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Krystal Reno

French Revolution (1787-99) -- Britannica Online Encyclopedia - 1 views

www.britannica.com/...French-Revolution

french revolution encyclopedia history

shared by Krystal Reno on 15 Sep 12 - No Cached
  • (1) the increasingly prosperous elite of wealthy commoners—merchants, manufacturers, and professionals, often called the bourgeoisie—produced by the 18th century’s economic growth resented its exclusion from political power and positions of honour; (2) the peasants were acutely aware of their situation and were less and less willing to support the anachronistic and burdensome feudal system; (3) the philosophes, who advocated social and political reform, had been read more widely in France than anywhere else; (4) French participation in the American Revolution had driven the government to the brink of bankruptcy; and (5) crop failures in much of the country in 1788, coming on top of a long period of economic difficulties, made the population particularly restless.
    • Krystal Reno
      Krystal Reno on 15 Sep 12
       
      Commonly accepted reasons for the French Revolution 
  • Krystal Reno on 15 Sep 12
     
    Britannica-French Revolution 
Miss Schlegel

Economic lesson plans, Personal Finance lesson plans and resources for educators, stude... - 0 views

www.econedlink.org

Economics resources Lesson Plans videos

shared by Miss Schlegel on 20 Sep 12 - Cached
  • Miss Schlegel on 20 Sep 12
     
    Great for the economics classroom, provides tons of resources!
Miss Schlegel

Federal Reserve Education - 0 views

www.federalreserveeducation.org

Economics resources Lesson Plans videos high school

shared by Miss Schlegel on 20 Sep 12 - Cached
  • Miss Schlegel on 20 Sep 12
     
    Teaching resources for high school economics using plain language and visual elements.
Michael O'Connor

In Maine, a laptop for every middle-schooler - Technology & science - Back to School | ... - 0 views

www.msnbc.msn.com/...25782209

maine laptop technology school

shared by Michael O'Connor on 30 Nov 12 - No Cached
  • Statewide test scores haven’t changed much.
  • “Maybe the full potential of the laptop isn’t being realized,”" he said.
  • How to offer every child the same opportunity at a quality education
  • ...7 more annotations...
  • The laptops might help breach the economic barrier to school success. Silvernail found that on statewide writing exams, economically disadvantaged students using laptops did outperform advantaged students who didn’t use their computers.
  • Still, the laptop program has faced setbacks. Maine wanted to expand its laptop program to all high schools four years ago, but state budget cuts have prevented that.
    • Michael O'Connor
      Michael O'Connor on 30 Nov 12
       
      At the higher levels, do a BYOT program.
  • Still
  • “What we need to look at is the broader impact on student improvement,” said Timothy Magner, the director of the Office of Education Technology, a branch of the U.S. Department of Education. “One of the key metrics is test scores. We’re keenly interested in that.”
    • Michael O'Connor
      Michael O'Connor on 30 Nov 12
       
      They are keenly intrested in ... test scores! What a suprise! You would think this initative would have the backing of the US government and all its Allies! But no, we are worried about test scores...
  • Some schools’ programs around the country have faced widespread computer glitches, teachers not knowing how to teach with laptops — and to a much lesser degree, yet way more publicized — the issue of students using the Web to cyberslack, cheat and view porn.
    • Michael O'Connor
      Michael O'Connor on 30 Nov 12
       
      yep, this is the down side. Kids mishandle internet or tech devices. or a pencil, or a book...nothing very new here...constant monitoring/good filter systme should be used
  • spawning original ideas.
  • But whether its program can measure up to the federal government’s key yardstick — improvement in standardized test scores — is another question.
Jennifer Bernal

Coming to an e-book near you - LG's flexible e-paper display - 0 views

www.gizmag.com/...21998

Technology

shared by Jennifer Bernal on 03 Apr 12 - No Cached
  • Jennifer Bernal on 03 Apr 12
     
    now you can get the paper without the economic impact!
Krystal Reno

The Enlightenment - 0 views

www.historywiz.com/enlightenment.htm

Ode MWH Standard 6 revolution encyclopedia french history enlightenment Education resources

shared by Krystal Reno on 15 Sep 12 - Cached
  • Krystal Reno on 15 Sep 12
     
    Ode Modern world History Standard  6. Enlightenment thinkers applied reason to discover natural laws guiding human nature in social, political and economic systems and institutions.
India Robertson

Recitatif Study Guide - Toni Morrison - eNotes.com - 0 views

www.enotes.com/recitatif

Morrison Reference Recitatif notes

shared by India Robertson on 25 Jan 12 - No Cached
    • India Robertson
      India Robertson on 25 Jan 12
       
      basic Ideas of approach
  • Rather than delving into the distinctive culture of African Americans, she illustrates how the divide between the races in American culture at large is dependent on blacks and whites defining themselves in opposition to one another.
  • ‘Recitatif’’ is the only published short story by luminary African-American novelist Toni Morrison. It appeared in a 1983 anthology of writing by African-American women entitled Confirmation, edited by Amiri and Amina Baraka. ‘‘Recitatif’’ tells the story of the conflicted friendship between two girls—one black and one white—from the time they meet and bond at age eight while staying at an orphanage through their re-acquaintance as mothers on different sides of economic, political, and racial divides in a recently gentrified town in upstate New York.
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  • The story explores how the relationship between the two main characters is shaped by their racial difference. Morrison does not, however, disclose which character is white and which is black.
  • te—from the time they meet and bond at age eight while staying at an orphanage through their re-acquaintance as mothers on different sides of economic, political, and racial divides in a recently gentrified town in upstate New York
  • ‘St. Bonny’s’’ or St. Bonaventure, the shelter where Twyla, the narrator, meets Roberta, the story’s other main character, when they are both eight years old. Twyla recalls that her mother once told her that people of Roberta’s race smell funny, and she objects to being placed in a room with Roberta on the grounds that her mother wouldn’t approve. Twyla, however, soon finds Roberta understanding and sympathetic to her situation. While most children at the shelter are orphans, Twyla is there because her mother ‘‘dances all night’’ and Roberta is there because her mother is sick. Roberta and Twyla are isolated from the other children at St. Bonny’s and are scared of the older girls, so they stick together.
Krystal Reno

Economic Growth & Democratisation in North East Asia | HistoryOrb.com - 0 views

www.historyorb.com/...growth_democratisation.php

shared by Krystal Reno on 17 Sep 12 - No Cached
  • The very poor simply do not possess the resources required to take part in a democracy let alone the amount required to successfully
Miss Schlegel

Sustainability & Global Issues Curriculum | Facing the Future - 0 views

www.facingthefuture.org

sustainability environment curriculum education resources global GlobalWarming economics

shared by Miss Schlegel on 20 Sep 12 - Cached
  • Miss Schlegel on 20 Sep 12
     
    Teaching resource focusing on global issues with curriculum resources, teacher workshops and service learning opportunities. 
Garth Holman

What is Curriculum Theory by William F. Pinar (Multiple Participant Book Review) | Joy ... - 1 views

www.academia.edu/...tiple_Participant_Book_Review_

Pinar Currere Research

shared by Garth Holman on 10 Mar 14 - No Cached
  • primary of which is the idea that curriculum is a “complicated conversation.”
  • Pinar argues that curriculum  –  or  currere    –  is an organic idea rather than a Socraticmessage that never changes (Pinar, 2011) Teachers must discover this currere for themselvesthrough methods of self reflection and self discovery.
  • Pinar has a good grasp of the situation stating “standardization makes everyonestupid,” and “to deny the past and force the future, we teach to the test.”
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  • What knowledge is of most worth (pg. 210)? This is a difficult question that requiresreflection into what is the most at stake for us as teachers and for our students as learners.
  • The conflict within this text focuses on the loss of power and privilege of teachers over the teaching profession. Pinar (2011) states, "How could we have so fallen in the public's eyethat we are no longer entitled to professional self-governance, the very prerequisite for  professionalism?" (p. 69).
  • The inability for teachers to have a voice results in an environment in which the professionalism aspect of a professional group has been diminished to a non-existent level.
  • illiam F. Pinar‟s purpose in writing this book is to ask us [the student] to question this  present moment and our relation to it. In doing so, we are to question the very reason behind what it means to teach, “To study, to become “educated” in the presen t moment (Pinar, 2011)
  • Pinar vision of schooling is   to "understand, not just implement or evaluate thecurriculum" (Pinar, 2011). He urges educators to know what they are teaching. Reciting from a text and reading from a manual is not teaching in his opinion and it‟s not teaching in ours either. As students we are asked to brainstorm and use our imagination to picture the perfect scenario.Pinar is asking teachers to do the same
  • Pinar describes curriculum theory as: an interdisciplinary field in which teacher education is conceived as the professionalization of intellectual freedom, fore fronting teachers‟ and students‟ individuality (originality), their creativity, and constantly engaging in ongoing if complicatedconversation informed by a self-reflexive, interdisciplinary erudition (Pinar, 2011)
  • By tying the curriculum to student performance on standardized test, teachers were forced toabandon their intellectual freedom to choose what they teach, how they teach, and how theyassess student learning (Pinar, 2011). Failure to learn has been the result of separating the   WHAT IS CURRICULUM THEORY? 8 curriculum from the interest of students and the passion of teachers.
  • Contemporary is referring to a person in thesame field or time period as you. Pinar is trying to emphasize that we are not all moving at thesame speed when it comes to educating middle and elementary students
  • Teachers are then empowered tohave a voice to influence the curriculum in such a manner that positively contributes to studentlearning. Pinar is urging teachers to take back their classroom. Take the initiative and leadwithout boundaries. Instruct without guidelines and open your mind to learning indirectly fromyour students
  • Students are set up to fail but it is not really their fault.   They attend school where the system begs for learning to equate to test scores and they become “consumers” of  educational s ervices rather than “students” This system also encourages drop-outs becauseschools only want to teach students that have acceptable test scores which benefits the school‟s accountability. Students do not experience an environment that places importance on the development of ideas and critical thinking but rather the successful completion of atest.
  • Demonization of the teacher has been the result of the current political and economic powers have placed the teacher in an unimportant position in the educational hierarchy andassume that business leaders know more about the curriculum and teaching than the teachersknow themselves. Teachers have become “technicians” because of school deform and are encouraged to replace ideas and know ledge with “cognitive skills” that will fit into the  jobsettings of the future. According to Pinar, these skills result in historical amnesia, political passivity and cultural standardization.
  • He invites us to become “temporal” subjects of history, living simultaneously in the past, present, and future  –  aware of the historical conditions that haveshaped the current situation, engaged in the present battles being waged over the course anddirection of public education, and committed to re-building a democratic public sphere.
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