Lesson plan for learning about life in Vermont in the 1800s through the lens of historic newspapers on Chronicling America. Can be adapted for all ages and topics.
Powerpoint accompanying a television appearance on Chronicling America and the Vermont Digital Newspaper Project in the spring of 2014. As well, you can also view this episode, and the 131 past episodes, through the Rutland Historical Society’s webpage by visiting this page: Historically Speaking. Then, click on the highlighted link, “Rutland Community Access PEGTV’s On Demand.” Type in “Historically Speaking” in the search box, and the episode will be listed.
A presentation about the Vermont Digital Newspaper Project. We participated in a "Pechakucha" event at the UVM Fleming Museum on September 15, 2011. Pechakucha is a format where twenty seconds are alloted for twenty slides.
This brief eight slide presentation provides an overview of the VTDNP Advisory Committee and Title Selection processes. It was prepared by Birdie MacLennan and delivered by Tom McMurdo at the NDNP Annual Award Meeting in Washington, DC, August 29, 2011.
On April 27, 2011, VTDNP members Chris Kirby and Tom McMurdo joined the Boston Public Library's (BPL) Chrissy Watkins Rissmeyer for a joint presentation on the NDNP and the VTDNP at the Massachusetts Library Association conference. This talk was part of the BPL's efforts to inform interested parties and the public at large about their efforts to join the NDNP as a new state program.
Powerpoint accompanying a television appearance on Chronicling America and the Vermont Digital Newspaper Project in the spring of 2014. As well, you can also view this episode, and the 131 past episodes, through the Rutland Historical Society’s webpage by visiting this page: Historically Speaking. Then, click on the highlighted link, “Rutland Community Access PEGTV’s On Demand.” Type in “Historically Speaking” in the search box, and the episode will be listed.
A presentation about the Vermont Digital Newspaper Project. We participated in a "Pechakucha" event at the UVM Fleming Museum on September 15, 2011. Pechakucha is a format where twenty seconds are alloted for twenty slides.
This brief eight slide presentation provides an overview of the VTDNP Advisory Committee and Title Selection processes. It was prepared by Birdie MacLennan and delivered by Tom McMurdo at the NDNP Annual Award Meeting in Washington, DC, August 29, 2011.
On April 27, 2011, VTDNP members Chris Kirby and Tom McMurdo joined the Boston Public Library's (BPL) Chrissy Watkins Rissmeyer for a joint presentation on the NDNP and the VTDNP at the Massachusetts Library Association conference. This talk was part of the BPL's efforts to inform interested parties and the public at large about their efforts to join the NDNP as a new state program.
A PowerPoint for a teacher workshop for elementary, middle school, and high school teachers by the Vermont Digital Newspaper Project. This PowerPoint includes activities and lesson ideas, as well as how to use Chronicling America.
A PowerPoint presentation on how to incorporate Chronicling America's historic newspapers into the classroom. Examples of resources available for teachers and examples of History Day Vermont-related content is given.
National History Day is an opportunity for students to delve into original historic research on a topic of their choosing. This year's theme is Exploration, Encounter, and Exchange. This document focuses on the use of historic American newspapers for National History Day research. Particular emphasis is on Vermont history topics and articles.
A PowerPoint by past Project Librarian Tom McMurdo, on how using historic newspapers on Chronicling America can show different perspectives on a historic event.
A lesson plan for young history detectives on how to research historic buildings using Chronicling America as a primary source. Comes with a handy checklist and worksheet to guide student research.
VTDNP Project Librarian, Erenst Anip, presented a paper that he co-authored with Jodie Mattos, "Bringing the past to the people: outreach efforts and value-added content for chronicling America in Hawaii and Vermont" at IFLA Newspapers Standing Committee Open Forum (Session 153) on August 20, 2013.
A presentation on how to use Chronicling America in classroom, geared toward school librarians and teachers. The presentation includes how to use Chronicling America and examples of different activities for students.
Students will compare and contrast travel in the 18th century with travel in current times by planning and simulating a trip to Mount Vernon from a chosen location in the colonies.
A PowerPoint for a teacher workshop for elementary, middle school, and high school teachers by the Vermont Digital Newspaper Project. This PowerPoint includes activities and lesson ideas, as well as how to use Chronicling America.
A PowerPoint presentation on how to incorporate Chronicling America's historic newspapers into the classroom. Examples of resources available for teachers and examples of History Day Vermont-related content is given.
National History Day is an opportunity for students to delve into original historic research on a topic of their choosing. This year's theme is Exploration, Encounter, and Exchange. This document focuses on the use of historic American newspapers for National History Day research. Particular emphasis is on Vermont history topics and articles.
A PowerPoint by past Project Librarian Tom McMurdo, on how using historic newspapers on Chronicling America can show different perspectives on a historic event.
A lesson plan for young history detectives on how to research historic buildings using Chronicling America as a primary source. Comes with a handy checklist and worksheet to guide student research.
VTDNP Project Librarian, Erenst Anip, presented a paper that he co-authored with Jodie Mattos, "Bringing the past to the people: outreach efforts and value-added content for chronicling America in Hawaii and Vermont" at IFLA Newspapers Standing Committee Open Forum (Session 153) on August 20, 2013.
A presentation on how to use Chronicling America in classroom, geared toward school librarians and teachers. The presentation includes how to use Chronicling America and examples of different activities for students.
Students will compare and contrast travel in the 18th century with travel in current times by planning and simulating a trip to Mount Vernon from a chosen location in the colonies.
Nevada Library Association Annual Conference NDNP carriegaxiola
Library of Congress & National Endowment for the Humanities project to digitize historic newspapers in America. This presentation shows how you can use the newspapers for scholarly research, genealogy, K-12, and lifelong learning. 100,000 pages are digitized every grant cycle. All papers are hosted by Library of Congress via Chronicling America.
OCR is used so the newspapers are full text searchable.
This presentation was given at the Annual Nevada Library Association conference in Las Vegas, Nevada, October 14, 2018. The presentation highlights the project Chronicling America and the use for geneologists, historians, scholars, lifetime learners, and K-12. (any views presented do not necessarily represent the views of NEH)
A very helpful and detailed PowerPoint presentation with great search examples by past VTDNP Project Librarian Tom McMurdo on how to search Chronicling America for genealogy purposes.
CivilizationName1. Politics What type of political systemVinaOconner450
Civilization:
Name:
1. Politics: What type of political system did the civilization have?
2. Economics: How was commerce regulated and goods/services exchanged?
3. Religion: What god(s)/religion affected the way the civilization viewed the world?
4. Technology: What technologies did the civilization use?
5. Environment/Geography: What type of environment/geography/climate affected the civilization?
6. Education: How (if at all) did the civilization train and educate its citizens?
7. Philosophy(ies): What philosophies, if any, guided the decisions made by the civilization?
8. Arts & Entertainment: What artistic forms of expression did the civilization use for expression? How did they do for fun, games, and relaxation?
9. Notable Works: What are major works of literature, philosophy, art, etc. that reflect the civilization?
10. Family, Marriage, & Sexuality: How did they view sexuality, reproduction, and the family unit?
11. Fate of Civilization: What happened to the civilization?
12. Contributions to Western Civilization: What did the civilization contribute to the development of Western Civilization?
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P E O P L E S A N D C U L T U R E S
The Making
of the West
t h i r d e d i t i o n
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P E O P L E S A N D C U L T U R E S
B E D F O R D / S T. M A R T I N ’ S
B o s t o n ■ N e w Y o r k
The Making
of the West
Lynn Hunt
University of California, Los Angeles
Thomas R. Martin
College of the Holy Cross
Barbara H. Rosenwein
Loyola University Chicago
R. Po-chia Hsia
Pennsylvania State University
Bonnie G. Smith
Rutgers University
t h i r d e d i t i o n
Volume I:
To 1740
hunt3_FM_Vol_I.qxd 1/10/08 2:49 AM Page iii
For Bedford/St. Martin’s
Executive Editor for History: Mary Dougherty
Director of Development for History: Jane Knetzger
Senior Developmental Editor: Heidi L. Hood
Senior Production Editor: Karen S. Baart
Senior Production Supervisor: Dennis Conroy
Executive Marketing Manager: Jenna Bookin Barry
Editorial Assistants: Lindsay DiGianvittorio and Katherine Flynn
Production Associate: Lindsay DiGianvittorio
Production Assistant: David Ayers
Copyeditor: Janet Renard
Text Design: Janis Owens, Books By Design, Inc.
Page Layout: Boynton Hue Studio
Photo Research: Gillian Speeth
Indexer: Leoni Z. McVey & Associates, Inc.
Cover Design: Donna Lee Dennison
Cover Art: Arrival of the Crusaders in Constantinople for the Battle between the French and the Turks
1147–1148 A.D. From Grandes Chroniques de France, illuminated by Jean Fouquet, Tours, c. 1455–1460.
Bibliothèque Nati ...
Tozer, S., Senese, G., & Violas, P. (2013). School and Society - H.docxedwardmarivel
Tozer, S., Senese, G., & Violas, P. (2013). School and Society - Historical and Contemporary Perspectives (7th ed.). McGraw-Hill. ISBN: 9780078024405
Chapter 4
Chapter Objectives Early school textbooks left little room for individual interpretation. Among the objectives that Chapter 4 seeks to achieve are these: 1. Students will understand and be able to evaluate the massive shifts in political economy, ideology, and schooling that took place at the beginning of the 20th century. 2. Students will also develop a deeper and broader base from which to evaluate the history of racial and ethnic prejudice in the United States. They should be able to compare progressive educational responses to ethnic differences with the responses to Irish Americans identified in Chapter 3 and later with the responses to African Americans identified in Chapter 6. 3. This chapter provides opportunity to assess the degree to which scientific management in the industrial workplace served the interests of workers and was or was not consistent with democratic ideals—including the role of women in society. Students will also be able to assess whether progressive social reform was consistent with democratic ideals. 4. The chapter also helps students evaluate the degree to which modern liberal ideology was consistent with specifically articulated conceptions of democracy, such as Jeffersonian participatory democracy and Dewey’s developmental democracy. 5. Students will consider the degree to which domestic social order was achieved by the exercise of the force of arms and by political and economic control of schooling, thus calling into question a “consensus” theory of social order. 6. Students will be able to distinguish among different strands of progressive education and evaluate the interests served by those different camps. 7. Finally, the chapter enables students to consider the degree to which all population groups of students were or were not equally well served by the four progressive educational aims of social stability, employable skills, equal educational opportunity, and meritocracy.
(Page 83)
Beginning Page 84
Introduction: “Traditional” versus “Progressive” Education In 1918 a team led by researchers Abraham Flexner and Frank Bachman evaluated the school system of Gary, Indiana, an industrial city of 50,000 inhabitants located 27 miles southeast of Chicago. In their report, The Gary Schools: A General Account, Flexner and Bachman took pains to prepare readers for the fact that Gary’s was no “traditional” school system, but rather a “progressive” system, and that traditional conceptions of the school would not be useful in understanding Gary’s schools.1 The student who comes to understand all the elements of the following excerpt from the report will understand a great deal about progressive education in the United States in the early 20th century. The Gary schools can be properly understood only when they are viewed in the light of the general educ ...
Presentation on how to use Chronicling America for genealogy research, including search strategies and examples, with an emphasis on the Vermont Digital Newspaper Project's resources.
Workshop presentation to (public) librarians. Hosted by the Vermont Department of Library. Presented on April 17 at Midstate Regional Library in Berlin, VT.
Newspaper Digitization: Paper - Microfilm - Digital. Managing United States historic newspapers from the perspective of state projects. A presentation given in Bahasa Indonesia with accompanying slides in English at the Information Resource Center, US Embassy in Jakarta, February 2015.
Managing United States historic newspapers from the perspective of state projects.
Part of AIFIS/American Institute for Indonesian Studies 'Knowledge Management' Public Talk. Jakarta, Indonesia - November 2014
Handout on how historical societies and museums can reuse and repurpose Chronicling America newspaper content for free through social media and other offline strategies, like exhibits and walking tours, to reach a variety of audiences.
Talks about the finer details of the National Digital Newspaper Program grant.
Part of a joint session with the Connecticut Digital Newspaper Project at NELA 2014 Annual Conference presentation on October 20, 2014 in Boxborough, MA.
National History Day is a great way for students to conduct original historical research and present it in a variety of formats. There's a special prize for using Chronicling America newspaper content! We've also included a Vermont-specific example of newspaper research.
On Tuesday, August 12, 2014, VTDNP Project Librarian, Erenst Anip and Digital Support Specialist, Karyn Norwood went to Middlebury, VT to attend a meeting of the Cultural Heritage Professional Gathering (CHPG) at the Ilsley Public Library.
A short mini-lesson on how to use Chronicling America. There is an accompanying PowerPoint, downloadable here: http://library.uvm.edu/vtnp/?page_id=1904.
VTDNP collaborators, Erenst Anip, Birdie MacLennan, Chris Kirby, and Tom McMurdo provide a brief project overview and present three topics to illustrate use of Chronicling America in finding different angles to interesting historical themes in Vermont newspapers of the 19th and early 20th centuries - alongside other states' newspapers covering similar themes or topics.
Presentation slides prepared by Birdie MacLennan to accompany a lightening talk given at Annual Awardee conference of the National Digital Newspaper Program at the Library of Congress on September 12, 2013.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Thesis Statement for students diagnonsed withADHD.ppt
What was life like in 19th century Vermont?
1. WHAT WAS LIFE IN VERMONT LIKE IN THE 19TH CENTURY?
(USING HISTORIC NEWSPAPERS ON CHRONICLING AMERICA)
LESSON PLAN FOR 6TH GRADE (ADAPTABLE FOR ALL AGES AND TOPICS)
LEARNING OBJECTIVES:
Students should understand at least three ways of how culture in Vermont has changed over time.
Students should know that historic newspapers are a valuable primary source.
Students should be able to cite several aspects of how life was in Vermont in the past.
Students should be able to determine main ideas from a historic newspaper page.
RATIONALE AND CONTEXT:
Historic newspapers are a vital primary source for learning about history, particularly in regard to culture, technological advances, society, historical events, contemporary perspectives, and more. The ability to read a historic newspaper and understand its usefulness for learning about the historical past is also a useful skill for history research.
CONNECTING STANDARDS:
Vermont Standard(s): Diversity and Unity
Concepts of Culture
6.13 Students understand the concept of culture, including the cultures of indigenous peoples, in various times in their local community, in Vermont, in the United States, and in various locations world wide. This is evident when students:
(5-8) 6.13aa Investigate the factors that make us human in different cultural and
social settings.
Common Core: Literary in Social Studies
Key Ideas and Ideas
CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
2. LEARNING PLAN:
Resources/Materials:
Print off pdf pages from Chronicling America, enough for each student. See following list of examples. Vermont historic newspaper pages can be searched and downloaded for free on chroniclingamerica.loc.gov. A handout is attached that could be used by students.
Procedure:
INTRODUCTION: Newspapers, like today, were a primary way of communicating in the past. However, they were of even more importance than today as there were no televisions, cell phones, or computers. People learned news by word-of-mouth, a device called the telegraph, and mostly by reading the paper. Life in Vermont was certainly very different in the past, and newspapers that were printed in the nineteenth century are a primary source (that is, a document from that particular time) that show how Vermont society and culture were at the time. They are like a snapshot of time. The advertisements, news, and even the language of the page show what life was like for Vermonters.
INSTRUCTION: After an overview of the value of historic newspapers, students should be divided up. They can select a newspaper page to read over in pairs or invidually. Students should receive a handout to fill out as they read. Dictionaries should be made available, and students should write down words they are unfamiliar with.
CLOSURE AND CONNECTIONS: At the end of the period, gather students to share their findings. Possible prompting questions:
o Why do you think this particular find shows how life was like in Vermont?
o What did you learn about in regard to the 19th century culture and society in Vermont?
o Does this exist today? Why do you think it does/does not?
o What is the modern equivalent, if any, of this today?
o Based on your findings, how has Vermont culture changed since the 19th century? How has it stayed the same?
o What was it like trying to read these historic newspaper pages?
Extension Activities:
Students could make their own class newspaper, including news and cultural aspects of life today in Vermont.
Students could compare newspapers from different periods, such as the 19th, 20th, and 21st century in a particular place.
Students could compare historic newspaper content about a particular event to a secondary source recounting.
Visit the Vermont Digital Newspaper Project’s website at: library.uvm.edu/vtdnp/
VTDNP Facebook page: http://www.facebook.com/VTDNP
VTDNP Flickr: http://www.flickr.com/photos/vtdnp/sets/
VTDNP Pinterest: http://www.pinterest.com/vtdnp/boards/
Chronicling America’s website: chroniclingamerica.loc.gov
WHAT DO THESE 1840 ADVERTISEMENTS TELL YOU ABOUT TRANSPORTATION IN THE MID-19TH CENTURY IN VERMONT?
3. NEWSPAPER EXAMPLES (WITH LINKS)
Students can learn about life in Vermont from most any aspect of newspapers— culture, technology, politics, economics, and so forth. Just looking at a single page from a paper can offer great insight into life in the past for Vermonters. You can give students specific articles or have them search at random Vermont newspapers—they will be bound to find something new! Use our Interactive Google Map to browse newspapers by your town: https://maps.google.com/maps/ms?msid=210420886320788903557.0004d79d6bafb9285fc5a&msa=0
“Vermont as a Place to Live In,” The Vermont watchman., August 19, 1891, Supplement, Image 9: http://chroniclingamerica.loc.gov/lccn/sn86071719/1891-08-19/ed-1/seq-9/
Advertisements, local news, and town meetings: Burlington weekly free press., February 27, 1880, Image 4: http://chroniclingamerica.loc.gov/lccn/sn86072143/1880-02-27/ed-1/seq-4/
Advertisements: Lamoille newsdealer. volume, April 06, 1864, Image 4: http://chroniclingamerica.loc.gov/lccn/sn84023428/1864-04-06/ed-1/seq-4/
Industry in Manchester, Vermont (3 page supplement with photos of the village): Bennington banner and reformer., September 24, 1903, Image 9: http://chroniclingamerica.loc.gov/lccn/sn98060016/1903-09-24/ed- 1/seq-9/
On farm life: Vermont farmer., September 10, 1875, Image 1: http://chroniclingamerica.loc.gov/lccn/sn84023255/1875-09-10/ed-1/seq-1/
Fashion, entertainment, recreation: St. Johnsbury Caledonian. volume, July 20, 1898, Page 3, Image 3: http://chroniclingamerica.loc.gov/lccn/sn84023253/1898-07-20/ed-1/seq-3/
Advertisements on technology, dry goods, real estate: Burlington free press., November 30, 1838, Image 4: http://chroniclingamerica.loc.gov/lccn/sn84023127/1838-11-30/ed-1/seq-4/
“Johnson: A Progressive Lamoille Town (with photographs of the town),” News and citizen., May 07, 1896, SPECIAL JOHNSON EDITION, Supplement, Image 2: http://chroniclingamerica.loc.gov/lccn/sn97067613/1896- 05-07/ed-1/seq-1/ [See image above.]
The Interstate Fair at Billings Park, White River Junction,” The United opinion., August 30, 1895, Image 2: http://chroniclingamerica.loc.gov/lccn/sn85038102/1895-08-30/ed-1/seq-1/