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Constitutional Convention - 0 views

  • How did the delegates to the Convention resolve their differences of opinion through compromise?
    • Lindsay Andreas
       
      This is an excellent essential question for an entire unit because you can tie this directly back to prior lessons on the Continental Congress.
  • Assess the foundations and principles that led to the development of the Constitution.
    • Lindsay Andreas
       
      This is for Utah, but I would assume a similar objective/standard would be covered in DCPS.
  • A biographical list of our founding fathers.
    • Lindsay Andreas
       
      The National Constitution Center has an excellent biographical list of all of those that attended the convention, you can search by interactive map. Thomas Jefferson and John Adams were not at the Constitutional Convention, as they were serving as ambassadors in Europe.
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  • This lesson should be taught after the Articles of Confederation are taught. Students should have a knowledge of what the Articles of Confederation were and why they failed to work.
    • Lindsay Andreas
       
      This is a time when chronological teaching is most helpful because the Article of Confederations is the entire basis for the Constitution and that connection should be a main emphasis. The movie 1776 is an excellent way to teach the Articles because it is a musical, which helps the students remember the people, which can be confusing. It is also a way to incorporate multiple intelligences.
  • Make sure to arrange groups so that struggling students will be included into stronger groups. If a large number of these students are present, the entire activity can be done in a group discussion format.
    • Lindsay Andreas
       
      Since we had our whole discussion about differentiation recently, I thought it was helpful that the lesson planners added a separate section for this.
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    I will be teaching the Era of the Constitution this upcoming Wednesday. When I was in US history in high school we did a cool simulation where we played the roles of the convention's members and I thought this was a pretty good lesson plan for doing such an activity.
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Holiday sales could launch e-book readers as mass-market must-haves - washingtonpost.com - 0 views

  • Sales of electronic books jumped 68.4 percent last year and skyrocketed 177 percent to $96.6 million for the year through August, according to the Association of American Publishers. That's not counting the millions downloaded for free at public libraries, where e-books are fast becoming one of the most popular features. And Amazon has said that its e-book reader, the  Kindle, has become the best-selling product on its Web site.
    • Lindsay Andreas
       
      At the National Book Festival, they had an entire mobile unit pushing the e-book movement. If you have a DC Public library card, they have a lot of electronic options!
  • "To me, it's just inevitable," says Haber, who knew printed books were goners when people told him they liked to touch and feel them. "I heard the same thing from LPs and CDs. The mass market, they want convenience and experience."
    • Lindsay Andreas
       
      Since our class is a certified green course, I thought this statement was rather appropriate.
  • Amazon executives have made near-instantaneous content a company goal. The latest Kindle, which began shipping last month, holds 1,500 titles and can wirelessly download books in 60 seconds. The company envisions a day when any book ever printed in any language can be downloaded in one minute.
    • Lindsay Andreas
       
      Talk about the great equalizer of the future! If this idea goes big and they can produce it for a more mass audience, this has unbelievable potential. You could potentially have access to so much information. The other thing that is slowly grabbing my attention is the fact that it would cut down on back problems. I had to carry around McKinley's AP US history book last week, and I just about died. If schools picked up on this technology they would just buy e-readers and no more carrying around 50 lbs + of textbooks. They would be more likely to read for homework if they didn't have to drag those beasts back and forth everyday.
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Combat Stress and the Fort Hood Gunman - Room for Debate Blog - NYTimes.com - 0 views

    • Alan Edwards
       
      Room for Debate seems like a great format for learning about different positions on an issue from current events. Today's essential question: Is post-traumatic stress among caregivers a significant problem? These wars in the Middle East have reminded our nation that soldiers must often fight for their survival on two fronts: overseas as well as at home.
    • Alan Edwards
       
      In today's Room for Debate, the Times as assembled a trauma specialist, a psychologist, a prof. of psychology, and a couple of authors. Each contributer is introduced a sort of credibility check, listing their relevant experience and stake in the discussion.
    • Alan Edwards
       
      The Times hosts these conversations on any current event. Recent discussions have been on Palestine, Last Week's Elections in the US, Afghanistan, Warren Buffett, Biofoods, etc.
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Our Documents - Home - 1 views

  •  
    The National Archives and Records Administration created this site for teachers who want to incorporate documents into the classroom. They offer lesson plans and ideas for teaching the texts.
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Considerations in Teaching Culturally Diverse Children :: Educational Resources :: ADD,... - 2 views

  • There has been growing concern about how best to meet the educational challenge of learner diversity. Some researchers (National, 1991) have raised questions about the efficacy of teacher education programs which attempt to deal with learner diversity and which explore changes in prospective teachers' roles in modifying instruction. However, other researchers (i.e., Banks & Banks, 1989; Bennett, 1990; Sleeter & Grant, 1988) have recommended that the following be included within the teacher education curriculum: At least one course in multicultural education that takes into consideration the needs of all students Information about the history and culture of students from a wide number of ethnic, racial, linguistic, and cultural backgrounds Content about the contributions made by various groups Information about first- and second-language acquisition and effective teaching practices for working with students from limited English proficient (LEP) backgrounds Field experiences and student teaching opportunities with students from varying backgrounds
  • This background is important for the teacher to have in order to understand the rights and responsibilities of students as well as of teachers and parents. While having this information may not eliminate the stereotypes or misconceptions that teachers have about groups, it can serve to inform more directly future instructional decisions which they will make.
  • Many African Americans, Hispanics, Native Americans, and Asian Americans have had educational experiences where they suffered as a result of negative social, economic, and educational policies (Banks & Banks, 1989). Practices such as referral of these students in disproportionate numbers to special education classes continue even today. With additional information, teachers may be able to ask further questions or request technical assistance in providing appropriate instruction before a referral is considered.
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  • Communication can be increased by using the home language for conferences and providing written notices in both languages for those parents who have difficulty with English. Community liaisons, aides, translators, or volunteers who are bilingual can assist in this area. The teacher can solicit more participation and cooperation from parents if the message is communicated appropriately.
  • The incorporation of information about first- and second-language acquisition and effective teaching practices for working with students from LEP backgrounds is critical for teacher planning. Information about the language strengths and needs of students will be helpful for working with special personnel such as bilingual teachers and English as a second language teachers.
  • here is a need for field experiences and student teaching opportunities to work with diverse students. Prospective teachers can benefit interacting with these students before they enter the field and while they are still able to dialogue with teacher educators and teachers in the field. It can be a time to design instructional activities which can be applied within a variety of contexts and with different learners. With changes in school populations projected within this decade, it is important for prospective teachers to also have contact with the populations which they will ultimately serve.
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    This is an article on the challenges that can occur in teachings classrooms of diverse children.
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PBS - THE WEST - Documents on Anti-Chinese Immigration Policy - 4 views

    • jbdrury
       
      Both the exclusion treaty and the exclusion act are included
    • jbdrury
       
      Each of these episode tabs also includes more primary source documents and images
    • jbdrury
       
      The use of the term "embarassments" is interesting
  • ...9 more annotations...
  • WHEREAS, in the opinion of the Government of the United States the coming of Chinese laborers to this country endangers the good order of certain localities within the territory thereof
  • he coming of Chinese laborers to the United States, or their residence therein, affects or threatens to affect the interests of that country, or to endanger the good order of the said country or of any locality within the territory thereof
  • If Chinese laborers, or Chinese of any other class, now either permanently or temporarily residing in the territory of the United States, meet with ill treatment at the hands of nay other persons, the Government of the United States will exert all its power to devise measures for their protection and to secure to them the same rights, privileges, immunities and exemptions as may be enjoyed by the citizens or subjects of the most favored nation, and to which they are entitled by treaty
  • and the embarrassments consequent upon such immigration
    • jbdrury
       
      I think it is fascinating to read the language of this document; how they managed to couch discriminatory practices in such legalise
  • That the master of any vessel who shall knowingly bring within the United States on such vessel, and land or permit to be landed, any Chinese laborer, from any foreign port or place, shall be deemed guilty of a misdemeanor, and on conviction thereof shall be punished by a fine of not more than five hundred dollars for each and every such Chinese laborer so brought, and may be also imprisoned for a term not exceeding one year.
  • SEC. 14. That hereafter no State court or court of the United States shall admit Chinese to citizenship; and all laws in conflict with this act are hereby repealed.
    • jbdrury
       
      This definition covers just about anyone
  • SEC. 15. That the words "Chinese laborers," whenever used in this act, shall be construed to mean both skilled and unskilled laborers and Chinese employed in mining.
  •  
    I was frustrated by my inability to find primary source documents on my last mini-lesson for the Conscription Act; however I was happy to stumble upon these in regards to this week's Takaki reading. PBS already provides a great wealth of resources to teachers - including lesson plans - and I couldn't resist posting this one. The rest of the site includes other primary source documents as well as images, all broken down over periods that correlate to episodes from their "The West" series.
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Newseum | For Students NOT Visiting the Newseum - 2 views

    • Sarah Franquemont
       
      Some of these lesson plans require students to have internet access either in the classroom or at home.
    • Sarah Franquemont
       
      There is a focus on national news and US history, so this site might not be useful for teaching world history or news.
  •  
    The Newseum site provides lesson plans for elementary, middle, and high school teachers.  The lessons focus on first amendment rights and the role of media in society.  Links to other online resources allow teachers to find supplemental materials for other lesson plans and units. The site also contains a number of primary sources.
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