could use this site to remember to be inventive in their approach to administration. This is valuable to social studies teachers so they constantly keep rethinking and questioning how to teach
  • Erin Power on 10 Sep 09
     
    This article talks about a Colorado school which has gotten rid of administrators and is run solely by teachers
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