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Jonathon Gordon

PBS Teachers | Resources For The Classroom - 1 views

    • David Loudon
       
      You can select different time periods/themes to search through. The four most prominent sections are Civics, World History, U.S. History and Cultural Studies.
    • David Loudon
       
      The problem with this site is that the links they provide are not often scholarly, and as such aren't as reliable as other sources may be.
  • Source: NOVA 60.0 1 Article/Essay Discover the story of how Dale Larson saved 29 schoolchildren during a 1928 tornado in Thurston County, Nebraska. Imagine how the events of that tornado would have been different with the current advances in severe weather warning systems. Details » Tags: 6-8, 9-12, Science & Tech, Social Studies, Geology & Natural Disasters, Meteorology, Historical Perspective
    • Jonathon Gordon
       
      Searching on this site is extremely easy. By using tags similar to DIIGO, teachers can search for exact lessons or ideas to improve lessons. 
  • the.News: Woody Biomass - Nebraska Source: PBS NewsHour 60.0 0 Resource Set Analyze the use of woody biomass as a fuel. Understand the carbon cycle, calculate your carbon footprint and formulate a policy position on using woody biomass to produce energy. Details »
    • Jonathon Gordon
       
      Classroom resources are not limited to just lesson plans, they also include on/offline activities for students; grade level specific in all cases. 
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  • Earth Days: Technology - Conveniences and Consequences Source: American Experience
    • Jonathon Gordon
       
      The sources from this site come from various PBS programs including "American Experience", "PBS Newshour", and "NOVA". 
  • Classroom Resources Discussions Professional Development Classroom Resources
    • Jonathon Gordon
       
      This is a great website for teachers. It is a credible source of information with multiple options for improving lessons plans. 
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    This website is provided by PBS for teachers to use to help with different classroom applications. It offers teachers the ability get classroom resources, start discussion boards with other educators, and professional development tools. 
James Leslie

TCI Launches Ground-Breaking, Online Technology for Social Studies Teachers and Their S... - 0 views

  • TCI, a leading publisher of innovative K-12 social studies curriculum, recently launched TeachTCI and LearnTCI, online instructional technologies for teachers and students.
  • When teachers sign in to their TeachTCI account online, they have access to all the resources found in TCI's print materials, plus links to lesson-specific discussion groups that facilitate professional exchange, an assessment creator, and a Classroom Presenter tool that translates the printed lesson guide into a visual format that enables teachers to lead dynamic classroom activities.
  • "TeachTCI turns the countless hours I would usually spend on lesson planning and activity development into a one-stop, shopping-like experience for everything I need for class. The fact that it is online makes it easy for me access these resources from any computer and allows me to work as easily from home as from school," said Steve Innamarato, a social studies teacher at Central High School in Philadelphia.
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  • Making the content of both TeachTCI and LearnTCI web-based was a strategic decision by TCI. "We can ensure that our content remains cutting-edge," said TCI's founder and CEO, Bert Bower. "With print publishing, we weren't able to make updates as often because of long printing cycles. Updating digital content is a snap. Another advantage is that teachers can prepare and plan lessons from anywhere, and students can interact with their text at home, from the library, or anywhere they can get online."
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    This web site has information on an online teaching resource for teachers. The program allows teachers and students to work from anywhere via the internet.
Debbie Moore

Center for Civic Education Home - 3 views

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    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.
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    Haha, I love this site! I posted on it the week before last. I reeeeeeaally want to get a job working for them! :-)
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    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!!
Lindsay Andreas

National Governors Association - 0 views

  • 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
       
      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
       
      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.
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  • Provide capacity-building incentives to states to increase teacher supply and retention, as well as education research.
    • Lindsay Andreas
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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.
Nate Merrill

Campaign for a Commercial-Free Childhood - 0 views

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    CCFC is a national coalition of health care professionals, educators, advocacy groups, parents, and individuals who care about children. A project of Third Sector New England in Boston, CCFC is the only national organization devoted to limiting the impact of commercial culture on children.
Debbie Moore

home - Smithsonian's History Explorer - 0 views

    • Erin Power
       
      This website relies on Smithsonian reference information, mostly online exhibits. This means the information is reputable. It's also organized in an incredibly efficient way. I think I would love to keep this site bookmarked, and check it out as I progress through a curriculum. It's so easy to use - pick your period, quickly scroll through to see if anything is interesting to you. This is valuable to Social Studies teachers who are looking to incorporate online materials without spending a ton of time looking for them.
    • Erin Power
       
      Oh! I just figured out that the websites posted are even marked to what grade-level they are targeted to.
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    This website is a great reference page for finding resources based on historical periods.
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    Smithsonian's History Explorer provides a multitute of resources for teachers including lessons, activities, interactive activities, examples of artifacts, and professional development opportunities for educators. One can easily search for desired resources by selecting the grade level, type of resource desired, and the time period. A variety of American History related subjects are displayed and from that list, one can select the desired resource.
tcornett

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

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    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
Erin Power

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

    • Joellen Kriss
       
      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.
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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.
  • And many parents just view it as a toxic brand that isn't helping children learn.
    • Joellen Kriss
       
      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
       
      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
       
      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
       
      ...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
       
      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.
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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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    The Duncan speech we were talking about in class
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