The levels on this game are a little tricky-- I would try the game first to determine which level is best for your students. Even though I know where all the states are, it requires you to be very precise.
I don't like that this is all the way at the bottom. If you use this in the classroom as an interactive learning game, make sure you scroll down the page so you can see the state facts. The game is a little bare without the extra information.
This site is, overall, a little boring but it does what it's supposed to do. Sometimes getting students interested in geography is tricky but this game could increase student interest. Students will select a level, then drag and drop the states to their correct location on the map. There could be a little more information about each state (just to increase the amount of learning) but this is generally a good, basic, online learning game.
One in five Hispanic teens drops out of high school, according to U.S. Education Department statistics. That's about twice the rate for black students and more than three times the rate among white students.
I found this statistic about hispanic drop-out rates really alarming. Considering that the Hispanic population is quickly growing, education policy makers should be moving this to the forefront of their concerns.
. "A lot of Latino students look at the sticker price and think, if my family makes $18-20,000 a year, I can't afford it," said Deborah Santiago, vice president of policy and research for Excelencia in Education, a Washington-based advocacy organization.
This was something that I personally ran into in my practicum. Better information needs to be distributed regarding college financing. There is a stigma in lower-income areas about taking out college loans and a lot of misinformation. When I taught a lesson on saving and investment for an Economics class, I spent the majority of the lesson answering questions regarding this and reminding students that college is an investment and that it will pay-off in the end. An example that worked really well was the game of Life, since many students have played it. In the board game if you go to college in the beginning, you will end up in the better retirement home in the end.
He told Wheaton students about a guidance counselor who encouraged him to go to college, and about his time at Loyola Marymount in Los Angeles, where he became disillusioned, started partying and stopped studying. "I went from being the first in my family to go to college to becoming another Latino statistic: a dropout," he said.
Both parts struck me. Encouragement is so important, because if your teacher doesn't encourage you, who will after all? Second, a problem we have at McKinley is that students that go to college get distracted and overwhelmed by college and dropout the first year. This is important on two fronts, we need better college prep programs in high school and also the colleges and universities need better support systems for first generation college students.
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.
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.
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.
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).
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.
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.
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.
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."
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.
I find this particularly important after seeing how some race dynamics play out in my practicum. Specifically I find myself asking "Why are all the White kids sitting together in the classroom?" This article might give one reason.
Prior research had shown that multicultural curricula in schools have far less
impact than we intend them to—largely because the implicit message "We're all
friends" is too vague for young children to understand that it refers to skin
color.
Highlights the importance of being specific with kids. I'm not sure why our modesty makes us, as teachers, code and shy away from just being real with our students. One of the goals that I have set for myself this semester is to get real with students, just tell them the truth (for example saying, "That's disrespectful. Stop.") instead of playing games (for example feeling flustered and walking away or saying something vague like, "behave").
They wanted their children to grow up colorblind. But Vittrup's first test of
the kids revealed they weren't colorblind at all. Asked how many white people
are mean, these children commonly answered, "Almost none." Asked how many blacks
are mean, many answered, "Some," or "A lot." Even kids who attended diverse
schools answered the questions this way.
And here's the gold. Kids are not color blind. Adult embarrassment to speak about race does not mean we're not communicating messages to our children about race and prejudice, it just means that we're also communicating that it's something to be embarrassed about and/or hush up.
I really recommend reading this article in full. It's fantastic.
Vittrup was taken aback—these families volunteered knowing full well it was a
study of children's racial attitudes. Yet once they were aware that the study
required talking openly about race, they started dropping out.
To quote Zinn "you can't be neutral on a moving train"
(i.e. you can't fail to proactively oppose a racist infrastructure/social order without perpetuating that racist infrastructure/social order. i.e. If you don't teach your kids explicitly anti-racist behavior, language and attitudes, you tacitly support and perpetuate a racist system - whether you are racist or not)
An article that summarizes some incredibly important findings on race and racism. Specifically, if you don't talk about racism with kids, you support the status quo. Even very young kids.
Meeting with several writing teams for social studies in all grade levels, the board asked for several revisions in the first drafts laying out the new standards for history, government and other social studies courses in Texas schools.
Meeting with several writing teams for social studies in all grade levels, the board asked for several revisions in the first drafts laying out the new standards for history, government and other social studies courses in Texas schools.
Meeting with several writing teams for social studies in all grade levels, the board asked for several revisions in the first drafts laying out the new standards for history, government and other social studies courses in Texas schools.
Meeting with several writing teams for social studies in all grade levels, the board asked for several revisions in the first drafts laying out the new standards for history, government and other social studies courses in Texas schools.
Meeting with several writing teams for social studies in all grade levels, the board asked for several revisions in the first drafts laying out the new standards for history, government and other social studies courses in Texas schools.
Meeting with several writing teams for social studies in all grade levels, the board asked for several revisions in the first drafts laying out the new standards for history, government and other social studies courses in Texas schools.
When some board members questioned why former Secretary of State and four-star Gen. Colin Powell was being dropped from the standards for elementary grades, they were told that former President Ronald Reagan was being substituted for Powell. That ended the questions.
When some board members questioned why former Secretary of State and four-star Gen. Colin Powell was being dropped from the standards for elementary grades, they were told that former President Ronald Reagan was being substituted for Powell. That ended the questions.
When some board members questioned why former Secretary of State and four-star Gen. Colin Powell was being dropped from the standards for elementary grades, they were told that former President Ronald Reagan was being substituted for Powell. That ended the questions.
When some board members questioned why former Secretary of State and four-star Gen. Colin Powell was being dropped from the standards for elementary grades, they were told that former President Ronald Reagan was being substituted for Powell. That ended the questions.
Another board member, citing her own experiences in elementary school, called on one writing team to include the Liberty Bell as a historical artifact that should be studied by students.
Two of those experts, evangelical minister Peter Marshall of Massachusetts and Wallbuilders president David Barton of Aledo, were asked about their earlier recommendations to drop labor leader César Chávez and former Supreme Court Justice Thurgood Marshall, the first black member of the court, from the standards.
Marci Deal, social studies coordinator in the Hurst-Euless-Bedford school district, quickly cooled off one controversy that erupted when the writing team for sixth grade initially recommended that Christmas be dropped from a list of holidays of the major religions in a world cultures and geography course.
This article examines how the State of Texas went about designing new standards for history government and social studies. Also, there are comments that people have made for and against the new standards.