A lesson that introduces a framework for understanding and interpreting political cartoons that can be used throughout your entire history course.
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12,000 Online Newspapers - Newspapers 24.com - 3 views
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NHEC | Understanding and Interpreting Political Cartoons in the History Classroom - 7 views
teachinghistory.org/...21733
political cartoons primary source documents analysis analyze interpret interpreting
shared by jbdrury on 23 Oct 09
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A Cartoon Analysis Checklist, developed by Jonathan Burack, is presented here as a tool for helping students become skilled at reading the unique language employed by political cartoons in order to use them effectively as historical sources
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1. Symbol and Metaphor 2. Visual Distortion 3. Irony in Words and Images 4. Stereotype and Caricature 5. An Argument Not a Slogan 6. The Uses and Misuses of Political Cartoons>
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Because political cartoons are somewhat of special category of primary source images, I thought it would behoove us to find a particular strategy for analyzing and interpreting them - much along the same lines as the SOAPS method but one specifically designed for political cartoons. This lesson plan, and its "Cartoon Analysis Checklist" is a start.
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Thanks for this add, I can use this for my lesson plan on Chinese immigration.
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Watergate and the Constitution - 2 views
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a memo to the Watergate Special Prosecutor Leon Jaworski, was written by Jaworski's staff as he was considering whether or not to indict Nixon.
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This lesson would likely work best after an introductory lesson on Watergate.
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The lesson is centered around a primary document from the Watergate scandal, and requires students to read the Constitution.
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Historical background is detailed and accurate. The document is from The National Archives.
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Yes The lesson is clearly presented and is easily adapted to emphasize either History or Civic standards.
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One of the suggested activities asks students to identify the specific role each branch of government played in the Watergate affair. Another activity asks students to apply specific sections of the Constitution and determine the role particular constitutional powers and rights played in the Watergate affair.
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Summer Books - National Geographic Traveler - 2 views
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Whatever your plans, we have a book for you, selected from our online Ultimate Travel Library of classic and new reads with a great sense of place. Each of these books will illuminate your destination, give you unexpected tips on what to see and do, and keep you turning pages during that long flight or that sunny poolside afternoon.
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So for the first half of my time at McKinley we had a class called Global Perspectives and nobody knew what we were supposed to teach because it was brand new. My teacher thought it was a pain but I thought it was such a cool opportunity to have a lot of teacher freedom. They had a book that taught them about different contemporary issues around the world but it was really negative. So in order to balance out some of that negativity, particularly regarding developing countries, I think it would be cool to choose a cool travel book about some of the places. Especially if you were in a school that had a English/Social Studies department relationship. Some of the books wouldn't be very good to use but out of 50 titles, there were a few that sparked my interest.
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The River at the Center of the World: A Journey Up the Yangtze, and Back in Chinese Time, by Simon Winchester (1996). Historian Winchester seems to know everything, but he's such an engaging raconteur you can hardly begrudge him his smarts. Here he travels the 3,434-mile (5,526-kilometer)Yangtze River, reflecting on the historic importance of the river and the social straits in which the Chinese now find themselves.
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American Civil War Augmented Reality Project - 6 views
kck.st/db72ed
History education resources teaching social studies socialstudieseducation technology web2.0 augmented_reality
shared by atitzel on 01 Jul 10
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PBS Teachers | Resources For The Classroom - 1 views
www.pbs.org/...resources
Social Studies Teachers Resources pbs Lessons Plans Professional Development
shared by Jonathon Gordon on 18 Sep 10
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Source: NOVA 60.0 1 Article/Essay Discover the story of how Dale Larson saved 29 schoolchildren during a 1928 tornado in Thurston County, Nebraska. Imagine how the events of that tornado would have been different with the current advances in severe weather warning systems. Details » Tags: 6-8, 9-12, Science & Tech, Social Studies, Geology & Natural Disasters, Meteorology, Historical Perspective
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the.News: Woody Biomass - Nebraska Source: PBS NewsHour 60.0 0 Resource Set Analyze the use of woody biomass as a fuel. Understand the carbon cycle, calculate your carbon footprint and formulate a policy position on using woody biomass to produce energy. Details »
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Earth Days: Technology - Conveniences and Consequences Source: American Experience
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Classroom Resources Discussions Professional Development Classroom Resources
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The History of Jim Crow - 5 views
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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.
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Student Speech | American Civil Liberties Union - 1 views
www.aclu.org/...student-speech
aclu american civil liberties union free speech first amendment student speech schools censorship
shared by Margit Nahra on 01 Oct 10
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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.
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Lesson Plans | Teach US History - 1 views
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Geography Action! 2009 -- National Geographic - 6 views
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Online High School Economics Lessons - 1 views
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This site is NOT a list of primary or secondary sources but rather offers creative lesson plans, as well as the links to important materials for the plans, for teaching economics in a high school setting.
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This site is a valuable tool for teachers, especially those who don't feel very comfortable with economics but want to look at the practical implications of it with their students. I would definately use this site.
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Reader Idea | Studying The Constitution With The Times - NYTimes.com - 1 views
learning.blogs.nytimes.com/...he-constitution-with-the-times
new york times constitution first amendment newspaper current events social studies
shared by Margit Nahra on 16 Sep 10
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These links link to the texts of the referenced source documents (e.g., the Bill of Rights), as well as to an index of articles from the New York Times that relate to those documents or the rights protected therein. These would be helpful links if students were having trouble locating relevant articles.
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This lesson plan from the New York Times web site utilizes the newspaper to teach high school students about First Amendment rights and the daily impact of those rights on their lives.
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This lesson plan from the New York Times web site has students locate, summarize and reflect on articles in the newspaper related to First Amendment rights as well as articles illustrating the lack of such rights in other countries.
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Environment Facts, Environment Science, Global Warming, Natural Disasters, Ecosystems, ... - 1 views
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The ocean needs your help
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The site relies on a lot of different sources but National Geographic is a reliable source. There are great tools here for teachers to take current issues and make them relevant in students' lives. You could use the site for research, inspiration and/or to get students involved in local community issues. It's great for a civics, current issues and/or geography class.
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Historical Census Browser: University of Virginia Library - 1 views
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The Historical Census Browser is a comprehensive data site that allows users to sift through U.S. census information collected between 1790 and 1960. There are clear categories with which to search and the limitations of the search are defined on the home page. This site would be a great introduction search tool for lower-level soc stud students
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The Great Depression - 2 views
www.nps.gov/...great-depression.htm
depression great the grapes of wrath dustbowl pictures poverty 1920's 1930's
shared by Jonathon Gordon on 03 Oct 10
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Numbers soon proved the optimists incorrect. The depression steadily worsened. By spring of 1933, when FDR took the oath of office, unemployment had risen from 8 to 15 million (roughly 1/3 of the non-farmer workforce) and the gross national product had decreased from $103.8 billion to $55.7 billion. Forty percent of the farms in Mississippi were on the auction block on FDR's inauguration day.
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Many sank into despair and shame after they could not find jobs. The suicide rates increased from 14 to 17 per 100,000. Protest that did occur was local, not national: "farm holidays," neighbors of foreclosed farmers refusing to bid on farms at auction, neighbors moving evicted tenants' furniture back in, and local hunger marches.
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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, 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.
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, 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.
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These shortcomings, however, can actually be turned to advantages when students and instructors utilize film as a gateway to history.
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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).
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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.
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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.
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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.
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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."
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Presentism is a serious flaw in any film that seriously aspires to present a believable picture of the past.
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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.
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Teaching with Historic Places - 1 views
www.nps.gov/twhp
national parks National Park Service lesson plans US History using places parks battlefields places geography history historic Education
shared by Laura Wood on 23 Oct 09
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Curriculum Standards for Social Studies
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WOW! They even connect their lesson plans to the NCSS standards. This link takes you to a page that lists all the lesson plans that meet each of the NCSS standards You can click on the NCSS Standard at the top of the page and it will take to you a list of those lessons that meet that one. There are a ton for each!
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National U.S. History Standards for Grades 5-12
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Hrm. They also link to a set of standards I've never heard of . . . "Part of the National Standards for History developed by the National Center for History in the Schools, these voluntary standards promote historical thinking skills and understanding" I'm glad I haven't had to hear of them, but this page will tell you how to meet these standards as well.
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From the site: "Teaching with Historic Places (TwHP) uses properties listed in the National Park Service's National Register of Historic Places to enliven history, social studies, geography, civics, and other subjects. TwHP has created a variety of products and activities that help teachers bring historic places into the classroom." Including lesson plans and tips!
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Lesson Plans: The Lesson Plans link has SO MANY lesson plans. They are designed at a middle school level but can easily be adapted (says them). The lesson plans are organized by Location/State; Theme; Time period; and Skill - meaning that you can click on any one of those subdivisions and search them that way. Very exciting! You should definitely check these out. Even if you're not in that state, they still have pictures, mapping materials, and activity ideas that you can use to incorporate geography into historic concepts. For example, the Battle of Bunker Hill lesson contains two maps (of Boston today and in 1775) and inquiry questions for these, a section of text (looks like a high school level to me) and inquiry questions for that AND three images (one a sketch of an encampment and two pictures) and inquiry questions for those. These might make fantastic "Do Now"s for the beginning of the lesson even if you didn't use any of the rest of the sites info. So neat!
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Also they have lots of tips for how you can incorporate place into your lessons. AND! you can submit your own lessons. They take you through the TwHP lesson creation process and you can submit them.
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