World History Lesson Plans, Games, Powerpoints, Classroom Activities K-12 Children and Youth in History | Educational Reform in Japan (19th c.) Document Based Question by Susan Douglass(Suggested writing time: 45-50 minutes) Using the images and texts in the documents provided, write a well-organized essay of at least five paragraphs in response to the following prompt. Based on analysis of evidence in the documents, assess the importance in Meiji Japan of developing a system of universal education as a requirement of nation-building. Include in your discussion evidence of: leaders' and intellectuals' views on the purposes and goals of education, elements identified as needing change in Japanese society, and the obstacles to achieving it, justifications for achieving educational goals by establishing universal, compulsory education, and the sources of motivation for reforming education and the models on which the new education system would be based. Your essay should: How to Cite This Source
Play Caesar: Travel Ancient Rome with Stanford’s Interactive Map Scholars of ancient history and IT experts at Stanford University have collaborated to create a novel way to study Ancient Rome. ORBIS, a geospatial network model, allows visitors to experience the strategy behind travel in antiquity. (Find a handy tutorial for using the system on the Web and YouTube). The ORBIS map includes about 750 mostly urban settlements of the Roman period. Aside from the site’s interactivity, there’s enough discussion in ORBIS about ancient Roman transport to satisfy the biggest history buff but the real fun is in exploring how people and goods were moved across the empire.
DBQ/CRQ: Teaching with Documents by Peter Pappas Developed by Peter Pappas Contact me for information on bringing my workshop to your school. Blog: www.peterpappas.com Showcase: www.edteck.com Follow me on Twitter/edteck Read about this site in ICSS Journal Winner of Philadelphia Inquirer's "10 Best Educational Sites" 2001 "Don't miss Teaching With Documents maintained by Peter Pappas. The site gathers an exceptional collection of student worksheets and guidelines, many created by National Archives and Records Administration." - Philadelphia Inquirer 9/13/01 Recommended by DistrictAdministration Magazine's Dr. Washington DC: Peter Pappas will serve as an advisor to the Bill of Rights Institute, based in Arlington Virginia. Educators have long recognized the value of actively engaging students in the role of historian. “Teaching with Documents” is designed to help teachers and students make sense of the vast amount of source material available over the Internet, and effectively bring these resources to their work as historians.
Ancient African Kingdoms Web Quest - GlobalVillage Webquest: Ancient West African Kingdoms Introduction You and a team of explorers have the opportunity to explore one of the following African kingdoms - Ghana, Mali, and Songhai. Your group will investigate the kingdom using the Internet. The Quest How have the (1) geographic, (2) historic, (3) economic, and (4) cultural characteristics of your African kingdom influenced Africa and the world? The Process and Resources In this WebQuest, you will be working together with a group of students in class. Phase 1 - Background: Something for Everyone Use the Internet information linked below to find information on the geography, history, economy, and religion, art and architecture of your kingdom. African Empires - This site contains time lines of the African kingdoms.1Early African Kingdoms - #9 works currently. Mali Art Ghana Art Songhai Art Phase 2 - Looking Deeper from Different Perspectives 1. 2. 4. Geographer--You will study the surroundings of your kingdom. 1. 1. 1. 3. 4. 1. 1.
History / DBQ’s » Archive Incarceration of Portland’s Japanese Americans in WWII Two children in camp c. 1943 Minidoka concentration camp Idaho What was the impact of President Roosevelt’s 1942 Executive Order 9066 on Portland Oregon’s Japanese-American community? It was created by Kyle Stephens and Peter Gallagher in conjunction with the Oregon Nikkei Legacy Center. The lesson features reaction to Executive Order 9066, temporary incarceration at Portland Assembly Center (built on the grounds of a former stockyard on the banks of the Columbia River), and the final destination for most of Portland's Japanese-American community - the Minidoka War Relocation Center in Idaho. Kyle and Peter were student in my social studies methods class at the University of Portland working on curriculum development for Portland's Nikkei Legacy Center. Nikkei Classroom Presentation from Peter Gallagher Image credit / Densho Encyclopedia: denshopd-i39-00044 iPhone Walking Tour of Historic Japantown Portland
How to Write a DBQ The purpose of the DBQ (Document Based Question) is not to test your knowledge of the subject, but rather to evaluate your ability to practice the historian's craft. You will be required to work with the documents and use them to answer a question. Writing the DBQ is an acquired skill, one that takes practice. You should not get discouraged if you do not "get it" right away. The goal is to acquire the skill by May. Remember that there is actually no right or wrong answer. The following is your guide to writing a successful DBQ. 1. 2. a. 1. Which is biased, which has great knowledge? d. 3. 4. 5. a. Be certain that your answer is always focused directly on the question. 6. a. 1. 2. categories. 3. 4. the documents). 5. 6. 7. 8. 9. 10.
Primary Source Materials & Document Based Questions Primary Source Materials & Document Based QuestionsAn Internet Hotlist on Document Based Questions created by Paula GoldsteinNassau BOCES Introduction | Primary Source Materials | Document Based Questions | Assessments | General Resources | Constructed Response Questions Introduction Don't depend on someone else's interpretation of a document. Document based questions (DBQs) are a major focus in schools today.
Apps and Ideas for Literature Circles on iPads Mobile Learning | Feature Apps and Ideas for Literature Circles on iPads By Margo Pierce05/08/12 Technology is sliding a power cord, app, or some other innovation into every aspect of education, even elementary reading classes. Today, the use of e-books and iPads in the classroom are taking reading to a “whole new level,” according to Diane Darrow, library information media specialist at Bel Aire Elementary in Tiburon, Calif and an Apple Distinguished Educator. Darrow says that traditional methods for teaching reading have centered on a verbal-only methodology, which she describes as using one track in the brain. “You want to give [kids] different types of learning experiences so that learning sticks in the brain,” Darrow says. One method of getting kids to engage reading in different ways is through a tablet-based literature circle. But instead of using paper books, colored index cards and poster board to acheive these goals, Darrow uses iPads and apps.
Tasks, Units & Student Work - Common Core Library Keywords (optional) Enter keywords (e.g., K.OA.3, informational text, arguments, quadratic equations, etc.) Grade (select at least one) Subject (select one) NYC educators and national experts are developing Common Core-aligned tasks embedded in a unit of study to support schools in implementing the Citywide Instructional Expectations. Search a growing assortment of Common Core-aligned tasks, units and student work by keyword, grade level, subject area and Common Core Learning Standard. The components of the Common Core-aligned tasks with instructional supports include: Unit overview and task description Teacher-annotated student work representing a range of performance levels Rubrics used to assess student work Universal Design for Learning (UDL) principles Other instructional support materials To learn more about the components of these tasks and units and for help navigating the interactive student work, watch our virtual training modules. NEW!
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