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

www.loc.gov/...billofrights.html primary document bill of rights american government
shared by Samantha Greenwald on 19 Sep 10 - Cached
    • Samantha Greenwald
      Samantha Greenwald on 19 Sep 10
       
      This can be used especially on Constitution Day (September 17th).
    • Samantha Greenwald
      Samantha Greenwald on 19 Sep 10
       
      A bibliography is provides as well as other external resources for students and teachers to explore.
    • Samantha Greenwald
      Samantha Greenwald on 04 Oct 10
       
      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
      Samantha Greenwald on 04 Oct 10
       
      This is one site of three that provides primary documents. The other two discuss national expansion and reform and the civil war and reconstruction.
  • Samantha Greenwald on 19 Sep 10
     
    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.
  • Adrea Lawrence on 04 Oct 10
     
    Any other ways in which teachers might use this site?
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VMI New Market Cadet William H. McDowell, the " Ghost Cadet" . Online Resources from th... - 0 views

www.vmi.edu/archives.aspx
shared by Joellen Kriss on 06 Sep 09 - No Cached
  • 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
      Joellen Kriss on 06 Sep 09
       
      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.
  • Joellen Kriss on 06 Sep 09
     
    This is just the actual page that I was referring to in my previous post in case anyone is interested.
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California, First Person Narratives: General Collections - 1 views

memory.loc.gov/...cbhome.html america usa c19th sources documents images primary sources california gold rush us civil war reconstruction railways narratives stories immigration
shared by David Hilton on 15 Sep 09 - Cached
  • David Hilton on 15 Sep 09
     
    "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.
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American Slave Narratives - 2 views

xroads.virginia.edu/...wpahome.html
shared by Lindsay Andreas on 07 Sep 09 - Cached
  • 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.
  • Lindsay Andreas on 07 Sep 09
     
    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.
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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.
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Mapping History - The Spread of Cotton and of Slavery 1790-1860 - 0 views

mappinghistory.uoregon.edu/...US18-00.html History Social Studies TEKS TEKS 8.1A TEKS 8.7C TEKS 8.12B TEKS 8.12D Mapping History Teaching University of Oregon Slavery Civil War Cotton
shared by tcornett on 05 Apr 16 - No Cached
  • tcornett on 05 Apr 16
     
    The Spread of Cotton and of Slavery 1790-1860
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Mapping History - Reconstruction - 0 views

mappinghistory.uoregon.edu/...US25-00.html History Social Studies Civil War Reconstruction TEKS TEKS 8.1A TEKS 8.9C TEKS 8.16B Mapping History University of Oregon Teaching
shared by tcornett on 05 Apr 16 - No Cached
  • tcornett on 05 Apr 16
     
    Reconstruction
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Abraham Lincoln | 60-Second Presidents | Social Studies | Video | PBS LearningMedia - 0 views

klru.pbslearningmedia.org/...m-lincoln-60-second-presidents Social Studies History TEKS TEKS 8.1A TEKS 8.8B TEKS 8.16B Civil War Reconstruction Abraham Lincoln President Presidents PBS Teaching
shared by tcornett on 05 Apr 16 - No Cached
  • tcornett on 05 Apr 16
     
    PBS LearningMedia Video for Social Studies for 4-12
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Andrew Johnson | 60-Second Presidents | Social Studies | Video | PBS LearningMedia - 0 views

klru.pbslearningmedia.org/...w-johnson-60-second-presidents History Social Studies TEKS TEKS 8.1A TEKS 8.8B TEKS 8.9C Andrew Johnson Civil War Reconstruction Tennessee Impeachment PBS President Presidents Teaching
shared by tcornett on 05 Apr 16 - No Cached
  • tcornett on 05 Apr 16
     
    PBS LearningMedia Video for Social Studies for 4-12
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Why Reconstruction Matters - The New York Times - 0 views

www.nytimes.com/...hy-reconstruction-matters.html Civil War Social Studies History Teaching TEKS Reconstruction New Yorker
shared by tcornett on 10 Apr 16 - No Cached
  • tcornett on 10 Apr 16
     
    Teachers can consider starting students in their Reconstruction unit with this article. Why not start with a popular writing piece that asks why a particular era in history is important?
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