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Lauren Olson

The Vietnam War - 2 views

    • Lauren Olson
       
      Warning-- the "faces" section of this website contains material not suitable for younger audiences. Cigarettes and alcohol are pictured and several swear words are used in personal quotes.
    • Lauren Olson
       
      The "hippies" section has music in the background so be cautious when using in public places.
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    How might teachers use this site?
jbdrury

Bringing history to life | Voices of a People's History of the US - 1 views

    • jbdrury
       
      Links to videos, some produced by PBS that are linked to Howard Zinn's "People's History of the United States"
    • jbdrury
       
      This is where you sign up for free membership, and gain access to all the materials and lesson plans made for teachers, specifically linked to Howard Zinn's work.
  • oices of a People’s History of the United States brings to life the extraordinary history of ordinary people who built the movements that made the United States what it is today, ending slavery and Jim Crow, protesting war and the genocide of Native Americans, creating unions and the eight hour work day, advancing women's rights and gay liberation, and struggling to right wrongs of the day.
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    In reading this last chapter of Takaki, I couldn't help but draw comparisons to my personal favorite from this genre of "alternative" interpretations of U.S. History, Howard Zinn's "A People's History of the United States." His chapter on the history of Reconstruction is very insightful and I remember being utterly shocked the first time I read it. In searching for lesson plans based around his text, I found this website. You simply have to sign up for membership (it's free) and you have access to resources and lesson plans based around each of the chapters in his seminal work. This website is co-produced by Howard Zinn himself.
  •  
    In reading this last chapter of Takaki, I couldn't help but draw comparisons to my personal favorite from this genre of "alternative" interpretations of U.S. History, Howard Zinn's "A People's History of the United States." His chapter on the history of Reconstruction is very insightful, and in searching for lesson plans based around his text, I found this website. You simply have to sign up for membership (it's free) and you have access to resources and lesson plans based around each of the chapters in his seminal work. This website is co-produced by Howard Zinn himself.
Walter Antoniotti

http://www.textbooksfree.org/Building%20America's%20Democratic%20Federalist%20Republic.htm - 0 views

Building America's Democratic Federalist Republic 1. The Early Colonial Period 1619 Began Representative Democracy and Slavery Freedom of Religion Began in 1636 All Immigrates Welcomed By 1654 Ne...

history resources education teaching Social Studies socialstudies

started by Walter Antoniotti on 18 Jan 17 no follow-up yet
atitzel

American Civil War Augmented Reality Project - 6 views

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    A fascinating project designed by history teachers to use Augmented Reality to make the past come alive. Help spread the word to make this a reality.
Margit Nahra

Student Speech | American Civil Liberties Union - 1 views

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    This page on the ACLU web site features materials related to students' free speech rights.
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    This is a podcast interview of a woman who was suspended from school for protesting the Viet Nam War during the 1960s. Subject talks about the example set by her parents, who were Civil Rights activists.
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    Site contains a wealth of materials -- legal documents, blogs, news articles, podcasts, etc. -- that are searchable by subject area. Subject breakdown could be very helpful for students looking for a research topic.
Richard Kirschner

Separation of church and state in the United States - Wikipedia, the free encyclopedia - 0 views

  • The separation of church and state is a legal and political principle derived from various documents of several of the Founders of the United States. The First Amendment to the United States Constitution reads "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof . . ." The modern concept is often credited to the writings of English philosopher John Locke, but the phrase "separation of church and state" is generally traced to an 1802 letter by Thomas Jefferson to the Danbury Baptists, where Jefferson spoke of the combined effect of the Establishment Clause and the Free Exercise Clause of the First Amendment. His purpose in this letter was to assuage the fears of the Danbury, Connecticut Baptists, and so he told them that this wall had been erected to protect them. The metaphor was intended, as The U.S. Supreme Court has currently interpreted it since 1947, to mean that religion and government must stay separate for the benefit of both, including the idea that the government must not impose religion on Americans nor create any law requiring it. It has since been in several opinions handed down by the United States Supreme Court,[1] though the Court has not always fully embraced the principle.[2][3][4][5][6]
  • The Fourteenth Amendment to the United States Constitution (Amendment XIV) is one of the post-Civil War amendments, intended to secure rights for former slaves. It includes the due process and equal protection clauses among others. The amendment introduces the concept of incorporation of all relevant federal rights against the states. While it has not been fully implemented, the doctrine of incorporation has been used to ensure, through the Due Process Clause and Privileges and Immunities Clause, the application of most of the rights enumerated in the Bill of Rights to the states. The incorporation of the First Amendment establishment clause in the landmark case of Everson v. Board of Education has impacted the subsequent interpretation of the separation of church and state in regard to the state governments.[37] Although upholding the state law in that case, which provided for public busing to private religious schools, the Supreme Court held that the First Amendment establishment clause was fully applicable to the state governments. A more recent case involving the application of this principle against the states was Board of Education of Kiryas Joel Village School District v. Grumet (1994).
    • Richard Kirschner
       
      An excellent recitation of the historical background of the First Amendment with references to the influence of the Church of England and patriots such as Patrick Henry & Thomas Paine. Excellent list of references. Important resource to keep for future reference.
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    This is one of the very best websites I have ever found addressing the First Amendment and religion in the public schools. It deals with student prayers, official participation, teaching about religion, student dress, etc.
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    How is this site different from candst.tripod.com/...jnt-sta.htm? How might teachers use this site?
Samantha Greenwald

Bill of Rights: Primary Documents of American History (Virtual Programs & Services, Lib... - 2 views

    • Samantha Greenwald
       
      This can be used especially on Constitution Day (September 17th).
    • Samantha Greenwald
       
      A bibliography is provides as well as other external resources for students and teachers to explore.
    • Samantha Greenwald
       
      This site provides exhibitions and primary source documents which provide more detailed descriptions of certain events/people which teachers can use to expand student learning.
    • Samantha Greenwald
       
      This is one site of three that provides primary documents. The other two discuss national expansion and reform and the civil war and reconstruction.
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    This Library of Congress website provides access to primary documents including letters, notes, papers, Washington's inaugural address, and copies of the amendments to the US Constitution.
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    Any other ways in which teachers might use this site?
Jordan Manuel

Remember the Maine - 1 views

    • Jordan Manuel
       
      This site contains mainly secondary source information, actual photos and a primary source account of the court of inquiry.
    • Jordan Manuel
       
      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
       
      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.
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    This site features photos, biographies of people involved in the incident and excerpts from newspapers, crewmen, etc.
Kenneth O'Regan

American Art - 2 views

  • Norman Rockwell Telling Stories Through January 2, 2011
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    This is the front page of the Smithsonian American Art Museum. This website is a lot more than just the site for an art museum. Inside, you can find information about current exhibits, collections, upcoming events, teacher resources, and much more. Over the next few months there are also some special events for high school teachers, including one on October 16th titled "Teaching History through Art." I think it is easy, in most high schools, to forget the importance of art in our society and how it can give a glimpse of our cultural history.
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    How might teachers use this site?
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    Art can define elements of our history. I would probably be better able to answer this question if I could attend the seminar on October 16th. Taking a look at a few of the featured exhibitions on the main page of the site, we can already make some history connections. Consider the current Norman Rockwell exhibition. Rockwell provides excellent visualizations of idealized, traditional American society in a broad period, roughly 1913 to shortly before his death in 1978. Rockwell paintings could be used in any kind of lesson plan dealing with either of the World Wars, the Boy Scouts, or the rise of middle-class America in the 1950s. Another lead exhibit on the page is titled The Pond, by an artist whose name currently escapes me. Taking a look at the photos of a pond somewhere in Maryland in the 1980s, the pictures tell a story of forgotten parts of the American wild that are surrounded by urbanization and industry.
Elliot Borg

Timelines.com: Discover, Record and Share History with Timelines - 1 views

    • Elliot Borg
       
      This site does not rely on any specific sources, but rather affirms the chronology of historical events.
    • Elliot Borg
       
      I would use this source as a way to determine the most important events to discuss throughout a unit.
    • Elliot Borg
       
      Some teachers might ask students to create timelines, and this site would be helpful in assessing their accuracy. Otherwise it would be useful for teachers in developing their units.
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    This site is a great supplement for planning lessons. The scope and sequence vary, and the depth is minimal for a classroom setting, but it can help immensely in determining what content to include in the preliminary unit planning stages.
Farren Maillie

The Atomic Bomb and the End of World War II: A Collection of Primary Sources - 0 views

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    Interesting and extensive lists of primary sources dealing with the Atomic Bomb. Includes various diary entries. Shows mostly a US side.
Joellen Kriss

VMI New Market Cadet William H. McDowell, the " Ghost Cadet" . Online Resources from th... - 0 views

  • The VMI Archives receives many inquiries every year from students and teachers throughout the United States regarding the life of Cadet William H. McDowell. A fictional account of McDowell's participation in the Battle of New Market is featured in The Ghost Cadet, an award winning children's book by Elaine Marie Alphin.
    • Joellen Kriss
       
      Clearly, as it says here, the book is a work of fiction, which is why a web site like this, if one ever used the book to teach the Civil War, woould be incredibly uselful to supplementing the novel with factual information.
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    This is just the actual page that I was referring to in my previous post in case anyone is interested.
Laura Wood

www.globalpeacestudies.org - Global Peace Studies - 0 views

    • Laura Wood
       
      This site was a research project by Daryn Cambridge while he was in the International Training and Education Program at American University. It's a great Peace Education Resource
    • Laura Wood
       
      The "Reading Guides" section has many suggestions for various peace education theorists and resources as well as some links to these sources and even some guides to teaching on these resources.
    • Laura Wood
       
      Daryn was a teacher trainer for years and all of his "Activities" are student centered, multi-sensory and action-based.
    • Laura Wood
       
      These Activities are appropriate or can be adapted to all ages.
  • ...2 more annotations...
    • Laura Wood
       
      Links to MORE peace education websites, teachers guides, resources, etc.
    • Laura Wood
       
      The coolest part: A Global Peace Ed teacher FORUM! and blog site.
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    A Global Peace Studies Online Curriculum created by AU alum and adjunct Daryn Cambridge. Contains links to documents, lesson plan ideas, activities and resources. A great beginner's guide to peace education
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    A Global Peace Studies Online Curriculum created by AU alum and adjunct Daryn Cambridge. Contains links to documents, lesson plan ideas, activities and resources. A great beginner's guide to peace education AND offers links to news articles and a Peace Educators discussion site!
Laura Wood

Peace Media - 0 views

    • Laura Wood
       
      For "educators, students, organizations, and the community of practitioners working in the conflict management field" To "access multimedia materials that support conflict analysis and prevention, conflict resolution, and post-conflict reconstruction and reconciliation." Very political
    • Laura Wood
       
      Again, I would strongly caution you to try out games and media first. The Darfur and UNHCR games are extremely violent.
    • Laura Wood
       
      Search by Keyword, Country, Region, Type of Resource, Subject, and/or Language
  • ...1 more annotation...
    • Laura Wood
       
      The amount of info can get quickly overwhelming so I recommend searching for what you are particularly interested in. For example there are teaching guides for tons of movies and documentaries.
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    Compiled database of games, radio programs, teaching materials, etc about global peace. Some of the content is rather graphic and all should be screened for appropriate audiences. Info on Darfur, refugees, education in various countries. Etc.
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    Compiled database of games, radio programs, teaching materials, etc about global peace. Some of the content is rather graphic and all should be screened for appropriate audiences.
David Hilton

California, First Person Narratives: General Collections - 1 views

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    "California as I Saw It:" First-Person Narratives of California's Early Years, 1849-1900 consists of the full texts and illustrations of 190 works documenting the formative era of California's history through eyewitness accounts. The collection covers the dramatic decades between the Gold Rush and the turn of the twentieth century.
Lindsay Andreas

American Slave Narratives - 2 views

  • From 1936 to 1938, over 2,300 former slaves from across the American South were interviewed by writers and journalists under the aegis of the Works Progress Administration. These former slaves, most born in the last years of the slave regime or during the Civil War, provided first-hand accounts of their experiences on plantations, in cities, and on small farms.
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    The slave narrative project of the WPA in the 1930s is one of our greatest historical preservation efforts. Today, historians are scrambling around to preserve the narratives of Holocaust survivors and WWII vets, as they are rapidly leaving us. This is a good way to introduce the importance of oral histories. It would also be a good piece to start a lesson on evaluating primary sources.
jbdrury

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

  • 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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
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    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.
Debbie Moore

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

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