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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.
Lauren Price

Indiana World Geography Standards - 0 views

www.aag.org/...IN_StARG.pdf

shared by Lauren Price on 18 Feb 09 - No Cached
  • Lauren Price on 18 Feb 09
     
    Reading about "geographic thinking" brought back horrible repressed memories of teaching World Geography last semester. There are no DCPS geography standards and, as you may have noticed, it is difficult to define what exactly it means to think/teach geographically (beyond memorizing the locations of countries on maps). I struggled a lot with this concept, but the best guidance I was able to find was from the Indiana World Geography Standards.
Maria Mahon

The History of Jim Crow - 5 views

www.jimcrowhistory.org/home.htm

Jim Crow Laws Teacher Resources Lesson Plans

shared by Maria Mahon on 27 Nov 09 - Cached
  • Maria Mahon on 27 Nov 09
     
    This website deals with the History of Jim Crow and has many valuable resources for teachers. The History and Geography sections of this website are quite rich in information and I think well-organized and easy to use. The website provides the in-depth essays and/or other materials to be used in the lessons. The American Literature section provides some interesting unit and lesson plans for well-known books such as A Raisin in the Sun and To Kill a Mockingbird. The Teacher Resources section provides a variety of lessons… some involve images, music, literature, simulations, etc. Quite a few seem to incorporate the PBS series The Rise and Fall of Jim Crow. Overall, I am very impressed with this website. My favorite book is To Kill a Mockingbird and I think the Unit on this book is interesting in the way they link it to an integrated literature/social studies unit on the case of the Scottsboro Boys and life in the 1930s.
jbdrury

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

www.digitalhistory.uh.edu/...introduction.html

Reconstruction African-American Civil War Images Pictures Pictorial History Slavery Sharecropper

shared by jbdrury on 25 Sep 09 - Cached
    • jbdrury
      jbdrury on 25 Sep 09
       
      The home page to Digital History contains links to resources for a variety of other curricular units
    • jbdrury
      jbdrury on 25 Sep 09
       
      "Eric Foner, the DeWitt Clinton Professor of History at Columbia University, and Olivia Mahoney, Director of Historical Documentation at the Chicago Historical Society" are cited as the authors of the page.
  • Reconstruction, one of the most turbulent and controversial eras in American history, began during the Civil War and ended in 1877.
  • ...4 more annotations...
    • jbdrury
      jbdrury on 25 Sep 09
       
      Its difficult to sticky note everything you find interesting on an .html site such as this one, but each of these sections has images (many culled from the Library of Congress, which is also an excellent source for images such as these) pertaining to reconstruction, which a teacher could print or make part of a powerpoint presentation to enable students to analyze them.
    • jbdrury
      jbdrury on 25 Sep 09
       
      In the "additional resources" section there is also a visual timeline of the Reconstruction period, including many of the images found throughout the rest of this website, but organized chronologically, which may be of use to those students who need to look at history in this way.
  • In time, the North abandoned its commitment to protect the rights of the former slaves, Reconstruction came to an end, and white supremacy was restored throughout the South.
  • Today, as a result of extensive new research and profound changes in American race relations, historians view Reconstruction far more favorably, as a time of genuine progress for former slaves and the South as a whole.
  • jbdrury on 25 Sep 09
     
    This website, while providing a fairly detailed summary of The Reconstruction, I have bookmarked because of the images it contains. I think pictures and images are a useful tool in shaping students perceptions of history; as Erin evidenced in her last lesson plan, providing students with a model for critically examining images could prove very beneficial to building on their critical thinking abilities.
Lindsay Andreas

Historical Tweets » Columbus Twitters Trouble on the High Seas - 0 views

historicaltweets.com/...tters-trouble-on-the-high-seas

twitter history warm-ups education technology

shared by Lindsay Andreas on 25 Sep 09 - Cached
Debbie Moore liked it
  • A Young Adolf Hitler Twitters Away
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      I wouldn't use this one, for example.
  • Lincoln Asks Twitter Followers for Speechwriting Help
    • Lindsay Andreas
      Lindsay Andreas on 25 Sep 09
       
      My favorite one! For example, you could use it to explain the Gettysburgh Address, I never learned what four scores and seven years ago actually meant until recently, a score is 20 years, thus 87 years, 87 years from when? The Declaration of Independence. This could be a fun transition into comparing the DOI and the G. Address, because Lincoln had the DOI in mind when he wrote it.
  • Lindsay Andreas on 25 Sep 09
     
    This is a bit of a comical website but I think it could be a fun way to seem cool to the students, while actually teaching them, covert learning. If your kids are into twitter, you can post these on the board or pass out copies in the beginning of class for a warm-up. I wouldn't have them view the actual site because the comments get a little inappropriate. You would certainly need to use discretion. Sometimes teachers need to seem like real people and if I was in high school, I would think a teacher that used this was cool.
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.
Lindsay Andreas

Op-Ed Columnist - The Uneducated American - NYTimes.com - 0 views

www.nytimes.com/...09krugman.html

education op-ed neglect financing higher budget cuts

shared by Lindsay Andreas on 09 Oct 09 - Cached
  • Until now, the results of educational neglect have been gradual — a slow-motion erosion of America’s relative position. But things are about to get much worse, as the economic crisis — its effects exacerbated by the penny-wise, pound-foolish behavior that passes for “fiscal responsibility” in Washington — deals a severe blow to education across the board.
    • Lindsay Andreas
      Lindsay Andreas on 09 Oct 09
       
      The gradual decline of funding priority for education may not be immediately felt but I think the effects later down the road could be bad. I think we take education very much for granted.
  • But these days young Americans are considerably less likely than young people in many other countries to graduate from college. In fact, we have a college graduation rate that’s slightly below the average across all advanced economies.
    • Lindsay Andreas
      Lindsay Andreas on 09 Oct 09
       
      I wonder who he is talking about specifically with this statement? European countries? I wonder how much of an impact in that is because many of them have free higher education, or at least highly subsidized. But then again their tax rates are outrageous. The great thing about our system is that we have a lot of choices, so it's hard to compare in many ways too.
  • For example, the Chronicle of Higher Education recently reported on the plight of California’s community college students. For generations, talented students from less affluent families have used those colleges as a stepping stone to the state’s public universities. But in the face of the state’s budget crisis those universities have been forced to slam the door on this year’s potential transfer students. One result, almost surely, will be lifetime damage to many students’ prospects — and a large, gratuitous waste of human potential.
    • Lindsay Andreas
      Lindsay Andreas on 09 Oct 09
       
      I think this is a very interesting example, it always seems to be a question of equity or choice.
  • ...1 more annotation...
  • Beyond that, we need to wake up and realize that one of the keys to our nation’s historic success is now a wasting asset. Education made America great; neglect of education can reverse the process.
    • Lindsay Andreas
      Lindsay Andreas on 09 Oct 09
       
      "Not a wasting asset" is so on point. I think it is hard for policy makers to realize that results are not instant. It is a hard balance, to look like you are making gains quickly or willing to wait for systematic change.
Maria Mahon

N.B.A. Players Return to Where They Once Hastened to Leave - College - NYTimes.com - 1 views

www.nytimes.com/...06nba.html

staying in school sports stars

shared by Maria Mahon on 10 Oct 09 - Cached
  • “I have a younger brother, and it sets an example for him and how important it is,” said Westbrook, who declared for the N.B.A. after his sophomore season at U.C.L.A.
  • People who criticize me for that have something to think about, I think, because that’s an important time in anybody’s life,” Carter said at the time. “There’s not one person who could sit there and say that they would miss their graduation for nothing.”
    • Maria Mahon
      Maria Mahon on 10 Oct 09
       
      Role models who pursue education should be made available to the students, I think. Rather than not wanting to discuss sports stars or entertainers, I think it would be great to hold up the ones who do prize education.
  • Maria Mahon on 10 Oct 09
     
    This article caught my attention because my practicum placement cooperating teacher has a bulletin board and he encourages students to bring in newspaper articles that catch their attention. However, he has said that he hopes that they will not all be about sports stars and entertainers. Yet, the students are constantly talking about entertainers (especially Lil Wayne - he's all the rage in middle schools apparently!) and sports starts. I feel like a story like this could be used to help inspire the students to stay in school - seeing people they admire commit to their education could be very valuable.
Maria Mahon

Historical Thinking Matters: Rosa Parks - 2 views

historicalthinkingmatters.org/...intro

teaching history primary documents resources socialstudieseducation

shared by Maria Mahon on 10 Oct 09 - Cached
  • Maria Mahon on 10 Oct 09
     
    The format of this website has changed a bit since I first learned of it over the summer. I don't think it is quite as user friendly as it used to be. However, it does provide some great primary documents for teachers to use when teaching certain moments.... in this case, the lesson I chose was Rosa Parks. By using some of these documents, students can become exposed to a more nuanced interpretation of the bus boycott and the events leading up to it.
  • Adrea Lawrence on 11 Oct 09
     
    You might let them know what you think about their new website design. They might find it helpful.
Lindsay Andreas

History and Technology Club » About - 2 views

dtsdapache.hershey.k12.pa.us/...about

artifacts Historical technology documents living history simulation

shared by Lindsay Andreas on 13 Nov 09 - Cached
  • Lindsay Andreas on 13 Nov 09
     
    I think I got this a while ago from the Diigo History Teacher's website but I really like the idea of it, so i"m posting it on our Diigo page too. Basically, this teacher created a history/technology club. The students build technology that is from historical periods and also work on artifacts. It's like bringing Ancient Rome to your classroom or colonial Williamsburg. I think people can use it for ideas/inspiration. You wouldn't have to have an after-school club, you could pick a project that works well within a particular unit.
  • Lindsay Andreas on 13 Nov 09
     
    Some of the projects are really intense but I kind of want to make the walnut ink.
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.
Lindsay Andreas

Downloadable Media @ your library: District of Columbia - 0 views

overdrive.dclibrary.org/...default.htm

technology ipod audiobooks mp3s ebooks

shared by Lindsay Andreas on 27 Sep 09 - No Cached
  • Now Playing - OverDrive MP3 Audiobooks!
    • Lindsay Andreas
      Lindsay Andreas on 27 Sep 09
       
      Some notable audio/mp3/ipod selections from the DC Public Library that I feel would be great for Social Studies, specifically. The Civil War (Shelby Foote) He is considered a top scholar, along with James Mcphereson. If there are two names you should be familiar with for Civil War scholarship, they are it! My Brother Sam is Dead. You may have read this when studying the American Revolution, a great way to incorporate literature into the study of history. Thomas Jefferson & His Time (Multiple Volumes) TJ, enough said!
  • Newest Video Additions
    • Lindsay Andreas
      Lindsay Andreas on 27 Sep 09
       
      For the visual learners of your class. Some PBS Home video selections, a very reputable education source.
  • Learning a Language:
    • Lindsay Andreas
      Lindsay Andreas on 27 Sep 09
       
      This doesn't relate to Social Studies directly but I think it is a pretty cool feature, language tapes can be really expensive, why not utilize a free library membership?
  • ...1 more annotation...
  • Audiobooks
    • Lindsay Andreas
      Lindsay Andreas on 27 Sep 09
       
      Why fight it? It is well accepted in the education field that students learn in multiple ways. Specifically, students with learning disabilities should also be kept in mind. I know we are studying to be general educators but you will be dealing with IEPs and a working knowledge of special education must not be overlooked.
  • Lindsay Andreas on 27 Sep 09
     
    I was at the National Book Festival yesterday, it was wonderful, great resources overall. They were really pushing eBooks and audiobook downloads and I think it is an important education trend we need to be aware of. The kids are becoming so tech-oriented, why fight it? We need to use it to our advantage.
Lindsay Andreas

More Teachers Turning to Sign Language to Manage Classrooms - washingtonpost.com - 0 views

www.washingtonpost.com/...AR2009101501373.html

sign language classroom management

shared by Lindsay Andreas on 16 Oct 09 - Cached
  • how to manage children's urgent requests, in the middle of the most carefully planned lessons, for permission to sharpen pencils, get drinks of water or visit the bathroom.
    • Lindsay Andreas
      Lindsay Andreas on 16 Oct 09
       
      I have to be honest, my students do get kind of annoying with this stuff but you can't not let them go to the bathroom, I like that this maintains control but still gives kids independence.
  • "Sign language is the ultimate multitasker's tool," she said. "It lets you tend half the class's bodily needs at the same time you're helping a small group learn."
    • Lindsay Andreas
      Lindsay Andreas on 16 Oct 09
       
      In these times of standards and high-stakes testing, they want us to accomplish so much, this just might be a simple way of gaining a little edge in more fluid instruction time and I think it is worth trying out.
  • Signing has long been a tool for teachers to help special education students develop language skills, and for years it has been offered in area high schools as a second language. Now its use as a management tool appears to be on the rise.
    • Lindsay Andreas
      Lindsay Andreas on 16 Oct 09
       
      A teacher could also use it as an opportunity to talk a little bit about deaf culture, which I think is really important. One of my good friends is a CODA (Child of Deaf Adult) and it is a very passionate and strong community.
jbdrury

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

www.ericdigests.org/...film.htm

film social studies history teaching film in the classroom movies film and social studies

shared by jbdrury on 09 Oct 09 - Cached
  • Visual media also address different learning modalities, making material more accessible to visual and aural learners
    • jbdrury
      jbdrury on 09 Oct 09
       
      Addresses diverse learners issue.
  • However, the very qualities that make film and video so popular present problems as wel
  • ...23 more annotations...
  • It reinforces the passive viewing and unquestioning acceptance of received material that accompanies growing up in a video environment.
  • That passivity and lack of critical awareness is anathema to a democracy.
  • Thirty years ago this meant teaching students to read the newspaper critically, to identify bias there, and to distinguish between factual reporting and editorializing. Critical viewing skills must be added to this effort.
  • an excellent starting point is John E. O'Connor's IMAGE AS ARTIFACT: THE HISTORICAL ANALYSIS OF FILM AND TELEVISION
  • (1) Questions about Content.
    • jbdrury
      jbdrury on 09 Oct 09
       
      Another good source that I used in my class with Brec is called "Reading in the Dark", which is geared specifically for using film in the English classroom; however, the book provides a review of this basic terminology of film analysis mentioned here.
  • Teachers should be familiar with editing techniques, camera angles, the uses of sound, and other aspects of the presentation.
  • Beyond the cultural and social aspects of the film, what influences were at work in shaping the document?
  • (2) Questions about Production.
  • (3) Questions about Reception.
  • Did this production influence other works? social movements?
  • FOUR FRAMEWORKS FOR HISTORICAL INQUIRY
    • jbdrury
      jbdrury on 09 Oct 09
       
      This site doesn't go quite as in depth as I would hope, however these four frameworks do manage to get one thinking about the different ways in which film might be used in the classroom
  • (1) The Moving Image as Representation of History.
  • (2) The Moving Image as Evidence for Social and Cultural History
  • While film can serve as an engaging introduction to a subject, students should be aware of the constant shading and biases, why these occur, and what they accomplish.
  • (3) Actuality Footage as Evidence for Historical Fact.
    • jbdrury
      jbdrury on 09 Oct 09
       
      The book I mention in my sticky note below has a great section on critically analyzing documentaries, which some people have a bad habit of regarding as "fact", simply because the film is labeled as a documentary.
  • Documentary footage, however, is never wholly objective.
  • An examination of filming and editing, circumstances surrounding production and distribution, and the producer's intentions are essential for studying such material.
  • (4) The History of the Moving Image as Industry and Art Form
    • jbdrury
      jbdrury on 09 Oct 09
       
      I have been looking online for awhile, and most of the sources that come up are actual books for purchase like these - I might cross-reference some of these titles with our university library to see which ones come up
  • "Film & History: An Interdisciplinary Journal of Film and Television Studies" at http://h-net2.msu.edu/~filmhis/.
  • jbdrury on 09 Oct 09
     
    This is sort of a basic review of how and why we as teachers might use film in the classroom. This is my first post on this issue; I am searching for some more in-depth sites that might have models for lesson plans. Many sites have lesson plans based around a specific film; a site that provides lesson plan templates that are applicable across a wide variety of films would be more applicable/useful. However, the comments made here by Paris provide a good base from which to start thinking about the idea.
Maria Mahon

American Album - Once Convicts' Last Hope, Now a Students' Advocate - NYTimes.com - 0 views

www.nytimes.com/...19teacher.html

career change teacher education

shared by Maria Mahon on 23 Oct 09 - Cached
  • But this is precisely where Mr. Dunn chose to be, having seen too many people at the end of lives gone wrong, and wanting to keep these students from ending up like his former clients.
    • Maria Mahon
      Maria Mahon on 23 Oct 09
       
      I also think the presence of a strong, committed male figure can make quite an impression on the students.
  • Maria Mahon on 23 Oct 09
     
    I think this is a great story about an individual who gave up a successful legal career to become a teacher. It caught my attention because the teacher with whom I am doing my practicum placement left a career at the State Department to become a teacher for some similar reasons.
Jeannie Davidson

DocsTeach - 9 views

docsteach.org

history socialstudies primary sources

shared by Jeannie Davidson on 21 Sep 10 - Cached
    • Adrea Lawrence
      Adrea Lawrence on 21 Sep 10
       
      You can customize a lesson with historical thinking strategies by building interactive activities.
    • Adrea Lawrence
      Adrea Lawrence on 21 Sep 10
       
      Thematic eras can help you find documents in U.S. history quickly.
  • Adrea Lawrence on 21 Sep 10
     
    The National Archives and Records Administration has launched a new websites for teachers that includes thousands of primary source documents that are ready to use in classroom settings.
  • Lindsay Andreas on 22 Sep 10
     
    I talked to the education specialists at NARA this summer and they showed me how to use DocsTeach and it is AMAZING. Also, they have the most wonderful field trip opportunity. They have a simulation where the students become archivists and they go through the research process. I don't think there is anything else like it in the entire country. If you want to teach the research process and historical thinking, you need to book a trip ASAP!
  • Jeannie Davidson on 27 May 15
     
    National Archives Documents and Activities for teaching History
jbdrury

Scientists lay bare Irish potato famine blight * The Register - 0 views

www.theregister.co.uk/...blight_genome_sequenced

irish potato famine potato blight history science behind the blight irish

shared by jbdrury on 02 Oct 09 - Cached
    • jbdrury
      jbdrury on 02 Oct 09
       
      As you can see in the title, The Register is a science and IT periodical based in the U.K.
  • Scientists lay bare Irish potato famine blight
  • Scientists have successfully sequenced the genome of Phytophthora infestans - the potato blight mould which in the 1840s devasted Irish potato crops, leading to the deaths of one million people.
  • ...6 more annotations...
  • Phytophthora infestans is a water mould
    • jbdrury
      jbdrury on 02 Oct 09
       
      There is an entire report provided on Nature.com's website, but it's a bit too in-depth to be used in the classroom. Maybe not for the more scientifically-inclined in this group.
  • The mould still afflicts potatoes, tomatoes and related plants, and costs farmers around the world an estimated $6.7bn a year."
    • jbdrury
      jbdrury on 02 Oct 09
       
      I don't know if anyone else tried to grow tomatoes this year, but mine were killed by the current blight that is going around. That these blights still exists provides modern relevance to the study of the famine.
  • The scientists believe the transposons - comprising a whopping 74 per cent of the genome - allow the mould to quickly evolve to defeat genetic countermeasures intended to stop it in its tracks
  • With all this knowledge about how the pathogen attacks the host on the biochemical level, I would hope that some clever plant pathologist would be able to genetically engineer resistance.
  • jbdrury on 02 Oct 09
     
    This is the most watered-down, non-scientific explanation of the genome sequencing project on the potato blight that caused the Irish Potato Famine. It's pretty interesting in-and-of-itself, and I think studying a subject like this provides a unique opportunity to coordinate curricula with the science department of your school.
Lauren Olson

A New Literary History of America, Edited by Greil Marcus and Werner Sollors - 1 views

www.newliteraryhistory.com

history stories literature social studies

shared by Lauren Olson on 02 Sep 10 - Cached
  • Lauren Olson on 02 Sep 10
     
    I really love this website because it presents a unique view on several historical events. I think the information is interesting and the layout is user-friendly
  • Adrea Lawrence on 04 Oct 10
     
    General description? How might teachers use the site?
Stephanie Beer

Lesson Plans - Migration: Why People Move - 1 views

www.nationalgeographic.com/...tgmigration.html

geography demography history Lesson Plan middle school immigration migration

shared by Stephanie Beer on 20 Sep 10 - Cached
    • Stephanie Beer
      Stephanie Beer on 20 Sep 10
       
      This lesson encourages students to use websites such as the US Census Bureau and the UN Population Division in order to research a migration in history of their own selection.
    • Stephanie Beer
      Stephanie Beer on 20 Sep 10
       
      I would use this lesson in a middle school geography class but it could also be used in a US history class in a unit on immigration.
  • Stephanie Beer on 20 Sep 10
     
    This is a great lesson for a middle school geography class that would get students thinking about peoples' motivations for migrating from one place to another. The lesson plan includes objectives and standards as well as the lesson procedure. There are also ideas for extension activities.
kkasargodstaub

Rethinking Schools - 1 views

www.rethinkingschools.org/index.shtml

socialstudies education educationreform

shared by kkasargodstaub on 20 Sep 10 - Cached
  • Proving Grounds: School “Rheeform” in Washington, D.C.
  • Michelle Rhee is the exemplar for Duncan's school “reform.” What's really happening to children and teachers in D.C.?
    • kkasargodstaub
      kkasargodstaub on 21 Sep 10
       
      An interesting and not often heard take on Michelle Rhee's reforms in Washington D.C.
  • kkasargodstaub on 20 Sep 10
     
    While this is not directly a lesson planning website. I think it's really important for social studies educators to understand the issues that students, teachers and schools are facing. In order to be informed and powerful in our work, we must understand the entire context.
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