Wednesday, November 18, 2009
Tuesday, November 17, 2009
Become a Teacher-Ranger-Teacher in Maine!
Our good friend Sheila Kirschbaum, director of the NEH Landmarks of American History and Culture workshop Inventing America: Lowell and the Industrial Revolution at Lowell, Massachusetts, has let all of us former attendees know of possible employment opportunities for outdoor types as Teacher-Ranger-Teachers; click on http://www.nps.gov/acad/forteachers/teacher-ranger-teacher.htm for specific information.
Tuesday, October 6, 2009
2010 - A New Summer Institute at Salem State
We were pleased to hear that Patricia Johnston of Salem State College is offering a summer, 2010 Institute; click on http://archive.salemstate.edu/picturing_america/index.html for more information.
If the experience we had in 2005 is any indication, this event will undoubtedly have a major impact on the teaching capability of anyone fortunate enough to be selected to attend. The length of the Institute is four weeks, making it difficult for many educators to schedule into their increasingly-hectic summers.
There is a stipend of $3,300 per attendee.
Monday, October 5, 2009
A Repeat of a Classic - NEH Workshop at Lowell, MA
Our good friend Sheila Kirschbaum, director of the NEH Landmarks of American History and Culture workshop Inventing America: Lowell and the Industrial Revolution at Lowell, Massachusetts, has let all of us former attendees know that this workshop is being offered for the summer of 2010.
This was a great workshop in every respect, not least because of the gracious hospitality of Sheila and Ellen and everybody else involved. This workshop covered all of the topics that you can read out about by clicking on http://www.uml.edu/tsongas/NEH/. It also touched on all the human aspects of this period in American history: the waves of immigration that came to Lowell, the eventual closing of the mills and the end of a way of life that many more people are having to become used to in present-day America.
We also had the pleasure of visiting Old Sturbridge Village and learning a lot more about old-fashioned ways of preparing a meal than we ever wanted to know! Hard work indeed.
Sunday, October 4, 2009
Got Any Good High School Writers?
Among the nine NEH (National Endowment for the Humanities) workshops we have intended, one of the most memorable for us was held at Mt. Vernon in Virginia. It was presented under the auspices of The Bill of Rights Institute.
As we completed this workshop in the summer of 2008, we were informed about an essay contest that provides students with the experience of competing at a high level, and also provides some potentially significant financial rewards as well.
This essay contest was offered again this year. The deadline for entries was December 1, 2009. Please check it out - http://www.beinganamerican.org/. You may want to check back next fall to get your high school students involved then.
Saturday, October 3, 2009
Great Sources for History Teachers
- The National Council for the Social Studies has created a new era-searchable web resource called the U.S.History Collection, searchable by historical period and academic level and can be found at: http://www.socialstudies.org/teacherslibrary.
- Ever wondered whose Founding Fathers personality is most like your own? Check it out at www.constitutioncenter.org/FoundersQuiz
- ProCon.org recently posted three new timelines: The History of Legal and Illegal Immigration in the United States, History of Performance Enhancing Drugs in Sports, and, History of Alternative Energy and Fossil Fuels.
- C-Span is once again sponsoring a national competition (cash prizes) for middle and high school students to produce a 5-8 minute video on one of the following topics: One of the Country's Greatest Strengths or, A Challenge The Country is Facing. Details at http://www.studentcam.org/
Thursday, October 1, 2009
Personal Info. (SJG)
Since the summer of 2004, my wife Linda and I have been fortunate to be selected to attend nine Landmarks of American History workshops; they are now called Landmarks of American History and Culture workshops, and this change may be more than change for change's sake; it may be an indication of a wider perspective than "just" history, and may encourage teachers other than history teachers to apply.
The purpose of this blog is to communicate to any of you who are teachers but may not be aware of the incredible opportunities available to you! Every one of the workshops we attended was underwritten by the National Endowment for the Humanities, and provided attendees with a stipend of $500 plus a payment to assist with travel expenses (although the amount of reimbursement varied widely from workshop to workshop). The workshop we attended this summer provided a stipend of $750.
We are aware that Gilder-Lehrman workshops are also highly regarded.
The fact that we were able to attend so many of these workshops is a matter of some good fortune ("serendipity" seems like too pretentious a word for me to use). My wife is a teacher in a middle school and noticed the pamphlet on NEH workshops in January of 2004. She immediately suggested that we apply for several of these workshops, but I did not think I would ever be accepted, as I serve mainly as a substitute teacher; it seemed logical that every workshop director would select full-time teachers, as they would be most likely to impact the largest number of students. Anyway, we did apply in 2004 and every year since, and have attended the following summer workshops:
2004 -
The purpose of this blog is to communicate to any of you who are teachers but may not be aware of the incredible opportunities available to you! Every one of the workshops we attended was underwritten by the National Endowment for the Humanities, and provided attendees with a stipend of $500 plus a payment to assist with travel expenses (although the amount of reimbursement varied widely from workshop to workshop). The workshop we attended this summer provided a stipend of $750.
We are aware that Gilder-Lehrman workshops are also highly regarded.
The fact that we were able to attend so many of these workshops is a matter of some good fortune ("serendipity" seems like too pretentious a word for me to use). My wife is a teacher in a middle school and noticed the pamphlet on NEH workshops in January of 2004. She immediately suggested that we apply for several of these workshops, but I did not think I would ever be accepted, as I serve mainly as a substitute teacher; it seemed logical that every workshop director would select full-time teachers, as they would be most likely to impact the largest number of students. Anyway, we did apply in 2004 and every year since, and have attended the following summer workshops:
2004 -
- “The Hermitage, Andrew Jackson, and America 1801-1861" Middle Tennessee State University, Murfreesboro, TN
- Plymouth, MA - “Encounters and Change: Expanding Perspectives on Natives and Colonists in 17th Century Plymouth"
- "Becoming American: Trade, Culture, and Reform in Salem, Massachusetts, 1801-1861"
- Lockport, IL - "America's Last Great Canal: How the I&M Canal United 19th Century America
- Lowell, MA - "Inventing America: Lowell and the Industrial Revolution"
- Kalamazoo, MI - "The American Farm in U.S. History
- Dearborn, MI (Greenfield Village) - "America's Industrial Revolution"
- "A View from Mount Vernon: Shaping the Constitution 1783-1789"
- War of Invasion—War of Liberation: Occupied Nashville and the Civil War and Emancipation in the Upper South
Monday, September 28, 2009
2005 - "Becoming American: Trade, Culture, and Reform in Salem, Massachusetts, 1801-1861"
We were very fortunate to be selected to attend this workshop. It was the second year that we were able to visit New England for a workshop sponsored by the National Endowment for the Humanities, and we enjoyed our experience immensely. In addition, the hospitality of Salem and, particularly, the educators and staff presenting this workshop provided us with a great historical experience and wonderful accommodations.
We both learned a great deal about incorporating art into our teaching about American History. This included literature as well.
I will be writing more soon.
Friday, September 25, 2009
2009 - War of Invasion—War of Liberation: Occupied Nashville and the Civil War and Emancipation in the Upper South
This workshop was sponsored by Middle Tennessee State University. The way that we came to be selected for this workshop is important for you to be aware of, because it suggests a lot about Dr. Bob Hunt, the Director of this workshop, and Jan Leone and Rebecca Conard, the Directors of the workshop we attended at the Hermitage in 2004.
We had applied to attend two workshops, but we were not selected to attend either one. It was reasonable that we were not selected, I guess, because we had already attended eight workshops in previous years, and it does make sense to "spread the wealth around." However, we contacted several directors of workshops we had attended previously; fortunately for us, Jan Leone and Rebecca Conard saw our email on a Sunday evening, and they talked with Dr. Robert Hunt. By the following Tuesday morning, we were officially selected to attend the workshop. We mention this because it demonstrates how "real" these three people are; they could have ignored this request on our part. We have all the respect in the world for these friends of ours. Of course we did not get into the workshop and cause two other candidates to be excluded; Dr. Hunt would not have allowed that. We were just lucky that two slots were available.
We feel that every aspect of the workshop was worthwhile and will change the way that we teach about the Civil War. While the South took a path we cannot condone, it is easier to have compassion for the Southerners, especially the civilians, and to realize that the aftermath of the War did not bring to former slaves the freedom that was envisioned by many abolitionists.
The sites were all very valuable and steeped in the culture that we were studying. Travellers Rest was especially appropriate, what with its beautiful setting and lush magnolia trees, because it continually reminded me of the reasons we were here. Maybe the most valuable insight we gained was during "down time" one evening when Dr. Hunt was gracious enough to accompany any workshop attendees who wanted to visit Murfreesboro, Tennessee, the site of Middle Tennessee State University. While there, we toured the town square and viewed the Confederate Memorial; its prominent place in the community does impart a feeling for the importance the people in the community place on "the lost cause."
The three military sites we visited all served the purpose of making it clear that the Civil War was deplorable in the devastation it caused to Americans of every region and background. The cemeteries especially were poignant, because in many cases the graves represent people who not only made the ultimate sacrifice for their beliefs, but also are unidentified, and so their loved ones eventually died not knowing what had happened to them.
It was evident that Dr. Hunt, while gracious and very approachable, was also very passionate and informed about the entire topic. The visiting scholars, including the presenters from the Tennessee State Archives, were all very knowledgeable and professional, as were the rangers at Stones River and Chickamauga battle fields. The visit to Murfreesboro one evening was very special also, because I saw the town square and the prominence of the Civil War monument, and that helped us understand the central role of the Civil War in today's southern culture, and the role women played in assuring that their legacy would not be forgotten.
While the housing arrangements never take precedence over the workshop itself, the motel was very convenient in that many restaurants and shops were within walking distance. The groups we were put into for lecture and study sessions worked out well. There was never anyone who seemed disruptive or condescending, and that made the workshop experience very enjoyable in and of itself.
We had applied to attend two workshops, but we were not selected to attend either one. It was reasonable that we were not selected, I guess, because we had already attended eight workshops in previous years, and it does make sense to "spread the wealth around." However, we contacted several directors of workshops we had attended previously; fortunately for us, Jan Leone and Rebecca Conard saw our email on a Sunday evening, and they talked with Dr. Robert Hunt. By the following Tuesday morning, we were officially selected to attend the workshop. We mention this because it demonstrates how "real" these three people are; they could have ignored this request on our part. We have all the respect in the world for these friends of ours. Of course we did not get into the workshop and cause two other candidates to be excluded; Dr. Hunt would not have allowed that. We were just lucky that two slots were available.
We feel that every aspect of the workshop was worthwhile and will change the way that we teach about the Civil War. While the South took a path we cannot condone, it is easier to have compassion for the Southerners, especially the civilians, and to realize that the aftermath of the War did not bring to former slaves the freedom that was envisioned by many abolitionists.
The sites were all very valuable and steeped in the culture that we were studying. Travellers Rest was especially appropriate, what with its beautiful setting and lush magnolia trees, because it continually reminded me of the reasons we were here. Maybe the most valuable insight we gained was during "down time" one evening when Dr. Hunt was gracious enough to accompany any workshop attendees who wanted to visit Murfreesboro, Tennessee, the site of Middle Tennessee State University. While there, we toured the town square and viewed the Confederate Memorial; its prominent place in the community does impart a feeling for the importance the people in the community place on "the lost cause."
The three military sites we visited all served the purpose of making it clear that the Civil War was deplorable in the devastation it caused to Americans of every region and background. The cemeteries especially were poignant, because in many cases the graves represent people who not only made the ultimate sacrifice for their beliefs, but also are unidentified, and so their loved ones eventually died not knowing what had happened to them.
It was evident that Dr. Hunt, while gracious and very approachable, was also very passionate and informed about the entire topic. The visiting scholars, including the presenters from the Tennessee State Archives, were all very knowledgeable and professional, as were the rangers at Stones River and Chickamauga battle fields. The visit to Murfreesboro one evening was very special also, because I saw the town square and the prominence of the Civil War monument, and that helped us understand the central role of the Civil War in today's southern culture, and the role women played in assuring that their legacy would not be forgotten.
While the housing arrangements never take precedence over the workshop itself, the motel was very convenient in that many restaurants and shops were within walking distance. The groups we were put into for lecture and study sessions worked out well. There was never anyone who seemed disruptive or condescending, and that made the workshop experience very enjoyable in and of itself.
Wednesday, September 23, 2009
Lesson Plan Material - War of Invasion—War of Liberation: Occupied Nashville and the Civil War and Emancipation in the Upper South
When we visited Chickamauga and Chattanooga National Military Park, on the last day of our workshop, we had the privilege of touring the very ground where so many soldiers died.
We were able to purchase t-shirts with the likenesses of the opposing commanding generals - Confederate General Braxton Bragg and Union General William Stark Rosecrans. Under their likenesses were the words "Men of Valor! Men of Honor!" It would be interesting to have students read primary source documents and come to conclusions about whether it is valid to suggest that the opposing soldiers, as well as the civilians in the area of the fighting, would ever consider that the "enemy" soldiers were honorable, even after 146 years.
Viz. the item about valor. Genuine soldiers on both sides were generally willing to credit their opponents with valor, or courage on the battlefield. Nineteenth-century war had moved to a point where it was considered an element of the civilizing process, if a dark one. In order to ensure that war became part of the larger nation-building process, it became part of the culture that prisoners of war were to be captured rather than killed or enslaved (as previously), and it became part of the process to limit killing to the "sporting chance." As part of this, one was almost required "to respect" uniformed soldiers on the other side, along with enemy female civilians if you were the army in enemy territory.
And, truth be told, the balance of the evidence is that uniformed soldiers on both sides held to this standard during the war and after. It was simply obligatory--as a measure of your OWN moral worthiness--that you always referred to your uniformed foe in proper terms of honorable respect. Now, the enemy's cause as a whole you could denegrate with all the vehemence of an evangelical Protestant. Moreover, various other unworthy people could be readily ridiculed and attacked. Confederates, for example, never accepted the legitimacy of the USCT (United States Colored Troops), during the war or after. Union soldiers, for their part, openly referred to the fact that they had executed enemy guerilla fighters on the spot.
Southern/Northern civilians didn't have to abide by the same code, by the way. The famous Lost Cause that emerged after the war (as a defense of the Southern war effort) in the 1880s and '90s was a broad-based Southern cultural movement promoted by everyone from women's groups to ministers. According to the promoters of the Cause, Sherman and his men were mere vandals, unworthy of the name soldier. Moreover, during the conflict, the women of both sides were intense in their denunciation of their respective opponents. Item: after the war, Northern women were heavily behind the effort to create the national cemeteries--like Stone's River--because they could not stomach the thought that the bodies of their sons, husbands, or fathers were being left in Southern soil to be desecrated by morally degenerate former Confederates.
We were able to purchase t-shirts with the likenesses of the opposing commanding generals - Confederate General Braxton Bragg and Union General William Stark Rosecrans. Under their likenesses were the words "Men of Valor! Men of Honor!" It would be interesting to have students read primary source documents and come to conclusions about whether it is valid to suggest that the opposing soldiers, as well as the civilians in the area of the fighting, would ever consider that the "enemy" soldiers were honorable, even after 146 years.
After I had posted this, I sent a note to the director of this workshop; he was gracious enough (as always) to send a reply regarding his own thoughts on this matter:
And, truth be told, the balance of the evidence is that uniformed soldiers on both sides held to this standard during the war and after. It was simply obligatory--as a measure of your OWN moral worthiness--that you always referred to your uniformed foe in proper terms of honorable respect. Now, the enemy's cause as a whole you could denegrate with all the vehemence of an evangelical Protestant. Moreover, various other unworthy people could be readily ridiculed and attacked. Confederates, for example, never accepted the legitimacy of the USCT (United States Colored Troops), during the war or after. Union soldiers, for their part, openly referred to the fact that they had executed enemy guerilla fighters on the spot.
Southern/Northern civilians didn't have to abide by the same code, by the way. The famous Lost Cause that emerged after the war (as a defense of the Southern war effort) in the 1880s and '90s was a broad-based Southern cultural movement promoted by everyone from women's groups to ministers. According to the promoters of the Cause, Sherman and his men were mere vandals, unworthy of the name soldier. Moreover, during the conflict, the women of both sides were intense in their denunciation of their respective opponents. Item: after the war, Northern women were heavily behind the effort to create the national cemeteries--like Stone's River--because they could not stomach the thought that the bodies of their sons, husbands, or fathers were being left in Southern soil to be desecrated by morally degenerate former Confederates.
Feelings didn't die easy here. r.
Monday, September 21, 2009
2008 - "A View from Mount Vernon: Shaping the Constitution 1783-1789"
Although we have enjoyed every workshop we have attended, we were most enthusiastic about this one, since we visited Mt. Vernon every day. It was very exciting to tour a lot of places where George Washington and his guests actually spent time discussing serious matters of state.
We were given the privilege of listening to world-class scholars discuss the issues and challenges which plagued our early American leaders.
It was also quite a sight to see families visiting Mt. Vernon on days that were extremely hot and humid, to the point of making it difficult to even imagine exerting myself. It's inspiring to consider that families decided to spend what was honestly a very uncomfortable day walking around Mt. Vernon, rather than going to a water park or visiting someplace with air conditioning.
The facilities at Mt. Vernon were great for our historical research, and included a visit to the archives area, where we were allowed to handle (under close scrutiny, of course) historical documents.
One aspect of this workshop that was really inspiring, was an evening reception on the piazza overlooking the Potomac River, with the estate directly behind us. It was a bonus that we had not expected when we started our workshop, and we learned that a benefactor has donated the funds to make this evening possible.
Tuesday, September 15, 2009
Lesson Plan Material - “Encounters and Change: Expanding Perspectives on Natives and Colonists in 17th Century Plymouth"
Maybe this is helpful; maybe it is not. It's just anecdotal, so take it for what it's worth:
In 2004, we attended the workshop listed in the title above. We were listening to a lecture from a renowned Pilgrim scholar, when someone asked why the pilgrims always wrote such wonderful accounts of spring and summer, but never about fall. When the scholar indicated that he did not know, a fellow attendee suggested that maybe the pilgrims viewed spring and summer as seasons of hope, but fall was a reminder that they had better put up as much food for the winter as possible or face a grim season of starvation.
Maybe this would be valuable to have high school students think about.
Saturday, August 1, 2009
How You Can Get Involved and Help
It has been our experiences over many years in education, that teachers have two general characteristics: they view themselves as isolated and alone and fighting the good fight without support of parents, administrators, boards of education, etc.; and they usually don't consider themselves to be very creative.
Please stop thinking that way and consider sharing some ideas you may have about:
Of course, we encourage any current or former workshop directors, or anyone else with an educational or philosophical point of view, to participate as well.
Thank you.
Please stop thinking that way and consider sharing some ideas you may have about:
- any aspect of your teaching that you feel has been particularly successful and rewarding for you and your students;
- any workshops that you may have attended, including the year and any particular information you consider significant (if you have a negative view of the workshop you attended, we will still post it, but we do require that you identify yourself, so that the director of that workshop can at least request more information from you and possibly make changes for the better).
- any of the lesson plans that you or your colleagues may have developed as outcomes of your attendance at a particular workshop;
- etc.
- greatteacher@microwave.com (who declined to be identified further) provided us with this great idea..., or
- a colleague, who declined to be identified, provided us with this great idea...
Of course, we encourage any current or former workshop directors, or anyone else with an educational or philosophical point of view, to participate as well.
Thank you.
Friday, July 31, 2009
What's in It for You?
Well, maybe nothing.
Viewing this web log every so often may be of no benefit to you at all. However, you may find out about another workshop you never thought of attending, and maybe you'll connect up with somebody who writes something that really strikes a chord with you. In that case, if that contributor has shared their e-mail address with us, then we can put you in direct contact with them.
Additionally, it has been our experience that students really get more involved with a topic when they know their teacher has invested some of their own time and energy to explore it. There may be times when you will be able to hook up with somebody who has some photos of a workshop you attended, and you might get some photos you would not get otherwise.
Viewing this web log every so often may be of no benefit to you at all. However, you may find out about another workshop you never thought of attending, and maybe you'll connect up with somebody who writes something that really strikes a chord with you. In that case, if that contributor has shared their e-mail address with us, then we can put you in direct contact with them.
Additionally, it has been our experience that students really get more involved with a topic when they know their teacher has invested some of their own time and energy to explore it. There may be times when you will be able to hook up with somebody who has some photos of a workshop you attended, and you might get some photos you would not get otherwise.
Wednesday, July 29, 2009
Gilder Lehrman Institute of American History
At every workshop my wife and I have attended, there have been various attitudes voiced about every other workshop, with one exception: any discussion of Gilder Lehrman workshops is always very positive and enthusiastic. We have not yet had an opportunity to attend a GL workshop, and may never get to attend one, but their web site is worth a look.
At the very least, it will point out valuable historic sites throughout the country.
At the very least, it will point out valuable historic sites throughout the country.
Tuesday, July 28, 2009
Souvenirs at Starved Rock Lock and Dam (2005)
While attending the "Last Great American Canal" workshop at Lockport, Illinois, which was great in every way, we went on a tour of a number of historic places, including Starved Rock Lock and Dam.
This site has a gift shop, of course, and my wife and I bought a stuffed American Eagle. We gave it to our grandson, who was 20 months old at the time, and he carried it everywhere for a long time. Now, you might think that this souvenir, at a site run by the United States Army Corps of Engineers, would be home-grown, but this one is made in China!
It might be interesting to have students in appropriate grade levels write letters to their members of Congress and make them aware of how ironic this seems.
This site has a gift shop, of course, and my wife and I bought a stuffed American Eagle. We gave it to our grandson, who was 20 months old at the time, and he carried it everywhere for a long time. Now, you might think that this souvenir, at a site run by the United States Army Corps of Engineers, would be home-grown, but this one is made in China!
It might be interesting to have students in appropriate grade levels write letters to their members of Congress and make them aware of how ironic this seems.
Social Studies Teachers - Constitution Day, September 17
If you are new to teaching, or if you are just new to teaching social studies, you may not know about the Youth Leadership Initiative, and its efforts to assist you to teach about the Constitution; as http://www.youthleadership.net/ indicates, federal legislation requires that on Constitution Day, which falls on September 17 each year unless that day is a Saturday or Sunday, schools receiving federal funds present a program on the Constitution. The information is as follows:
The Youth Leadership Initiative (YLI) at University of Virginia's Center for Politics is a civic education program that provides teachers with quality, technology-based resources and projects FREE OF CHARGE. You may request a free copy of a campaign simulation CD-ROM, A More Perfect Union, sign up to participate in YLI's e-Congress or student mock elections, and access dozens of fantastic lesson plans. Sign up at
http://www.youthleadership.net/ and then pass this link along to other teachers you know. Another good source of teaching materials (free, as well) can be found at http://www.billofrightsinstitute.org/teach/freeresources/constitutionday/.
The Youth Leadership Initiative (YLI) at University of Virginia's Center for Politics is a civic education program that provides teachers with quality, technology-based resources and projects FREE OF CHARGE. You may request a free copy of a campaign simulation CD-ROM, A More Perfect Union, sign up to participate in YLI's e-Congress or student mock elections, and access dozens of fantastic lesson plans. Sign up at
http://www.youthleadership.net/ and then pass this link along to other teachers you know. Another good source of teaching materials (free, as well) can be found at http://www.billofrightsinstitute.org/teach/freeresources/constitutionday/.
Microsoft Office Suite Clone
Many of you probably have access to Microsoft Office Suite on a computer at your school. However, many of you may not have the same access on a computer at your home. If you don't have that luxury, and don't want to pay for it, you can check out openoffice.org and download a suite that performs very well as a substitute for Word, Excel and PowerPoint, and is without charge or obligation; what's more, these products read Microsoft Office files and write them back in that format if you set it up that way.
The only thing you have to do is experiment a little; if you use a Microsoft Suite feature that is somewhat new and involved, it may not read perfectly into Open Office. Good luck.
The only thing you have to do is experiment a little; if you use a Microsoft Suite feature that is somewhat new and involved, it may not read perfectly into Open Office. Good luck.
Speech Recognition Could Make Your Life Easier
If you have been around for a while, like me, and therefore your hands bother you when you type, or you never learned how, there is a solution, if you have a PC with enough memory and processor and hard drive capabilities: Dragon Naturally Speaking. This software cost only $49.99 recently and allows me to dictate at a pretty good rate and have my PC recognize my speech and convert it into text.
Copyright for Kids (and Harried Teachers)
If you don't have a formal document for students and their parents to sign before they access internet sites while in school, or you want a simpler introduction as to what kids can and cannot do from a legal standpoint, please read on:
I have encountered three sites that help explain the ins and outs of using internet (and traditional) resources without running afoul of copyright regulations. They are appropriate for various levels, but they should probably be used as follows:
I have encountered three sites that help explain the ins and outs of using internet (and traditional) resources without running afoul of copyright regulations. They are appropriate for various levels, but they should probably be used as follows:
- elementary level - http://www.cyberbee.com/cb_copyright.swf
- middle school level - http://www.copyrightkids.org/
- high school level - http://owl.english.purdue.edu/owl/
THE PAOMNNEHAL PWEOR OF THE HMUAN MNID
I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdgnieg. Aoccdrnig to rceaserh at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are; the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.
Friday, July 17, 2009
The Puzzle Analogy Lesson
I am sure that all of you have heard about the puzzle lesson plan. Linda and I first heard about it from a colleague we met while attending a National Endowment for the Humanities workshop in Plymouth, Massachusetts, in 2004. Of course there are variations, but the version we heard about goes something like this:
The American History teacher displays a large puzzle for all students to see; it is very intricate and obviously will present a challenge to put together. Then, the teacher states that when this puzzle is completely put together, the students will have completed their work to receive credit for their course. She announces, “We are going to learn more about putting history together by putting the puzzle together.” Of course, the students accept the challenge.
First, the teacher grabs a handful of puzzle pieces and puts them in a drawer. When she is asked why she did that and made their task much more difficult, or impossible, the teacher explains that it is harder to put the puzzle together in a coherent fashion because some pieces were lost along the way, so we just have to do the best we can at interpreting what remains.
Then, the teacher grabs another handful of pieces and puts them in the waste basket, explaining that some pieces of the puzzle never were discovered because maybe a person who knew what happened never told anyone else about the person or event being studied, and maybe the key to unlock the sequence of events went to the grave with the person who would otherwise have provided what we call primary source documents.
Then, the teacher grabs another handful of pieces and puts them aside, explaining that some pieces of the puzzle may have been lost in a fire or ship wreck or other disaster, or remain stored in someone's attic or safety deposit box, perhaps to be brought to light after being purchased in a garage or estate sale.
Then, the teacher adds pieces from another puzzle, obviously distinct from the first (a wooden puzzle's pieces being added to a heavy cardboard puzzle, for example), because maybe there is information that is not historically accurate, either because of error or other circumstances, that contradicts much of what we know, or think we know.
Well, we're sure you get the general idea.
The American History teacher displays a large puzzle for all students to see; it is very intricate and obviously will present a challenge to put together. Then, the teacher states that when this puzzle is completely put together, the students will have completed their work to receive credit for their course. She announces, “We are going to learn more about putting history together by putting the puzzle together.” Of course, the students accept the challenge.
First, the teacher grabs a handful of puzzle pieces and puts them in a drawer. When she is asked why she did that and made their task much more difficult, or impossible, the teacher explains that it is harder to put the puzzle together in a coherent fashion because some pieces were lost along the way, so we just have to do the best we can at interpreting what remains.
Then, the teacher grabs another handful of pieces and puts them in the waste basket, explaining that some pieces of the puzzle never were discovered because maybe a person who knew what happened never told anyone else about the person or event being studied, and maybe the key to unlock the sequence of events went to the grave with the person who would otherwise have provided what we call primary source documents.
Then, the teacher grabs another handful of pieces and puts them aside, explaining that some pieces of the puzzle may have been lost in a fire or ship wreck or other disaster, or remain stored in someone's attic or safety deposit box, perhaps to be brought to light after being purchased in a garage or estate sale.
Then, the teacher adds pieces from another puzzle, obviously distinct from the first (a wooden puzzle's pieces being added to a heavy cardboard puzzle, for example), because maybe there is information that is not historically accurate, either because of error or other circumstances, that contradicts much of what we know, or think we know.
Well, we're sure you get the general idea.
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