45 percent of low-income and underrepresented minority students entering as freshmen in 1999 had received bachelor's degrees six years later at the colleges studied, compared with 57 percent of other students
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The site is useful w - 2 views
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World Heritage Centre - World Heritage List - 1 views
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This would be a good "jumping off" point for a discussion on what it means to protect a culture and how a culture can be threatened. I would definitely use this in any middle-high school course
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Hidden in this tab are chances for students to get involved in policy discussions across the world. For example, the Ibero-American Youth Forum was just held in Seville, Spain for spanish speaking youth interested in discussing global tourism and global landscapes. These are great opportunities to get students involved in international issues.
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We Shall Overcome; Historic Places of the Civil Rights Movement National Register Trave... - 0 views
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This site utilizes historic photos of different sites of interest from the Library of Congress and is associated with the National Registry of Historic Places.
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This site could be very easily used in a U.S. history class to either plan a field trip to different historical sites, give students perspective on what events happened where and give them something highly visual to augment the lesson.
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The site is useful in that it contains an interactive map of the sites, pictures of events that occured at the sites and an indepth list of sites by state. However, one issue is that at least for me the different pictures and site graphics took awhile to load making it less than user friendly.
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A map of historical sites associated with the U.S. Civil Rights Movement of the 1950s-1960s.
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CIA - The World Factbook - 0 views
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These regional maps can be used by the teacher to help students locate the area of interest and work on their map reading skills. It might be beneficial to have these mpas laminated around the room so students can reference them when needed.
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These subcategories (intro, geography, people, gov, economy, communications, transportation, military, and transnational issues) are all aspects of social studies that can be examined individually or collectively in understanding other countries and comparing it to the US.
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This website provides students with historical and contemporary information about 266 countries in the world as well as a variety of maps to help with building geography skills.
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Center For Land Grant Studies - 0 views
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Books, research papers, and genealogy emphasizing land and water issues of Hispanic and Native American communities in New Mexico and the Southwest. Most books available below list prices.
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Report shows wide disparity in college achievement - washingtonpost.com - 0 views
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Fewer than one-third of all freshmen entering two-year institutions nationwide attained completion -- either through a certificate, an associate's degree or transfer to a four-year college -- within four years
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The success rate was lower, 24 percent, for underrepresented minorities, identified as blacks, Latinos and Native Americans; it was higher, 38 percent, for other students.
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This is the issue we delt with at McKinley: the kids go to college, but they don't usually make it all the way through.
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Only 7 percent of minority students who entered community colleges received bachelor's degrees within 10 years.
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report found a 51 percent graduation rate among low-income students and a 46 percent rate among underrepresented minorities, compared with a graduation rate of about 64 percent for higher-income students and 67 percent for whites and Asians.
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So this article from the Washington Post talks about a report that examines college graduation rates. The findings are illustrative of the situation Lindsay and I encountered at McKinley this semester and I found it interesting that there's data that supports this. The advice I'd give people who want to decrease the gap (and I'm sure Lindsay would agree): schools need to be preparing these students for rigorous college work loads instead of coddling them and focusing on just getting them into college.
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shared by Lindsay Andreas on 25 Sep 09
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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
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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.
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An important part of our mission as secondary educators is to prepare students for either post-secondary work and the workplace.
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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.
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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.
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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.
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Provide capacity-building incentives to states to increase teacher supply and retention, as well as education research.
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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.
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Authorize states to provide diverse learning options and assessment options, including the option for growth models, determined at the state level.
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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.
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Congress should refrain from establishing any federal mandates to ensure maximum state and local flexibility to create aligned systems.
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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.
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Thank you! School choices and meeting diverse needs. I really like their recommendations, they want to leave room for discretion.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Eager Students Fall Prey to Apartheid's Legacy - 1 views
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KHAYELITSHA, South Africa — Seniors here at Kwamfundo high school sang freedom songs and protested outside the staff room last year because their accounting teacher chronically failed to show up for class. With looming national examinations that would determine whether they were bound for a university or joblessness, they demanded a replacement.
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In the black townships of South Africa, many public schools do not meet the students' high expectations of career or college preparation. This article describes how students have worked for justice: protesting (at times violently) and teaching themselves lessons when teachers fail to show for work.
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Here in the Western Cape, only 2 out of 1,000 sixth graders in predominantly black schools passed a mathematics test at grade level in 2005, compared with almost 2 out of 3 children in schools once reserved for whites that are now integrated, but generally in more affluent neighborhoods.
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The author relies on interviews with current teachers, students, and administrators in South Africa. She also cites data and perspectives from the Development Bank of South Africa. In her piece she examines the current situation in a single township, then ties the issue to the entire nation.
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The author works to briefly explain how the schools were intentionally segregated in order to continue the subjugation of blacks and colored people. In the wake of N. Mandela's election, she explores how corruption and unequal distribution of resources has contributed to the education system's condition today.
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The crisis in South Africa is a reminder of the horrible education inequalities between the rich and poor, the white and the black. The student responses to their situation is at times inspirational as well as disheartening. For older students, this article could be used to encourage student involvement in dialogue with decision-makers of the school. Schools need to be responsive to the positive needs of its student body.
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KHAYELITSHA, South Africa — Seniors here at Kwamfundo high school sang freedom songs and protested outside the staff room last year because their accounting teacher chronically failed to show up for class. With looming national examinations that would determine whether they were bound for a university or joblessness, they demanded a replacement.
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Post-apartheid South Africa is at grave risk of producing what one veteran commentator has called another lost generation, entrenching the racial and class divide rather than bridging it. Half the students never make it to 12th grade.
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But South Africa’s schools also have problems for which history cannot be blamed, including teacher absenteeism, researchers say. And then when teachers are in school, they spend too little time on instruction. A survey found that they taught for a little over three hours a day, rather than the five expected
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NYT's Celia Dugger examines the quality of education for South Africa's majority black population. 15 years after the election of Nelson Mandela and the official end to apartheid, the nation's school system remains a bastion of inequality.
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The Gullah: Rice, Slavery, and the Sierra Leone-American Connection - 0 views
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You could incorporate this into any lesson plan dealing with the issue of slavery / I find the culture so fascinating I would design an entire lesson plan around it
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I couldn't resist adding this page; I consider myself fairly well-versed in American history yet I had never heard of the Gullah people until a few weeks ago. Absolutely fascinating in my opinion - and incredible that this culture still exists and is being preserved
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Reauthorization of ESEA: Why We Can't Wait -- Secretary Arne Duncan's Remarks at the Mo... - 1 views
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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.
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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.
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Many teachers complain bitterly about NCLB's emphasis on testing. Principals hate being labeled as failures. Superintendents say it wasn't adequately funded.
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And many parents just view it as a toxic brand that isn't helping children learn.
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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.
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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.
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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.
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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.)
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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.
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This is one of the issues in my practicum schools and one of the big debates there right now.
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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.
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...because the goals are and always have been, decent, but the means, are and always have been, bad (to keep it clean.)
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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.
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They are simply not ready for college-level work when they leave high school.
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Before we do, however, we want to hear from you. We want your input.
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We don't need another study. We must stop simply admiring the problem. We need action.
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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.
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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.
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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.
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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.
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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.
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Powers of Persuasion - Poster Art of World War II - 0 views
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The national archives lesson plans uses a great selection of US domestic propaganda posters during WWII.
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The site provides lesson objectives, activities, and a worksheet. If I were teaching I would ask the students about the messages behind the posters as well who the intended audience was. Also, I'd like for students to make their own propaganda posters on issues that matter to them.
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This is a government site with a clear means of contacting the archives via email or tele.
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Background Guns, tanks, and bombs were the principal weapons of World War II
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Guns, tanks, and bombs were the principal weapons of World War II, but there were other, more subtle, forms of warfare as well. Words, posters, and films waged a constant battle for the hearts and minds of the American citizenry just as surely as military weapons engaged the enemy. Persuading the American public became a wartime industry, almost as important as the manufacturing of bullets and planes. The Government launched an aggressive propaganda campaign to galvanize public support, and some of the nation's foremost intellectuals, artists, and film makers became warriors on that front.
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The Documents
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The national archives has a killer selection of US government propaganda posters from the second world war. They have some classic works as well as more obscure and controversial pieces. For students and teachers alike, these posters could help explain the government's greatest hopes and fears during the war.
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Summer Books - National Geographic Traveler - 2 views
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Whatever your plans, we have a book for you, selected from our online Ultimate Travel Library of classic and new reads with a great sense of place. Each of these books will illuminate your destination, give you unexpected tips on what to see and do, and keep you turning pages during that long flight or that sunny poolside afternoon.
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So for the first half of my time at McKinley we had a class called Global Perspectives and nobody knew what we were supposed to teach because it was brand new. My teacher thought it was a pain but I thought it was such a cool opportunity to have a lot of teacher freedom. They had a book that taught them about different contemporary issues around the world but it was really negative. So in order to balance out some of that negativity, particularly regarding developing countries, I think it would be cool to choose a cool travel book about some of the places. Especially if you were in a school that had a English/Social Studies department relationship. Some of the books wouldn't be very good to use but out of 50 titles, there were a few that sparked my interest.
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The River at the Center of the World: A Journey Up the Yangtze, and Back in Chinese Time, by Simon Winchester (1996). Historian Winchester seems to know everything, but he's such an engaging raconteur you can hardly begrudge him his smarts. Here he travels the 3,434-mile (5,526-kilometer)Yangtze River, reflecting on the historic importance of the river and the social straits in which the Chinese now find themselves.
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This is one that sparked my interest because it is written by a historian. I think what he did was so cool. He journeyed down the Yangtze river and tied the past and present, which is the only way to truly understand a sense of place and cultures.
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EconEdLink | Current Events - 2 views
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EconEdLink provides access to the latest economics news and information. Come here to learn more about what's happening in the world of economics and access related lesson
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I really like this part of the website because it keeps track of current events in economics and gives you related lessons. My understanding is that economic education works best when you give the kids real-life examples. My teacher likes to bring up the healthcare package a lot and it works because the students know that this is a big issue and it puts context to things.
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A premier source of classroom tested, Internet-based economic lesson materials for K-12 teachers and their students
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NCEE (National Council on Economic Education) likes to use real life context in their lesson plans. There are simulations, group decision/problem solving solving, etc. They believe in the education principle of learn by doing (Dewey) and I think economics needs real world context even more so than other subjects.
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I second this - this is a great resource for incorporating economics into the lesson plans-I really dig a lesson plan here on voter turn-out.
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The Miniature Earth - 8 views
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This website shows what the world's population would look like if there were only 100 people (keeping proportions the same.)
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WOW!! That is powerful!! And based on other information I have read, it is mostly accurate. I wonder how something like this could be used in classrooms in the district. I wish there was some kind of an action statement or suggestions at the end....not for the 25% who have a home, bed, refrigerator and closet for but for that other 75% that does not. Hmmmmm, much to think about.
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shared by Margit Nahra on 01 Sep 10
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Picturing U.S. History, Lessons in Looking - 25 views
picturinghistory.gc.cuny.edu/mtr.php
visual media American Social History Project interactive slavery antebellum African American American identity colonial U.S. History American History US history cuny
shared by Margit Nahra on 01 Sep 10
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These lessons are very detailed and flexible. Can be used for a single class period or over several periods. Helpful explanation of historical and visual culture background of images used. Links to high quality additional resources. -
Primary source visual media depicted include photographs, drawings, paintings, political cartoons, print media, statuary, furniture, collectibles. Supplemented with written explanations for context and quotes from primary source written documents.
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