Skip to main content

Home/ Social Studies/ Group items tagged secondary

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
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.
Jonathon Gordon

Smithsonian Teaching Sources - 2 views

www.smithsoniansource.org/...viewdetails.aspx

Lessons Smithsonian Source

shared by Jonathon Gordon on 03 Oct 10 - Cached
  • Artifacts —the objects we make and use—give history its tangible form. They can be as important and useful as primary sources as are correspondence, pieces of legislation, and other documents. Studied together, artifacts and documents help students understand the complexity of any historical question.
  • Jonathon Gordon on 03 Oct 10
     
    This site provided by the Smithsonian provides teachers with lessons that help students understand how to use primary sources in historical research. It would be very useful for any upper secondary social studies teacher. 
mslanak

Buddhist Studies for Schools: Primary and Secondary. - 0 views

www.buddhanet.net/...index.htm

shared by mslanak on 17 Feb 09 - Cached
  • mslanak on 17 Feb 09
     
    A good site for teaching Buddhism for elementary and secondary education students.
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.
Sarah Franquemont

BBC - Schools Ages 11-16 - History Sites - 2 views

www.bbc.co.uk/...history.shtml

history geography resources games BBC

shared by Sarah Franquemont on 20 Sep 10 - Cached
    • Sarah Franquemont
      Sarah Franquemont on 20 Sep 10
       
      Choosing the link for games in the bottom right redirects to a page with a variety of educational games in every subject area.
    • Sarah Franquemont
      Sarah Franquemont on 20 Sep 10
       
      This site has a heavy focus on British and Scottish history, so it may not be as useful in units unrelated to those areas of the world.
    • Sarah Franquemont
      Sarah Franquemont on 20 Sep 10
       
      This site contains secondary source information such as galleries and videos to supplement units on European history.
  • Adrea Lawrence on 04 Oct 10
     
    How might teachers use this site?
Sarah Franquemont

Geography Action! 2009 -- National Geographic - 6 views

www.nationalgeographic.com/...index.html

geography maps conservation cultures National Geographic

shared by Sarah Franquemont on 20 Sep 10 - Cached
    • Sarah Franquemont
      Sarah Franquemont on 20 Sep 10
       
      Choose a "Geography Action!" theme at right and be directed to a variety of primary and secondary sources (maps, lesson plans, video and audio resources, and pictures) relating to that theme.
    • Sarah Franquemont
      Sarah Franquemont on 20 Sep 10
       
      The site contains information on conservation, topography, human migration, and other relevant topics for geography teachers.  A variety of supplemental maps also illustrate these concepts.
    • Sarah Franquemont
      Sarah Franquemont on 20 Sep 10
       
      Cultural and region specific information is broad, so while this site is valuable for geography teachers, it may not provide detailed enough information for history teachers.
  • Adrea Lawrence on 04 Oct 10
     
    How might teachers use this site?
kkasargodstaub

National Archives - 2 views

www.archives.gov

history socialstudies teaching research

shared by kkasargodstaub on 03 Oct 10 - Cached
  • kkasargodstaub on 03 Oct 10
     
    Excellent resource for primary and secondary source material.
  • Adrea Lawrence on 04 Oct 10
     
    How might teachers use the site?
Laura Wood

United Nations Cyberschoolbus - 0 views

cyberschoolbus.un.org/index.shtml

United Nations human rights lesson plans Model UN Global Globalization resources Peace poverty Hunger indigenous international news statistics facts countries

shared by Laura Wood on 18 Sep 09 - Cached
    • Laura Wood
      Laura Wood on 18 Sep 09
       
      Curricula with information for teachers and lesson plan ideas. For example the "Peace Education" section has 5 units which each contain suggested activities for class, suggested reading, links to more resources, and projects and activities. I like that there are both background readings for teachers AND activities and lesson plans for classrooms.
    • Laura Wood
      Laura Wood on 18 Sep 09
       
      The Community page has lots of projects that youth around the world have completed - art, video, writing, etc. This may be inspiring for students or may help to give faces to kids in other countries and places.
    • Laura Wood
      Laura Wood on 18 Sep 09
       
      Sweet! Games! Definitely play any of these before you pass them on to your students, the Flag Tag game would be great for Global Studies and the Water Quiz might be an interesting introduction to a lesson on world problems. The "Against All Odds" game is SO intense, why does everyone put it up? Anyway lots of games . . .
  • ...2 more annotations...
    • Laura Wood
      Laura Wood on 18 Sep 09
       
      Each of these boxes contains information on different global conflicts and issues. You could have your students explore this website and pick an issue to learn more about. Students could, for example, use the "web quest" in the box below to learn about child soldiers and then give a presentation for the class about the various issues affecting child soldiers and their opinion of what should be done to help these youth and their communities. Each student could select a different global challenge . . .
    • Laura Wood
      Laura Wood on 18 Sep 09
       
      The "Resources" page is the UN trying to be kid friendly. They have "student" versions of various treaties (and things) and UN Publications for download or order. If you were studying a specific international treaty or event the student versions contained here might be helpful (or you could go to the primary documents). I think it'd be better to have your students CREATE student versions of these documents than to use these, but there are some videos and some links that are helpful. The global map is outdated and slow. There are better maps elsewhere.
  • Laura Wood on 18 Sep 09
     
    "The United Nations Cyberschoolbus was created in 1996 as the online education component of the Global Teaching and Learning Project, whose mission is to promote education about international issues and the United Nations. The Global Teaching and Learning Project produces high quality teaching materials and activities designed for educational use (at primary, intermediate and secondary school levels) and for training teachers. The vision of this Project is to provide exceptional educational resources (both online and in print) to students growing up in a world undergoing increased globalization." \n\n "Within the Cyberschoolbus site there are a number of activities and projects that teach students about global issues in an interactive, engaging and fun way."
Samantha Coleman

The Perfect Job For Me - 1 views

I have graduated in Bachelor of Science in Secondary Education and have successfully passed the Licensure Examination for Teachers three years ago. I have always dreamed of working abroad but have...

started by Samantha Coleman on 19 Dec 12 no follow-up yet
Samantha Coleman

Perfect Site to Look for Perfect Job - 1 views

I graduated in Bachelor of Science in Secondary Education a year ago and until now I am still looking for the best venue where can I find a teaching job. Luckily, I have found out about Schools and...

started by Samantha Coleman on 23 Jan 13 no follow-up yet
Adrea Lawrence

Microfacts/Weaving History - Home - 8 views

weavinghistory.org

research history maps visualization timeline

shared by Adrea Lawrence on 24 Aug 10 - Cached
    • Adrea Lawrence
      Adrea Lawrence on 13 Sep 10
       
      This site includes secondary source information on several events that are important in Western Civilization.
    • Adrea Lawrence
      Adrea Lawrence on 13 Sep 10
       
      This site does not include information from East Asia, so it couldn't be used a world history course.
  • Adrea Lawrence on 24 Aug 10
     
    A spatial and temporal visualization of historical events focused primarily on the western world.
David Loudon

Indian Ocean History - 0 views

www.indianoceanhistory.org

Indian ocean Lessonplans geography maps culture

shared by David Loudon on 18 Sep 10 - Cached
    • David Loudon
      David Loudon on 18 Sep 10
       
      This section offers overviews of the Indian Ocean and the uses of it in different eras. This section is more helpful than the maps which, although visually appealing, are more confusing than helpful.
    • David Loudon
      David Loudon on 18 Sep 10
       
      Offer a detailed 13-page bibliography of secondary sources used when creating this website. Seems very scholarly and accurate.
    • David Loudon
      David Loudon on 18 Sep 10
       
      This section is the one most applicable to teaching as it offers actually full lesson plans, including a deeper description for the teacher of what the lesson plans hope to accomplish. They also plan out how you might use their information to make a one year or two year course with it. Very thorough and very helpful for world history teachers.
  • ...1 more annotation...
    • David Loudon
      David Loudon on 18 Sep 10
       
      By clicking the items, you get more information about the person, place or idea as keyed on the map. Nevertheless, the map is crowded and confusing for someone not already familiar with the material.
  • David Loudon on 18 Sep 10
     
    A reference site based on the study of the history, geography and cultures of the Indian Ocean and the peoples who used it. Has an interactive map divided into different historical periods and offers lesson plans for teachers.
David Loudon

Online High School Economics Lessons - 1 views

cob.jmu.edu/High.htm

economics lesson plans global highschool teaching

shared by David Loudon on 18 Sep 10 - Cached
    • David Loudon
      David Loudon on 18 Sep 10
       
      This site is NOT a list of primary or secondary sources but rather offers creative lesson plans, as well as the links to important materials for the plans, for teaching economics in a high school setting.
    • David Loudon
      David Loudon on 18 Sep 10
       
      Fantastic links of materials in each lesson plan to use for the lesson.
    • David Loudon
      David Loudon on 18 Sep 10
       
      This site is a valuable tool for teachers, especially those who don't feel very comfortable with economics but want to look at the practical implications of it with their students. I would definately use this site.
  • David Loudon on 18 Sep 10
     
    A list of very good detailed lesson plans for a high school economic class related to different country and the economic policies that they pursue.
Preston Spradling

Internet African History Sourcebook - 0 views

www.fordham.edu/...africasbook.html

history resources research

shared by Preston Spradling on 27 Sep 10 - Cached
  • Preston Spradling on 27 Sep 10
     
    This is a highly useful source, a derivative of the Internet History Sourcebook series, which focuses on African history. It is particularly helpful as it's full of difficult to locate sources for periods that are often dependent on oral histories and secondary sources.
David Loudon

Lesson Plans | Teach US History - 1 views

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

lesson plan Cherokees Trail of Tears Georgia Jackson

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

Remember the Maine - 1 views

www.spanamwar.com/maine.htm

history

shared by Jordan Manuel on 19 Sep 10 - Cached
    • Jordan Manuel
      Jordan Manuel on 19 Sep 10
       
      This site contains mainly secondary source information, actual photos and a primary source account of the court of inquiry.
    • Jordan Manuel
      Jordan Manuel on 19 Sep 10
       
      I would use this site for an indepth study of the Maine incident leading to the start of the Spanish American War. Also it includes a comparison of the Maine disaster and the World Trade Center attack that might prove interesting to broach as a topic of discussion.
    • Jordan Manuel
      Jordan Manuel on 19 Sep 10
       
      This site contains a lot of information, which would no doubt be useful to social studies teachers. It contains various links, a good bibliography and other items of interest. Of particular value would be the bibliography which would allow for a more indepth examination of the topic.
  • Jordan Manuel on 19 Sep 10
     
    This site features photos, biographies of people involved in the incident and excerpts from newspapers, crewmen, etc.
Jonathon Gordon

The Civil War . In the Classroom | PBS - 1 views

www.pbs.org/classroom

**in the classroom** lessons civil war south north

shared by Jonathon Gordon on 03 Oct 10 - Cached
  • s you view portions of the series in your classroom, your students will meet men and women, many no older than they, for whom the war was a very personal experience. They will meet individuals like Elisha Hunt Rhodes and Sam Watkins who were just ordinary young men thrust into extraordinary circumstances that changed their lives forever. They will als
    • Jonathon Gordon
      Jonathon Gordon on 03 Oct 10
       
      Allows teachers to use primary sources, videos, and secondary sources to enhance their lesson plans. The "In the Classroom" feature is a great for teachers. 
  • multidisciplinary lesson plans newly created by award-winning educators; and activity ideas from teachers who have been using the video series for years.
    • Jonathon Gordon
      Jonathon Gordon on 03 Oct 10
       
      I would utilize this site by looking at lesson plans provided by the site and working with them to create my own lesson plans to suit the students in my classroom. 
1 - 20 of 26 Next ›
Showing 20▼ items per page