Well, in the spirit of 21st century education, I will be using Weebly to post my second unit plan. Check it out at: http://koldwar.weebly.com/
Please let me know what you think!
Friday, November 16, 2012
Monday, November 12, 2012
Loewen: Chapter 13
Reflection:
"If knowledge is power, ignorance cannot be bliss."
– Loewen, 342
We have made it to the end of this book, and we finally find out the answer to the problem of bad history, and it is:...ask more questions. I was really hoping for a more definitive ending after we had been taken through 12 chapters of critiquing and finger-pointing social studies and textbooks. I really wanted a concluding action plan, so I read the afterward only to be told to ask five questions: when and why was something written, whose viewpoint is presented, is the account believable, is it backed up by other sources, and how is one supposed to feel about the America that was presented?
The best point, in my opinion, that he brings up is that emotion is the glue that causes history to stick. We remember most vividly things that emotionally affected us, ie., 9/11, fights with friends, etc. So, in the end, my practical take-away question is, "How can I get my students' emotions involved?" Apparently, it will be different for varying personalities, socio-economic backgrounds, ethnicities, etc. As a teacher, part of my responsibility is to assess how to get each of my students emotions involved in our studies. Not an easy, one-size-fits-all task!
Big Question: Loewen says history textbooks are too big already (and they are), how can we teach more in-depth when we cannot even cover all the material we need to as it is?
Link: http://www.youtube.com/watch?v=PJMf1Y9GBrA&feature=related
This video could be used to expose students real people from a different viewpoint to give a broader understanding of peoples American experiences.
"If knowledge is power, ignorance cannot be bliss."
– Loewen, 342
We have made it to the end of this book, and we finally find out the answer to the problem of bad history, and it is:...ask more questions. I was really hoping for a more definitive ending after we had been taken through 12 chapters of critiquing and finger-pointing social studies and textbooks. I really wanted a concluding action plan, so I read the afterward only to be told to ask five questions: when and why was something written, whose viewpoint is presented, is the account believable, is it backed up by other sources, and how is one supposed to feel about the America that was presented?
The best point, in my opinion, that he brings up is that emotion is the glue that causes history to stick. We remember most vividly things that emotionally affected us, ie., 9/11, fights with friends, etc. So, in the end, my practical take-away question is, "How can I get my students' emotions involved?" Apparently, it will be different for varying personalities, socio-economic backgrounds, ethnicities, etc. As a teacher, part of my responsibility is to assess how to get each of my students emotions involved in our studies. Not an easy, one-size-fits-all task!
Japanese atomic bomb victim
Source: http://images4.wikia.nocookie.net/__cb20120618212214/fallout/images/8/83/Japanese-atomic-bomb-victims-47.jpg
Big Question: Loewen says history textbooks are too big already (and they are), how can we teach more in-depth when we cannot even cover all the material we need to as it is?
Link: http://www.youtube.com/watch?v=PJMf1Y9GBrA&feature=related
This video could be used to expose students real people from a different viewpoint to give a broader understanding of peoples American experiences.
Wednesday, November 7, 2012
Cantù: Chapter 13
Reflection:
" Social studies teachers effectively use technology by engaging students in the use of primary sources and the inquiry approach"
–Cantù, Chapter 13, Section 2
The final chapter of this e-book, chapter 13, informs of best practice in social studies by using primary and secondary sources in conjunction with technology. There are several sites and suggestions for finding and using digitized primary sources. The author of the book is involved with a grant to promote students and educators creating projects and learning using the Library of Congress online. In my ETE 371 course we created a Weebly website and student project to promote Teaching With Primary sources (TPS). My group and I found the LOC site to be difficult to navigate. As well, at least for our project, the resources that were digitized and available we slim.
At the end of this book, I can look back and say happily that it has been very beneficial to me. I have already been able to incorporate several websites, such as the LOC, into my projects. From the host of technology sites I have used wordle, timetoast, Prezi, and pbWorks. Creating a digital book to teach social studies for a digital classroom is "putting your money were you mouth is" so to speak, and has been a great experience. It is so simple to visit websites for lesson plans, or watch videos by merely clicking on the link rather than having to type in the web-addresses.
Source: http://alwayswearacitation.files.wordpress.com/2012/08/primary-source.png?w=500
Big Questions: How can society prevent class differentiation on the basis of access to technology?
This is a webquest our group created on weebly for primary source learning using the Library of Congress.
Tuesday, November 6, 2012
Cantù: Chapters 12
Reflection:
"Two primary reasons why students should study anthropology: 1) the subject matter is 'intellectually exciting,' and 2) it provides global information and builds critical thinking skills."
–American Anthropological Association (ASA)
Chapter 12 focuses on the behavioral sciences of: anthropology, psychology, and sociology. It was not too surprising for me to see that there are little to no national standards for these subjects. Though they are intensely interesting, they do not generally fall within the STEM curricula that receives the lions share of attention in the educational world.
In my high school, sociology and psychology were elective courses for upperclassmen. We had no anthropology class. So of the most interesting class discussions were in these classes. It is here that students primarily can question and be challenged with topics and questions that are critical to daily life. It is unfortunate that this domain is undervalued.
Big Question: How can psychology be rescued from the monicker of "kooky" science?
Link: http://www.tutis.ca/Senses/index.htm
Site contains tons of flash, video, pdf, and links about the physiology of the senses.
"Two primary reasons why students should study anthropology: 1) the subject matter is 'intellectually exciting,' and 2) it provides global information and builds critical thinking skills."
–American Anthropological Association (ASA)
Chapter 12 focuses on the behavioral sciences of: anthropology, psychology, and sociology. It was not too surprising for me to see that there are little to no national standards for these subjects. Though they are intensely interesting, they do not generally fall within the STEM curricula that receives the lions share of attention in the educational world.
In my high school, sociology and psychology were elective courses for upperclassmen. We had no anthropology class. So of the most interesting class discussions were in these classes. It is here that students primarily can question and be challenged with topics and questions that are critical to daily life. It is unfortunate that this domain is undervalued.
Source: http://ecx.images-amazon.com/images/I/51zJd%2BDyodL._SL500_PIsitb-sticker-arrow-big,TopRight,35,-73_OU01_SS500_.jpg
Big Question: How can psychology be rescued from the monicker of "kooky" science?
Link: http://www.tutis.ca/Senses/index.htm
Site contains tons of flash, video, pdf, and links about the physiology of the senses.
Monday, November 5, 2012
Loewen: Chapter 12
Reflection:
"When you're publishing a book, if there's something that's controversial, it's better to take it out."
--Holt, Reinhart, and Winston Representative
"One person's point of view is another's ax to grind, so textbooks end up without axes or points of view."
– Loewen, 314
In this penultimate chapter, Loewen asks the question, "Why is history taught like this?" He enlightens his readers regarding outside influences on the book publishers. Publishers write for several audiences: students, historians, professors of education, teachers, parents, and textbook adoption boards. Though books are intended for the first on this list, in practice, they are written for the last. It's obvious when considered, textbook publishers are in business to make a profit, the more books they sell the greater the profit. How can they sell more books? by being adopted in the states as the official classroom textbook. The two biggest markets for textbook adoption are California and Texas, the choice is obvious, given the choice to appease let's say Texas or Rhode Island, the publishers will acquiesce to the demands of Texas' adoption board. So, in answer to the opening question–history is taught like this because of money.
I can understand the publishers wanting to make a profit. I can empathize with parents and teachers having specific things they desire in a text. What perplexed me was finding out that there are historians who rent out their names to publishers for royalties! How can a professional lower him/herself to this standard?! Not only is this unethical, it seems illegal. In college, if I write a paper and my colleague submits it to the professor with his name on it, that is considered criminal. This brings up another point, that of plagiarism.
Loewen has documented and shown examples of text in competing textbooks that are nearly identical. How did they end up with the same material? Did one copy another, or did they both copy from another source? As well, why have there been no lawsuits? This issue of plagiarism is concerning and needs to be addressed.
Big Question: If our school textbooks are plagiarizing and our textbook adoption boards are allowing it, how can we hold our students to the highest ethical levels in their work?
Source: http://www.craftsforlearning.com/images/TexasTextBookCartoon.gif
Link: http://www.texastextbooks.org/
Website for the Texas curriculum
"When you're publishing a book, if there's something that's controversial, it's better to take it out."
--Holt, Reinhart, and Winston Representative
"One person's point of view is another's ax to grind, so textbooks end up without axes or points of view."
– Loewen, 314
In this penultimate chapter, Loewen asks the question, "Why is history taught like this?" He enlightens his readers regarding outside influences on the book publishers. Publishers write for several audiences: students, historians, professors of education, teachers, parents, and textbook adoption boards. Though books are intended for the first on this list, in practice, they are written for the last. It's obvious when considered, textbook publishers are in business to make a profit, the more books they sell the greater the profit. How can they sell more books? by being adopted in the states as the official classroom textbook. The two biggest markets for textbook adoption are California and Texas, the choice is obvious, given the choice to appease let's say Texas or Rhode Island, the publishers will acquiesce to the demands of Texas' adoption board. So, in answer to the opening question–history is taught like this because of money.
I can understand the publishers wanting to make a profit. I can empathize with parents and teachers having specific things they desire in a text. What perplexed me was finding out that there are historians who rent out their names to publishers for royalties! How can a professional lower him/herself to this standard?! Not only is this unethical, it seems illegal. In college, if I write a paper and my colleague submits it to the professor with his name on it, that is considered criminal. This brings up another point, that of plagiarism.
Loewen has documented and shown examples of text in competing textbooks that are nearly identical. How did they end up with the same material? Did one copy another, or did they both copy from another source? As well, why have there been no lawsuits? This issue of plagiarism is concerning and needs to be addressed.
Big Question: If our school textbooks are plagiarizing and our textbook adoption boards are allowing it, how can we hold our students to the highest ethical levels in their work?
Link: http://www.texastextbooks.org/
Website for the Texas curriculum
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