May6 seminarintroandstandards
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The document outlines an agenda for a workshop on Franklin D. Roosevelt, the Great Depression, and the New Deal. The workshop includes presentations on FDR and the Depression from a history professor and strategies for using resources like oral histories and images to teach about the New Deal. It also lists connections to Massachusetts history standards covering causes and impacts of the Depression, key policies and figures of the New Deal era, and how the Depression and New Deal affected American society. Participants will practice skills like analyzing primary sources and considering historical perspectives.
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The Past, Present, and Future (!) of Science Communication Research
Presentation made at PCST-2018, International Network on Public Communication of Science & Technology, University of Otago, Dunedin, NZ, 3 April 2018. Includes bibliography.
newcomb_educator_resource_guide_8.16.16
The Newcomb Pottery enterprise began in 1895 at Newcomb College in New Orleans as an experimental arts program. Led by art professor Mary Sheerer, students developed pottery designs inspired by Southern flora and fauna. They explored techniques from other cultures and experimented with local clays. Early works featured motifs of crepe myrtle, live oaks, and bull tongue arrowhead, applied using underglaze painting or sgrafitto carving. The pottery flourished as a commercial venture, offering women opportunities for artistic and financial independence through the collective enterprise.
TEKS World History Studies 2011 2012
This document outlines the Texas Essential Knowledge and Skills (TEKS) for a World History Studies course, beginning with the 2011-2012 school year. It provides 3 learning periods to structure the course: 8000 BC-500 BC, 500 BC-AD 600, and 600-1450. Key topics include the development of early civilizations, classical empires, medieval Europe, Islamic caliphates, the Mongol invasions, European exploration and expansion. Causes and effects of events are examined, along with geographic, economic, and social impacts on history.
2016 historical research getting started
This document provides guidance on developing a topic for a history fair project. It discusses formulating a thesis statement and guiding questions based on historical context. Students are advised to use both primary and secondary sources to conduct balanced research that answers their guiding questions. The research process involves developing a premise, considering different perspectives, and using a variety of source types to tell the full story of an event from history.
Historical and Modern Political Media
This 5-day lesson teaches 7th grade students about political media by having them analyze historical and modern examples and then create their own persuasive media. Students learn to identify techniques used to influence opinions, analyze how media shapes views, and develop media with a political position. The lesson supports social studies standards on historical analysis and democratic principles. Students practice critical thinking skills to understand authorship, messages, audiences and representations in media.
02 research traditions
The document provides an overview of the introduction to a course on mass communications. It discusses several key topics that will be covered in the course, including different research traditions, dominant and critical paradigms, and qualitative and quantitative research methods. It focuses on two influential paradigms - the dominant paradigm that views media as having strong linear effects, and the critical paradigm that problematizes power and views audiences as active. Homework assignments are also introduced that involve keeping a media diary and analyzing media profiles.
Predicting the Future using Astrological Cycles
This document proposes using a grounded theory design to investigate whether historical and planetary cycles can be used to predict future cultural trends. Specifically, it discusses a 30-year cycle observed in popular American music styles that correlates with the orbit of Saturn. The purpose would be to analyze other cultural trends to discover conceptual categories that could predict outcomes based on planetary motion. Key questions center around identifying categories in music and other trends, and determining what planetary cycle may be associated over time with cultural core categories. Data would be collected from various historical sources to formulate a theory without testing a preexisting one. The conceptual framework discusses using planets as predictive tools historically and theories that planetary movements can describe behaviors and events on Earth.
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Essay looking backwardWould you want to live in Edward Bellamy’.docx
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The Past, Present, and Future (!) of Science Communication Research
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Academic integrity
The document discusses academic integrity and the consequences for cheating and plagiarism. It defines plagiarism as copying another's work, ideas or images without giving proper credit. Examples include failing to cite sources in papers, using false data or citations, or submitting another's work as one's own. The consequences increase with each offense. For a first offense, the student fails the assignment, parents are notified, and disciplinary action like suspension may be taken. For a second offense, the student again fails the assignment, parents are notified, and administration documents the incident in the student's file, with further disciplinary measures possible.
The Great Transatlantic Migrations - Brandon & Sean V
During the period of transatlantic migration prior to 1924, millions of Europeans immigrated to countries in North and South America. While the United States received the most immigrants who chose to settle there permanently, other countries in the Americas also saw significant immigration. Common experiences included immigrants living in ethnic enclaves and facing racism in their new homes. The largest waves of immigration were spurred by opportunities for jobs, religious freedom, and escape from oppression in Europe.
Comparing the Emancipation Proclamation & the Emancipation Manifesto - Ashley
The document compares the Emancipation Proclamation issued by President Lincoln in 1863 that freed slaves in Confederate states to the Russian Emancipation Manifesto issued by Tsar Alexander II in 1861 that freed serfs. Both were issued to modernize their economies - Lincoln also aimed to undermine the Confederacy and Alexander II wanted to prevent peasant uprisings. They granted former slaves and serfs new legal rights and freedoms but also posed economic issues for slave/serf owners who lost their workforce.
World Revolutions and the Coming of the American Civil War By Dave & Mike
The document discusses revolutions that occurred between 1776 and 1861 and how they influenced the American Civil War. It provides context on revolutions in Haiti, France, Poland, Germany, Denmark, and Italy during this period which saw shifts to more democratic governments and opposition to slavery and monarchy. These global revolutionary movements impacted American thinking and ultimately led the US to resolve its own issues around democracy and slavery through the Civil War.
HistoryConnectedY3IntroductionSeminarOct27
This document summarizes an agenda for a meeting of the American Encounters: U.S. History in Global Context project. The agenda includes sessions on considering Abraham Lincoln in a global context, implementing a U.S. history approach that incorporates global contexts, and discussing how to bring the Common Core standards into the history classroom. It also provides information on project resources, standards alignment, and evaluation requirements including a pre-and post-test for participants.
Wikis Intro
The document discusses Wikis and their educational uses. A Wiki is a website that allows multiple users to collaboratively create and edit content. Wikis can be used for a variety of educational purposes, including as a collaborative textbook, for sharing student work, as a class encyclopedia, and for project planning. Setting guidelines around who can view and edit a Wiki is important. Wikis provide benefits like demonstrating the thought process behind content development and allowing students to take ownership of their work. Teachers should consider questions around implementation like intended use, access levels, and moderation before creating an educational Wiki.
Working with Wikispaces Introduction
A wiki is a website that allows multiple users to collaboratively create, modify, and organize web page content. Wikis enable interactive and student-centered learning by allowing easy editing and addition of content. Teachers can use wikis for collaborative projects like creating a class textbook or sharing student work. When implementing a wiki, teachers should consider questions around access, moderation, and monitoring of content.
History Connected Workshops and Institutes 2010-2011
This document summarizes a grant-funded professional development program for middle and high school U.S. history teachers called "History Connected." The program focuses on the theme of "War, Society, State, and Citizenship" from the American Revolution to the Vietnam War. It includes school day seminars taught by historians, book discussion groups, and a summer institute providing learning opportunities, resources, and graduate credit or PDPs for participating teachers.
Plaguesand peoplespresentation
This document provides an overview of an interdisciplinary course titled "Plagues and Peoples" that examines the interactions between disease, healers, and patients throughout history. The course covers topics like the Black Death, the spread of disease during colonial times, milestones in microbiology, and recent epidemics. Students will develop projects using technologies like Windows Photostory3, Wikispaces, Blogspot, and iMovie to demonstrate their understanding of course content and recent disease events. The goal is for students to gain a basic understanding of infectious disease transmission and the connections between epidemics and history.
The Progressive Era 1890-1920
The document discusses copyrighted images included in a presentation on the Progressive Era from 1890-1920. It notes that the images are being used under the "fair use" provision of U.S. copyright law for educational purposes. The document then provides an outline of topics to be covered in the presentation, including definitions of the Progressive Era, background information, key ideas of progressivism, prominent progressive reformers, and major reforms in areas like politics, economics, and social issues.
Polio War
Coordination between government agencies and private organizations is helping to speed up the polio vaccination effort. The National Foundation for Infantile Paralysis and local health departments are working together on vaccination programs. Their cooperation aims to make the polio vaccines widely available as soon as possible.
Infantile Paralysis
Polio was a growing problem in the early 20th century, with outbreaks occurring across the United States and thousands of children becoming paralyzed or dying from the disease each year. Medical researchers and public health officials worked to better understand polio and mitigate its spread, with some advocating for improved sanitation and isolation of infected individuals to limit transmission. A vaccine would not be developed for several more decades.
F D R Illof Poliomyelitis
Roosevelt contracted poliomyelitis while vacationing at his summer home in Campobello, New Brunswick. The article reports that the 39-year old Roosevelt was stricken with a fever and pain in his legs on August 10th and has developed a case of poliomyelitis. Doctors are attending to him at his home on Campobello Island but the severity of his illness is still unknown.
Mar18 Seminar
The document provides an agenda for a conference on immigration and labor that compares historical and modern topics. The agenda includes welcome and introductory sessions in the morning followed by concurrent workshop sessions in the afternoon on Yankees and immigrants and a guided tour of an immigrants exhibit. Standards for teaching with historic places are referenced as a way to help students connect with and understand those who lived in other time periods.
Wikis Intro
A wiki is a website that allows multiple users to collaboratively create and modify web page content. Wikis are easily accessible and free technology that can be used for a variety of educational purposes, such as collaborative textbooks, presenting student work, sharing resources, and more. While wikis promote democratic knowledge creation and show the thought process, teachers need to monitor contributions and decide who can access and edit the site.
Feb2 Seminar
The document outlines the agenda and goals of a teacher training workshop on American history. The workshop aims to improve teachers' understanding of 19th century American history, particularly around the growth of slavery and local responses. The agenda includes an orientation, a performance on Ellen Craft's escape from slavery, a classroom workshop on cotton and the textile industry, and a session on the growth of slavery in the 19th century led by a history professor. Teachers will complete evaluations and pre- and post-tests on American history content. Resources for teaching about slavery will also be shared.
Presenting History
The document discusses using the free software Photostory to create digital stories and movies from images, text, and audio for history lessons. Some examples of how Photostory can be used include visual mini-lessons, music videos, book reports, documenting field trips, timelines, and illustrating essays. Photostory is recommended because it is free, easy to learn, and guides users through the process. Tips include using a microphone for narration and creating a storyboard before starting.
Dec15 Seminar
The document outlines the agenda for a teacher training workshop on teaching American history and the right to vote. The goals of the workshop are to improve teachers' content knowledge of American history and help them meet national history standards. The agenda includes sessions on the history of voting rights in the US led by a professor from Harvard, workshops at a history center museum, and discussions on connecting the content to classrooms. Teachers will complete evaluations and a pre- and post-test assessment.
Nov16 Seminar
This document provides an agenda for a professional development workshop for history teachers. The workshop focuses on natural rights and constitutions. The agenda includes sessions on evaluating classroom connections, workshops on how the constitution relates to citizenship and the end of slavery in Massachusetts. The document also outlines the workshop goals of improving teachers' American history content knowledge and meeting historical thinking standards.
Workshopsand Institutes Year One
This document summarizes a Teaching American History grant program that provides professional development for middle and high school U.S. history teachers. The three-year, $999,818 grant aims to improve teacher knowledge of history through seminars, book discussions, and summer institutes focusing on themes of equality, citizenship, war and society, and American cultural encounters. Teachers can receive honoraria of $1,600 or $800 for participating in various program elements, including seminars, discussions, and producing required work. Graduate credits are also available for participation.
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The Great Transatlantic Migrations - Brandon & Sean V
The Great Transatlantic Migrations - Brandon & Sean V
Comparing the Emancipation Proclamation & the Emancipation Manifesto - Ashley
Comparing the Emancipation Proclamation & the Emancipation Manifesto - Ashley
World Revolutions and the Coming of the American Civil War By Dave & Mike
World Revolutions and the Coming of the American Civil War By Dave & Mike
History Connected Workshops and Institutes 2010-2011
History Connected Workshops and Institutes 2010-2011
May6 seminarintroandstandards
- 2. Today’s Agenda Closing & Wrap-Up: Connections to Standards in Historical Thinking 2:20 – 2:30 Strategies for Using Local and Other Resources to Teach the New Deal Professor Patricia Fontaine, UMass Lowell 12:30 - 2:20 Lunch – on own 11:30 – 12:30 Franklin D. Roosevelt, the Depression, and the New Deal Professor Patrick Maney, Boston College 9:00 – 11:30 (with break) Warm-up and Introductions Instructional Strategies for working with oral histories and images 8:15 – 9:00 Arrival and Breakfast 8:00 – 8:15