Crispus attucks
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This document compares different accounts of the Boston Massacre from textbooks, Wikipedia, and primary sources to trace how our understanding of Crispus Attucks has changed over time. It notes that the initial 2002 Wikipedia article and textbooks singled out Attucks as the first casualty. However, Paul Revere's engraving of the event actually listed several casualties without singling out Attucks. The document examines why Attucks has become the primary focus in retellings of the Boston Massacre rather than the other casualties.
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The document discusses how Wikipedia entries can provide insight into how historical understanding has changed over time. It analyzes the evolution of the entries for the Boston Massacre and Crispus Attucks, noting how Attucks has become singled out for attention compared to other victims. The Crispus Attucks entry itself is also summarized, highlighting details about revisions, development, quality, and discussions around improving the article.
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On March 5, 1770, after being harassed for two years during their
occupation of Boston, British soldiers finally lost control, firing into a mob
of rioting Americans, killing several of them, including Crispus Attucks,
a runaway slave and sailor, the first African American patriot killed. The
aftermath of this “massacre” led to what eventually became the American
Revolution. The importance of the event grew, as it was used for political
purposes, to stoke the fires of rebellion in the colonists, and to show the
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Included are newspaper stories, the official transcript of the trial, letters,
and maps of the area, as well as consideration of how the massacre is
remembered today.
Neil L. York is Mary Lou Fulton Professor of History at Brigham Young
University in Utah. He is the author of Turning the World Upside Down:
The War of American Independence and the Problem of Empire.
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First published 2010
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- Our understanding of events like the Boston Massacre and figures involved like Crispus Attucks has changed over time through expanding historical analysis and additional sources of information.
- Wikipedia in particular has evolved our shared knowledge about the Boston Massacre through collaborative contributions from many editors that have greatly expanded the initial article while still singling out Crispus Attucks as the first casualty.
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Variable versus absorption costing: https://www.youtube.com/watch?v=-QPU6I3K2w4
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Please watch and thoughtfully discuss one or more (if you pick a short one) of Susan Crosson's videos from the following playlist. Your discussion should list what video you watched, include what specific concepts you learned from this video and should be at least two paragraphs long.
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Read the following URL and write 2 to 3 paragraph substantive post that includes the following:
What are relevant costs?
Are variable costs always relevant?
What costs would be irrelevant? How does opportunity cost enter into the make or buy decisions?
How does the information found here differ from the information included in our textbook?
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occupation of Boston, British soldiers finally lost control, firing into a mob
of rioting Americans, killing several of them, including Crispus Attucks,
a runaway slave and sailor, the first African American patriot killed. The
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Revolutionary period access to the events of the massacre as they unfolded.
Included are newspaper stories, the official transcript of the trial, letters,
and maps of the area, as well as consideration of how the massacre is
remembered today.
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University in Utah. He is the author of Turning the World Upside Down:
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NOTE: The timeline project does not need to be submitted to turnitin.
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For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed
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The document describes the events of the Boston Massacre in 1770. A group of angry colonists threw snowballs and rocks at British soldiers stationed in Boston, quickly growing into a large crowd surrounding the soldiers. In anger and fear, the soldiers fired their weapons, killing five colonists including Crispus Attucks, an African American sailor. The soldiers were arrested but later acquitted, fueling colonial anger and contributing to the growing tensions that led to the American Revolution.
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The document describes the events of the Boston Massacre in 1770. A group of angry colonists threw snowballs and rocks at British soldiers stationed in Boston, quickly growing into a large crowd surrounding the soldiers. In anger and fear, the soldiers fired their weapons, killing five colonists including Crispus Attucks, an African American sailor. The soldiers were arrested but later acquitted, fueling colonial anger and contributing to the growing tensions that led to the American Revolution.
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NOTE: The timeline project does not need to be submitted to turnitin.
NOTE:
Please write your answers in a clear and concise manner. Limit your submission of the Timeline Part I
up to 250 words per topic/subtopic.
For example, if a topic is divided into 3 subtopics, you may write a maximum of 250 per subtopic listed
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Be sure to cite all sources.
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The document describes a project where pre-service teachers conducted inquiries on topics relevant to language arts or social studies using an open-ended approach and then considered the pedagogical and technological implications. It discusses how the participants engaged in reformulating texts into new formats like podcasts and reflects on how the process helped them develop specialized knowledge around integrating content, pedagogy and technology. The findings suggest the participants negotiated humanities content and technologies as they developed forms of teacher knowledge around new literacies and inquiry-based learning.
Aera Tpck Julie&Jay
This document presents a preliminary analysis of how multimodal content-area websites align with emerging theories of new literacies and technology use in classrooms. It identifies four levels of websites from browser-centered to learner-centered based on their use of multiple modes and pedagogical support. It aims to develop a framework to help teachers assess websites' utility for their curriculum and effectively integrate digital resources. Next steps involve exploring how this framework can help new teachers identify key understandings for using different website types and integrate online resources into their teaching.
Tpck Presentation
1) The document discusses how teachers' experience levels and science expertise impact their technological pedagogical content knowledge (TPCK).
2) An institute provided teachers training in exercise physiology content and integrating technology into pedagogy, finding that teachers with stronger science backgrounds struggled less.
3) Follow-up surveys found that teachers most improved their understanding of how to meaningfully use technology, making real-world content connections, and strengthening their content knowledge.
Lee Discussantsession
This document summarizes research on developing teachers' technological pedagogical content knowledge (TPCK). It discusses topics like how to best develop TPCK in preservice and inservice teachers, insights from teachers who have developed TPCK, challenges of applying theory to practice, and how to assess TPCK. The document also includes a framework that categorizes ways technology can impact instruction, student learning, and curriculum as replacement, amplification, or transformation.
Il Ptpck(2)
This study examined how an inquiry learning project model affected the development of teachers' TPACK (technological pedagogical content knowledge) as they integrated technology into their English language arts teaching. Twenty in-service teachers participated in a graduate course where they completed an inquiry learning project using educational technology. Surveys and reflections found that the project significantly increased teachers' beliefs in the value of technology for instruction and their technology skills. Teachers' analogies showed they progressed from feeling afraid to integrate technology to feeling more confident after seeing student engagement and learning with technology. Key themes from reflections were developing new attitudes toward technology integration and negotiating knowledge through collaboration. The study implies that cultivating teachers' TPACK through innovative models can help teachers lead educational change
Aera08 Media Lit040509
This document discusses how participatory media and technology can help engage youth in civic education and social studies. It presents a map linking social studies topics to 21st century skills like collaboration, communication, and media literacy. The map is meant to bridge the "digital disconnect" between how students live digitally outside of school and limited technology use in social studies classes. The document proposes discussing challenges and opportunities for integrating technology into social studies instruction, as well as a research agenda on how participatory media can support youth civic engagement. It poses questions about the effects of new media on students' understanding of issues and identities.
Using Technology To Teach American History
This document outlines a workshop on using digital tools and resources to teach American history. It discusses exploring existing digital historical content from sources like the Library of Congress, accessing these resources, and tools for working with digital documents, images, and videos. The workshop will focus on reviewing existing digital history resources, demonstrate tools for conducting historical research online, and provide specific explorations analyzing primary sources using historical thinking techniques.
Screen Stories
The document discusses the historical film Rabbit Proof Fence and how it portrays the forced integration of Aboriginal children into white Australian society in the early 20th century. It shows the director of the program arguing that the children would be better off removed from their families and integrated as part of white society rather than an "unwanted third race". The film could be used to teach about this period in Australian history as well as topics of culture, race, integration and assimilation.
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Crispus attucks
- 1. Let’s do some history “How has our understanding of Crispus Attucks changed over time?” Textbooks Wikipedia Primary Source accounts
- 3. Let's compare to WP article, as it was first created(History --> view earliest)> http://en.wikipedia.org/w/index.php?title=Boston_Massacre&oldid=20348411:02, 8 September 2002...3 other edits that same day, all in about 20 minutes from the initial draftAll edits just copy-editing, linking> http://en.wikipedia.org/w/index.php?title=Boston_Massacre&diff=412511&oldid=203484
- 4. Initial text 11:02, 8 September 2002 12.232.19.38 (talk) The Boston Massacre occurred 5 March 1770AD. This was one of the events that helped spark the American Revolution. In an event much like what would happen over 200 years later at Kent State, a mob of men began taunting armed soldiers. After some of the men began throwing ice at the British soldiers, eventually the soldiers fired back. In this action, 5 Americans died, including one Crispus Attucks, the first known African-American Casualty of the American Revolution. Six more were injured. The event was immortalized by an engraver named Paul Revere. In a post-massacre trial, 6 soldiers were found non-guilty, and 2 more-- the only two proven to have fired-- were found guilty of manslaughter. John Adams acted as defense attorney.
- 5. Author = IP address 12.232.19.38 In 34 minutes from one computer this author made 13 WP contributions including the initial Boston Massacre post http://en.wikipedia.org/wiki/Special:Contributions/12.232.19.38 ISP is CURRENTLY held by Dr. Erik N. Zeeman, MD Inc.
- 6. What has happened to the Boston Massacre entry since then? Current version has been greatly expanded As of Sept 25, 2009: 1686 editors (http://toolserver.org/~daniel/WikiSense/Contributors.php?wikifam=.wikipedia.org&wikilang=en&order=-edit_count&page=Boston+Massacre&grouped=on&ofs=0&max=1000) About 3000 edits total
- 7. (How does the structure of Wikipedia help us understand the discipline of history?) Focus on Crispus Attucks. He gets singled out by name in both the textbook and the first version of the Wikipedia article, as well as all of the 1657 versions that followed. …was Attucks singled out in Revere's print?
- 9. Text below the engraving: “Unhappy Boston! see thy Sons deplore, Thy hallowed Walks besmeared with guiltless Gore." Also listed are the "unhappy Sufferers" Saml Gray, Saml Maverick, James Caldwell, Crispus Attucks, and Patrick Carr (killed) and it is noted that there were "Six wounded; two of them (Christr Monk & John Clark) Mortally.”
- 10. How did we get to such singular focus on Attucks? Why does he get all or most of the attention? Wikipedia article on Crispus Attucks actually gives us a lot to go onhttp://en.wikipedia.org/wiki/Crispus_Attucks
Editor's Notes
- History of the United States: Beginnings to 1877 (Mason, Jacobs, Ludlum McDougal-Littell, 1995) ... used for 8th grade in BASD. We have two paragraphs and an image (Revere print) on p. 176Namedatelocation (customhouse)descrip of crowd (street youths and dockworkers)descrip of complaints (impressment, jobs)descrip of instigation (yelling insults, summoning others to join crowd)descrip of firing (one soldier, then others)descrip of results (5 dead or mortally wounded)ID of Attucks (Af-Am sailor and escaped slave)Sons of Libertyevent used for propaganda (e.g., name, engraving)legal action: Adams & Quincy attys for defense, 6 acquit, 2 had thumbs branded "as a penalty"
- Name date connect to AmRev connect to KentState descrip of instigation (taunting, attacking by crowd of soldiers / soldiers fire back) descrip of results (5 dead, 6 injured)ID of Attucks: 1st Af-Am casualty of AmRevmention Revere engravinglegal action, results (6 acquit, 2 guilty of manslaughter; JA defense atty)
- Clearly, his image or status or significance has changed over time: We know his name, his ethnicity, his occupation, we have one account saying he's an escaped slave. What else do you know? ("First to die," "martyr"). How has his image changed over time? Why has his image changed?