Podcasts about Beachley

Play Episode Listen Later Mar 13, 2011

The National Council for Social Studies Middle Level Learning Journal included an article in their May/June 2009 (vol. 35) edition (p. M15) titled Drummer Boys: Creating Historical Fiction and Studying Historical Documents. The article includes a handout identifying relevant online resources for studying Civil War drummer boys. It lists several websites including primary sources and a description of each site and its educational relevance. You can find those websites listed and linked below; to access the complete article and site descriptions, please access the original article (Note: You must be an NCSS member to access this archived publication).Camp Life: Gettysburg National Military Park, National Park ServiceChild Soldiers in the Civil War: Digital HistoryCivil War Drummer Boys: eMINTS National CenterThe Union Army Uniform: Memorial Hall Museum of DeerfieldThe Civil War through a Child's Eye: American Memory, Library of CongressJohnny Clem: Ohio History Central

Assignments: Book Review and Discussion Posts

Play Episode Listen Later Aug 31, 2010

Download the book review here and the discussion post here.

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Assignment: Delicious Social Bookmarking

Play Episode Listen Later Aug 31, 2010

Download the social bookmarking assignment here.

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Assignment: Virtual Museum

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Play Episode Listen Later Aug 31, 2010

Download the virtual museum assignment here.For more information on developing virtual museums and their origins, please visit the Educational Virtual Museums Website.

Native American Book Selection

Play Episode Listen Later Aug 31, 2010

When selecting the book resources to supply to teachers as part of the grant, the project coordinator and pedagogy expert worked collaboratively to consult several sources. The search began with a review of recommended books from the following sources:National Council for the Social Studies (NCSS) Notable Tradebooks for Young PeopleCarter G. Woodson Book AwardsJohn Newberry Medal and Honor BooksRandolph Caldecott Medal BooksLibrarian RecommendationsLiteracy Experts RecommendationPersonal Recommendations (based on classroom use)Each book from the resulting list was reviewed in the library. At that point, the project coordinator and pedagogy scholar deleted those books that were inappropriate. Examples for deleting books included that the reading level was too high for the target audiences (3rd, 4th, and 5th grade students), the era of the text did not align with the era of the module, and there were multiple books addressing the same topics.The list resulting from the library review was then matched against those books recommended by respected sources that review children's books about Native Americans. The primary resources for this review were the Oyate website, A Broken Flute, and Debbie Reese's blog. Some texts were maintained in the list even though there were concerns about aspects of the works (e.g., The Buffalo Hunt by Russell Freedman), but information about these failings was shared with students in the module. The final final list appears below.Booklist (2010)

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Module Syllabus

Nevada & the West/Online Digital Libraries

Play Episode Listen Later Aug 31, 2010

Download the module syllabus here.

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Lecture: DeAnna Beachley, Ph.D. — "Women in Nevada and California Mining Camps"

Play Episode Listen Later Apr 29, 2010

"Women in Nevada and California Mining Camps"—A lecture by DeAnna Beachley, Ph.D.

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Lecture: DeAnna Beachley — "Immigrant Women"

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Play Episode Listen Later Dec 7, 2009

Lecture (DeAnna Beachley, Ph.D.)—"Immigrant Women"

Timeline: "History of the Exclusion of Asian Immigrants"

Play Episode Listen Later Dec 3, 2009

This timeline was developed by educators at the Smithsonian American Art Museum. It is with thanks to Adrienne Gayoso, Clarice Smith Education Specialist for the Smithsonian American Art Museum, that it appears here. Click here to access the PDF version.Credit Line for Artwork:The Farm (1934), Kenjiro NomuraBorn: Gifuken, Japan 1896 Died: Seattle, Washington 1956oil on canvas; 38 1/4 x 46 1/8 in. (97.2 x 117.1 cm.)Smithsonian American Art Museum, Transfer from the U.S. Department of Labor (1964.1.36)Credit Line for Document:Letter from the Asiatic Exclusion League to President Taft, 2/14/1911, File 52961/10; Subject Correspondence, 1906-32, Entry A1-9; Records of the Immigration and Naturalization Service, Record Group 85; National Archives, Washington, DC

Lecture: Christy Keeler, Ph.D.— "Cooperative Learning, Writing History"

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Play Episode Listen Later Dec 1, 2009

This is a recording of the in-class lecture titled: "Cooperative Learning, Writing History" presented by Dr. Christy Keeler on March 11, 2009.

Book Review Requirements

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Play Episode Listen Later Nov 27, 2009

Book Review Assignment Expectations

Historical Fiction Chapter Book Assignment

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Play Episode Listen Later Nov 27, 2009

Historical Fiction Chapter Book Requirements and Grading Rubric

Module Syllabus

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Play Episode Listen Later Nov 27, 2009

Immigration and Collaborative Biographies Module Syllabus

Sample Foldable: Jessica Parker

Play Episode Listen Later Nov 1, 2009

Jessica Parker's Foldable

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Sample Foldable: Stephanie Panchek

Play Episode Listen Later Nov 1, 2009

Stephanie Pancheck's Foldable

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Sample Foldable: Linda Deibel

Play Episode Listen Later Nov 1, 2009

Linda Deibel's Foldable

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Sample Foldable: Sheri Aragon

Play Episode Listen Later Nov 1, 2009

Sheri Aragon's Foldable

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Sample Foldable: Terry Hedge

Play Episode Listen Later Nov 1, 2009

Terry Hedge's Foldable

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Sample Foldable: Christina Deitrick

Play Episode Listen Later Nov 1, 2009

Christina Deitrick's Foldable

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Content Lecture: Drs. Green and Beachley (10/28/09)

Play Episode Listen Later Oct 30, 2009

Click here to listen to an audio of the lecture delivered by Drs. Green and Beachley during the October 28, 2009 session (Session II).

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Lecture: Michael Green — "Nevada during the American Revolution"

Play Episode Listen Later Oct 30, 2009

Click here to access Dr. Michael Green's lecture titled "Nevada during the American Revolution."

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Sample Foldable: Kris Huffman

Play Episode Listen Later Oct 26, 2009

Kris Huffman's Foldable

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Sample Foldable: Heather Rampton

Play Episode Listen Later Oct 26, 2009

Heather Rampton's Foldable

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Margaret Loveall's Foldable

Play Episode Listen Later Oct 26, 2009

Margaret Loveall's Foldable

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Sample Foldable: Verena Bryan

Play Episode Listen Later Oct 26, 2009

Verena Bryan's Foldable

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Sample Foldable: Laurie Nicholas

Play Episode Listen Later Oct 26, 2009

Laurie Nicholas' Foldable

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Article: "Thinking Like a Historian: A Framework for Teaching and Learning" by Nikki Mandell

Play Episode Listen Later Sep 30, 2009

I recommend the article "Thinking Like a Historian: A Framework for Teaching and Learning" by Nikki Mandell. The article, appearing in the April 2008 issue of OAH Magazine of History, outlines the theoretical reasons for teaching students why they should engage in historical inquiry and provides guiding scaffolds for assisting students through the process.

An American Revolution Bulletin Board

Play Episode Listen Later Sep 30, 2009

After seeing this bulletin board example in the April 2008 edition of OAH Magazine of History, I saw the potential for modifying it for use when teaching about wars. What a wonderful way to have students learn from while creating a bulletin board!

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A Civil War Bulletin Board

Play Episode Listen Later Sep 30, 2009

After seeing this bulletin board example in the April 2008 edition of OAH Magazine of History, I saw the potential for modifying it for use when teaching about wars. What a wonderful way to have students learn from while creating a bulletin board!

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Listening to the Voices: Using a Child's Perspective to Teach the American Civil War to Adolescents (Delise Sanders)

Play Episode Listen Later Sep 11, 2009

I recommend this slideshow presentation delivered by Delise Sanders at the National Council for History Education Conference in 2008. The conference slides overview information of interest to adolescent learners and include suggestions for integrating Civil War content into classroom activities.

Teaching Students: "What Are Primary Sources?"

Colonial America and Classroom Simulations

Play Episode Listen Later Sep 11, 2009

I recommend "If Pictures Could Talk, If Walls Could Whisper: Revolutionary Practices that Engage Students in History," a slideshow presentation delivered by Delise Sanders at the National Council for History Education Conference in 2008. The conference slides introduce teachers to methods for helping students develop an understanding of an appreciation for primary sources. Using many student-made and literature-based examples, Sanders suggests starting with student projects focusing on their own lives, moving toward local history, and eventually studying broader national historical topics.

Lecture: Dr. DeAnna Beachley—"Bacon's Rebellion"

Play Episode Listen Later May 15, 2009

Lecture: Dr. DeAnna Beachley — Bacon's Rebellion

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Lecture: Dr. DeAnna Beachley — "Mercantilism and the Navigation System"

Colonial America and Classroom Simulations

Play Episode Listen Later May 15, 2009

Lecture: Dr. DeAnna Beachley — Mercantilism and the Navigation System

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Week Two Lecture Slides

Play Episode Listen Later Mar 24, 2009

Week Two Lecture Slides

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Lecture: Michael Green — "Nevada Immigrants"

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Play Episode Listen Later Mar 12, 2009

Lecture (Michael Green, Ph.D.)—"Nevada Immigrants"

Lecture Slides: "Cooperative Learning, Writing History"

Play Episode Listen Later Mar 11, 2009

Lecture Slides: "Cooperative Learning, Writing History" (Dr. Christy Keeler)

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Video: Introduction to the Library of Commerce Collections

Play Episode Listen Later Jan 16, 2009

This video was developed by the Library of Congress to introduce patrons to their resources.

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Lecture: DeAnna Beachley - Exploration I (10/22/2008)

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Play Episode Listen Later Dec 1, 2008

Lecture: DeAnna Beachley - Exploration I

Lecture: Michael Green — Exploration (11/5/2008)

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Play Episode Listen Later Dec 1, 2008

Lecture: Michael Green - Exploration

Lecture: DeAnna Beachley - Exploration II (11/5/2008)

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Play Episode Listen Later Dec 1, 2008

Lecture: DeAnna Beachley - Exploration II

Lecture: DeAnna Beachley, Ph.D. — "Women in Nevada and California Mining Camps"

Play Episode Listen Later Nov 6, 2008

"Women in Nevada and California Mining Camps"—A lecture by DeAnna Beachley, Ph.D.

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Seneca Women - A Lecture by Dr. DeAnna Beachley

Play Episode Listen Later Sep 17, 2008

This lecture was written and performed by Dr. DeAnna Beachley.Audio Version"Women in Native American societyCase Study: Seneca Women Women of the Seneca tribe, and for that of most of the tribes in the Eastern US, dominated agricultural production. The Seneca women providedtribes with half of the subsistence, and had well-tended fields inWestern New York. As a result, women in this tribe had high statusand community power. In fact, in the origin myth of the League of the Iroquois, of which the Seneca were associated, incorporates women in the story. The female deity falling from the sky gave birth to the first woman. Sky Woman brought to earth seeds, roots and domestic plants like potatoes, beans, squash and corn. Corn Maiden taught the women to plant the corn, how to prepare the corn, how to dance the corn dance and instructed them on which songs to sing. There were festivals to celebrate various phases of the agricultural cycle, like planting and harvesting that were key to the tribal activities throughout the year. In some areas, tribal women had as many as 2000 acres under cultivation. Some managed to accumulate surplus that could be traded for other items. Seneca family life centered on the long house, which was a joint tenement shared by families of kin. Older women regulated the domestic economy. They were responsible for the distribution of goods to families and guests. Groups of longhouses formed villages or towns. A village consisted of about 20-30 longhouses, a town had 100-150. The towns were usually only occupied for about 10 years before they had to be moved, villages were occupied longer, about 20 years. Living in the villages and towns was communal. The women of the villages and towns provided stable care for all children of the village, including orphans. This was a matrilineal society. Children inherited from their mothers. Marriages were arranged and the young couples usually joined the one of the couple’s communal households. If a husband was too long away from home or did not provide adequately, the woman could take on another partner. Evidence suggests that most were monogamous. A divorce was also possible, but up to the wife to determine. All she had to do was to place all the husband’s belongings outside of the longhouse. Women had possessory rights to all cultivated land within the tribal area. Women’s clans distributed the land to households according to their size. Smaller longhouses had fewer acres to cultivate, larger ones had more acres for cultivation. Women’s clans also organized the farming communally. Each town and village elected a chief matron who directed the work on the land, determined what to plant and when to harvest. The chief matron also ensured that the sick and injured were cared for and created mutual aid societies to provide for their needs.The women controlled the distribution of surplus food and demanded captives to replace murdered kinsfolk. They influenced warfare, and had the power to elect civilian rulers. They could depose those who were guilty of misconduct, incompetence or disregard of the public welfare. After contact with Europeans lives of Seneca women were altered. In addition to diseases, they lost land and trade altered their lives. They now had iron and steel hoes, awls and other items. Missionaries and teachers also moved in to help Christianize. These things led to the end of women’s domination over agriculture, but not a total loss of power. Older women still adhered to the traditional ways, while the younger generations became more assimilated. While this is not a complete history of the Seneca women or the experience of Native American women, it nonetheless provides us with a good view of role of Native women right at the time of contact with the Europeans. When you look at the two documents on the views of Native American women, you can see that European observers offered some interesting views of the ways of the women in Native culture."

Lewis and Clark Timeline Lesson Plan

Play Episode Listen Later Sep 15, 2008

Herb Thompson of the Geographic Alliance in Nevada developed a lesson strategy in which students place a series of items in order (e.g., mountain ranges by height, continents in order of size or population). Using this same strategy, he developed a lesson in which students place the events of the Lewis and Clark Expedition in order and match the dates with the events.The lesson strategy and "Order the Continents" lesson is available here.The template and answer sheet for the "Lewis and Clark Timeline" lesson is here.

Lecture Slides: Technology-Infused Project-Based Learning in History (Dr. Keeler)

Play Episode Listen Later Sep 12, 2008

Access the lecture slides for Dr. Keeler's presentation on Technology-Infused Project-Based Learning in History here.

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Picture North America: On the Trail with Lewis and Clark Lesson Plan

maryinmonmouthshire's Podcast

Play Episode Listen Later Jun 9, 2008

Note: The lesson "Picture North America" was originally developed by John Pauli, a teacher consultant with the Geographic Alliance in Nevada. Dr. Keeler modified the lesson plan (see the modified lesson plan here) and then changed the lesson to focus more on the Lewis and Clark Expedition.This lesson is available at: http://tah-exploration.blogspot.com/2008/06/picture-north-america-on-trail-with.html Grade Level: 5-10 [When using only the pictures and placards, this lesson may be used in younger grades.]Time: 50 minutesOverview:Using pictures, atlases, place card descriptors and latitude and longitude cards, students work collaboratively to match the items. The result is a completed table listing relative and absolute locations. Students also note geographic regions and mark the locations of the pictures on a map using stickers.Connection to National Geography Standards: The World in Spatial Terms(1) How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information.(3) How to analyze the spatial organization of people, places, and environments on Earth's surface. Places and Regions(4) The physical and human characteristics of places.(5) That people create regions to interpret Earth's complexity. Physical Systems(8) The characteristics and spatial distribution of ecosystems on Earth's surface. Materials: “Picture North America” notes (See below)Sealed folders (enough students to work in pairs or groups of four) containing:One atlas One laminated North America map [Create a laminated regional map by first finding an outline map of the region (e.g., U.S. outline map -- delete the grid lines) and cutting the margins by about .5" on all sides. Next, glue the map onto a piece of colored cardstock. Laminate the map. Now, students may write on the maps with wet erase markers, clean them with paper towels, and re-use them. This is a wonderful tool for students to use when practicing country or state names.] Removable stickers (one set) Lettered pictures from the North American continent (one set of 10) ** Cards listing the picture description and relative location of each picture (one set) Cards listing the absolute location of each picture (one set)“Picture North America” worksheet and cards Objectives:Draw the westward trail of Lewis and Clark.Describe the physical geographical regions visited by the Corps of Discovery.Define relative location and absolute location.Identify flora, fauna, and structures within North America.Utilize atlases to coordinate place names with latitude and longitude.Match visual images of physical space to their relative and absolute locations.Work collaboratively to utilize geographic tools. Procedure:Opening:Place students into pairs or groups of four and direct them to: Work collaboratively to match the pictures, place name cards, and latitude and longitude cards. Once all cards are matched, place a sticker on the North American laminated map for the location of each picture.Then, complete the “Picture North America” worksheet using the matched information.Finally, identify a region for each location. Provide each group with one packet of materials.Development:Circulate, assisting students as they match pictures and cards, utilize atlases, place stickers on the map, and complete their worksheets. Once groups feel confident they have correctly completed their worksheets, allow them to check their answers with the answer key. If they have errors, encourage them to identify the cause of the errors and to fix these on their worksheets/maps.Closing:Once all students have correctly completed their worksheets, ask students: What did you learn from this activity?What do you notice about North America by looking at the pictures? (Answers should relate to the variety of ecosystems across the continent.)Why do you think there is such variety on a single continent?How would you pack if you were going on a trip to all these locations? (This will lead to the next day's lesson focusing on the items acquired in preparation for the Lewis and Clark Expedition.) Assessment:Provide credit based on student ability to actively collaborate with a group and correct completion of the worksheet.Extending/Modifying the Lesson:Have students work in groups to create their own “Picture North America” activity using pictures of national parks. Have groups of four students create a packet of eight pictures. They will identify which national parks they wish to include after visiting the U.S. National Park Service website. Once they identify the parks they wish to highlight, they download a picture of each park after visiting the park’s official website. For each picture, students must prepare a caption that includes a description of the picture (including geographically correct terminology) and an accurate place name including the name of the park and the state in which it is located. They must also identify the latitude and longitude of the park using Google Earth. Students will submit the printed pictures and one page with the place cards and latitude/longitude cards. They will also include an answer key for their “Picture U.S. National Parks” activity using the original “Picture North America” worksheet. During a Family Geography Night, have parents complete the “Picture U.S. National Parks” activity under the direction of the students.Use historical locations for the pictures (e.g., pictures along the Oregon Trail, home states of U.S. Presidents).Instead of North America, use pictures from around the world (e.g., Egyptian pyramids, Grand Canyon, Sydney Opera House).After completing the activity, have students research one of the locations from the activity by reading journal entries of the expedition members and viewing primary sources artifacts from the expedition. Have student prepare a foldable report or acrostic poem about their selected location.Have students use traditional scales to measure distances between locations on the completed map. Have them check their work using Google Earth's "Measure" tool.Have students study the various ecosystems depicted in the graphics.Picture North America: On the Trail of Lewis and ClarkCards and Notes Missouri River (Picture)Latitude/Longitude: 38º47’ N 90º29’ WDate visited: April 1804Description: Lewis and Clark viewed the Missouri River from this same vantage point. The view enabled them to see the wide and powerful river that would take them west and bring them home again.Journal Quote: “a fine morning Set out verry early, the murcery Stood 56° above 0. proceeded on to the mouth of the Little Missouri river and formed a Camp in a butifull elivated plain on the lower Side for the purpose of takeing Some observations to fix the Latitude & Longitude of this river. this river falls in on the L. Side and is 134 yards wide and 2 feet 6 Inches deep at the mouth, it takes its rise in the N W extremity of the black mountains, and through a broken countrey in its whole course washing the N W base of the Turtle Mountain which is Situated about 6 Leagues S W of its mouth, one of our men Baptiest who came down this river in a canoe informs me that it is not navagable, he was 45 days descending.One of our men Shot a beaver Swimming below the mouth of this river.I walked out on the lower Side of this river and found the countrey hilley the Soil composed of black mole & a Small perportion of Sand containing great quantity of Small peable Some limestone, black flint, & Sand Stone I killed a Hare Changeing its Colour Some parts retaining its long white fur & other parts assumeing the Short grey, I Saw the Magpie in pars, flocks of Grouse, the old field lark & Crows, & observed the leaf of the wild Chery half grown, many flowers are to be seen in the plains, remains of Minetarra & Ossinneboin hunting Camps are to be Seen on each Side of the two MissourisThe wind blew verry hard from the S. all the after part of the day, at 3 oClock P M. it became violent & flowey accompanied with thunder and a little rain. We examined our canoes &c found Several mice which had already commenced cutting our bags of corn & parched meal, the water of the little Missouri is of the Same texture Colour & quallity of that of the Big Missouri the after part of the day so Cloudy that we lost the evening observation.”Mouth of the Platte River (Picture)Latitude/Longitude: 41º15’ N 95º52’ WDate visited: June 1804Description: Extensive and mixed conifer and hardwood wetlands leave the water of the Platte River clear. This shallow river rolled rapidly over sands divided into a number of channels.Journal Quote: "The wind lulled at seven o'clock, and we reached, in the rain, the mouth of the great river Platte…Captains Lewis and Clarke ascended the river in a periogue, for about one mile, and found the current very rapid; rolling over sands, and divided into a number of channels; none of which are deeper than five or six feet."Wintering with the Mandans (Picture)Latitude/Longitude: 46º55’ N 100º55’ WDate visited: October 1804Currently: Heart River, Stark County, North DakotaDescription: Due to extreme weather conditions still common in North Dakota (average highs and lows are between 5º and 30º in winter months), the Corps of Discovery joined the Mandan Indians for wintering. The Mandans and other native tribes submitted to annual winter truces enabling them to live in villages where they could easily trade and support each other. Their homes were mounds covered in sod.Journal Quote: “we Set out arly Came too at this Village on the L. S. this village is Situated on an eminance of about 50 feet above the Water in a handson Plain it Containes houses in a kind of Picket work. the houses are round and Verry large Containing Several families, as also their horses which is tied on one Side of the enterance”Mouth of the Yellowstone River (Picture)Latitude/Longitude: 45º59’ N 107º57’ WDate visited: April 1805Current: Pompey’s PillarDescription: Clark left his name and the date on what he called “Pompey’s Pillar,” named after Sacagawea’s son whom he nicknamed “Pomp.” Because the sandstone pillar is the only remaining physical evidence appearing on the trail today as it did 200 years ago, it is one of the most famous sandstone buttes in America. The pillar stands about 100’ above the Yellowstone River.Journal Quote: "after I had completed my observations in the evening I walked down and joined the party at their encampment on the point of land formed by the junction of the rivers; found them all in good health, and much pleased at having arrived at this long wished for spot, and in order to add in some measure to the general pleasure which seemed to pervade our little community, we ordered a dram to be issued to each person; this soon produced the fiddle, and they spent the evening with much hilarity, singing & dancing, and seemed as perfectly to forget their past toils, as they appeared regardless of those to come." [Lewis.]Marias River (Picture)Latitude/Longitude: 48º19’ N 111º06’ WDate visited: June 1805Description: When the Lewis and Clark Expedition reached the fork in the Marias River, they were unable to determine weather they should take the northern or southern routes. After days of exploring both branches of the river, Lewis and Clark determined the southern route was most likely to lead toward the Rocky Mountains. Though the remaining Corps members disagreed with Lewis and Clark, they followed their leaders. The captains were correct.Journal Quote: "It now became an interesting question, which of these two streams is what the Minnetarees call Ahmateahza, or Missouri, which they describe as approaching very near to the Columbia. On our right decision much of the fate of the expedition depends; since if, after ascending to the Rocky Mountains or beyond them, we should find that the river we were following did not come near the Columbia, and be obliged to return, we should not only lose the travelling season, two months of which have already elapsed, but probably dishearten the men so much as to induce them either to abandon the enterprise, or yield us a cold obedience, instead of the warm and zealous support which they have hitherto afforded us. We determined, therefore, to examine well before we decided on our future course. For this purpose we despatched two canoes with three men up each of the streams, with orders to ascertain the width, depth, and rapidity of the current, so as to judge of their comparative bodies of water. At the same time parties were sent out by land to penetrate the country, and discover from the rising grounds, if possible, the distant bearings of the two rivers; and all were directed to return toward evening. . . ."Great Falls and Portage (Picture)Latitude/Longitude: 47º30’ N 111º18’ WDate visited: June 1805Description: Except for wintering in the Mandan villages, the Corps made significant progress on their westward journey until they reached the Great Falls of modern-day Montana. The falls were so immense that the Expedition members spent over one month portaging around the falls.Journal Quote: "In this direction captain Lewis had gone about two miles when his ears were saluted with the agreeable sound of a fall of water, and as he advanced a spray which seemed driven by the high southwest wind arose above the plain like a column of smoke and vanished in an instant. Towards this point he directed his steps, and the noise increasing as he approached soon became too tremendous to be mistaken for any thing but the great falls of the Missouri. Having travelled seven miles after first hearing the sound he reached the falls about twelve o'clock, the hills as he approached were difficult of access and two hundred feet high: down these he hurried with impatience and seating himself on some rocks under the centre of the falls, enjoyed the sublime spectacle of this stupendous object which since the creation had been lavishing its magnificence upon the desert, unknown to civilization."Bitterroot Barrier (Picture)Latitude/Longitude: 45º50’ N 113º59’ WDate visited: September 1805Description: Following the Great Falls portage, Lewis and Clark met their second major challenge of the Expedition — the Bitterroot Barrier. Snow fell early in the mountains and game was scarce. The difficult journey left the Corps starving and they had to kill and eat three colts to survive. Once they emerged from the mountains, the Nez Perce provided Corps members with dried fish and roots to replenish their exhausted and hungry bodies.Journal Quote: "we met a part of the Flathead nation of 33 lodges about 80 men 400 Total and at least 500 horses, those people recved us friendly, threw white robes over our Sholders & Smoked in the pipes of the peace, we encamped with them & found them friendly... I was the first white man who ever wer on the waters of this river" (Captain Clark)Cape Disappointment (Picture)Latitude/Longitude: 46º13’ N 123º55’ WDate visited: December 1805Description: In December of 1805, Clark wrote in his journal: "Great joy in camp, we are in View of the Ocian, this great Pacific Octean which we been So long anxious to See." Though Cape Disappointment received its name in 1788 by a British sea captain seeking a wide mouthed river to travel westward, the Corps might have also called the region a disappointment. Though they were able to comfortably survive the winter months (with nearly constant rain), they had hoped to meet a ship for the return trip. The ship never arrived and the party had to return East by foot.Journal Quote: In November of 1805, the U.S. Corps of Volunteers for Northwest Discovery, led by Meriwether Lewis and William Clark, reached the mouth of the mighty Columbia River and the Pacific Ocean at last. "Great joy in camp," Clark wrote in his journal, "we are in View of the Ocian, this great Pacific Octean which we been So long anxious to See." Lewis wrote: “… from this point I beheld the grandest and most pleasing prospects which my eyes ever surveyed, in my frount a boundless Ocean; . . . the Seas rageing with emence wave and brakeing with great force from the rocks of Cape Disappointment as far as I coud See to the N. W. . . . the nitches and points of high land which forms this Corse for a long ways aded to the inoumerable rocks of emence Sise out at a great distance from the Shore and against which the Seas brak with great force gives this Coast a most romantic appearance.”

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St Tecla of Chepstow and St Tecla Paul's Disciple and her cult

Play Episode Listen Later May 1, 2008 31:41

This is a reissue of the previous version of this podcast with the first part included-so sorry about this. In this podcast we consider Saint Tecla originally from Llandegla in North Wales near Ruthin. She was famous for her work with lepers.Details of rituals (slightly shonky) are given on www.maryinmonmouth.blogspot.com which show how people were paying for miracles at her well there even until recent times. Tecla came south, set up at the rock at Beachley also later occupied by st Twrog, and worked for the sick there, It is possi ble in view of the wild and remote nature of the place she had succumbed to Leprosy herself-but this is pure speculation. The rock and little chapel are shown on the blog, but is unlikely to have been Teclas. She is murdered by marauding Saxons and seems to have lived a deal earlier than our other saints, She was undoubtedly named after Tecla of Iconium in Laeodocia and was a disciple of St Paul who wished to dedicate herself to God and was many times tortured and threatened eventually founding a small colony and seemingly buried at St Paul Outside the Walls in Rome.Her cult spread all over the Church from East to West and many young women followed her example with admiration.

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Teaching Research-Based Writing through History

Play Episode Listen Later Apr 24, 2008

Delise Sanders of Sumner Schools presented at the 2008 National Council of History Education Annual Conference on the topic of integrating writing into history instruction. In addition to her focus on use of primary sources, she introduced methods for teaching intermediate-level students to research-based writing projects. Many of her ideas were shared during the session II slideshow. In addition, Sanders provided permission to share her project notes here. Called "The Big Fifth Grade Research Project," Sanders assists teachers to replicate her method of guiding students through the research and writing process.

Teaching Literacy through Historical Children's Books (Video Slide Presentation)

Play Episode Listen Later Apr 19, 2008

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Assignment: Digital Story

Play Episode Listen Later Apr 16, 2008

Click here for the assignment sheet for this module's digital story assignment.

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Session II Class Slides

Play Episode Listen Later Apr 10, 2008

These slides are from the PowerPoint presentation delivered on April 9, 2007. The topic for the slides was "Teaching Literacy through Historical Children’s Books ."

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Seesion I Class Slides

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Play Episode Listen Later Apr 10, 2008

These slides are from the PowerPoint presentation delivered on October 22, 2008. The topic for the slides was "Teaching Reading through Historical Children’s Books."

Alternative Assessment

Play Episode Listen Later Apr 9, 2008

Suggestions for alternative assessment methods are available in Sandra Schurr's text titled The ABCs of Evaluation. Though this book is no longer in print, you may access an electronic copy here.

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Exemplary Student Work: Palen's Simpson Book Review

Play Episode Listen Later Mar 27, 2008

Hear the attached mock KNPR book review of Brook D. Simpson's America's Civil War scripted and produced by Kristin Palen as part of this grant module.

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Exemplary Student Work: Greenlagh's Lincoln's Pen

Play Episode Listen Later Mar 27, 2008

Neil Greenlagh's Lincoln's Pen Role: Abraham Lincoln's pen Audience: Fifth grade students visiting a Lincoln Museum Format: An audio recorded so museum listeners can learn about the artifacts through headsets Topic: The writings of Abraham LincolnFeedback of Lincoln's Pen by Gail Sabbs

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Book Review Template

Play Episode Listen Later Mar 1, 2008

You will complete a book review based on your reading of the Joy and Riley content texts. Use this template for completing your book review.Note: Use tabs to move through fields. If you need assistance with forms, review "Using and Creating Forms in Microsoft Word" in "Keeler's Training Videos" (available in iTunes).Book Review Assignment ExpectationsBook Review TemplateSuggested uses for templates:*QuestionnairesSelf-made MadLibs for parts of speech and instruction activitiesQuick quizzesPeer editingMenus for learning centersSurveysWeekly behavior reportsHomework clubReading responsesMultiple book club responsesSurvey about videosWonder Woman templates for Women’s History MonthComputer-based assessmentsCurrent event reports*These suggestions were provided by teachers in this Teaching American History grant module on November 5, 2008.

Book Review Requirements

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Play Episode Listen Later Mar 1, 2008

Click here for the book review requirements.

Exploration Syllabus

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Play Episode Listen Later Mar 1, 2008

Click here for the module syllabus.

Session I Class Slides

Play Episode Listen Later Feb 27, 2008

Click here to access the PowerPoint slides presented during the first session of this module.

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Audacity Overview

Play Episode Listen Later Feb 27, 2008

This two-page tutorial provides an excellent overview tools within Audacity. It was provided by Craig Cuddihy of VEGAS PBS.

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Course Syllabus

Play Episode Listen Later Feb 27, 2008

Click here for the course syllabus for the Civil War and Reconstruction/Digital Storytelling Module.

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Assignment: America's Civil War Book Review

Play Episode Listen Later Feb 27, 2008

Click here for the assignment sheet for this module's book review.

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Class Session II Lecture Slides

Play Episode Listen Later Feb 27, 2008

Click here to access the PowerPoint slides presented during the second session of this module.

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Audacity Slideshow

Play Episode Listen Later Feb 27, 2008

This slideshow was developed by Craig Cuddihy of VEGAS PBS to train teachers in the use of Audacity, an audio editing program available for free on both PC and Macintosh platforms.

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PhotoStory 3 Tutorial

Play Episode Listen Later Feb 27, 2008

The linked document provides a tutorial for teachers wishing to use PhotoStory 3 in their classrooms. It provides step-by-step instructions and screen shots to guide educators through the process. It was compiled by Craig Cuddihy of VEGAS PBS.

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Introduction to the Civil War/Digital Storytelling Module

Civil Rights and Service Learning

Play Episode Listen Later Feb 13, 2008

Audio Introduction to the ModuleThis podcast was developed as part of an elementary-level Clark County School District Teaching American History Grant. The three-year grant will fund six modules per year with each module focusing on a different era of American history and a different pedagogical theme. This podcast focuses on the the Civil War and Reconstruction and Digital Storytelling. Participants in the grant are third, fourth, and fifth grade teachers in Clark County (the greater Las Vegas area), Nevada. Teaching scholars include Drs. Michael Green and Deanna Beachley of the College of Southern Nevada and Dr. Christy Keeler of the University of Nevada, Las Vegas. As part of this five week module, teachers meet on campus on two occasions and the remainder of their work is completed online. The posts appearing hare also available via the iTunes podcast: “Civil War and Digital Storytelling” (http://feeds.feedburner.com/CivilWarAndDigitalStorytelling).During this module, teacher participants will complete three projects:Teachers will use the R-A-F-T (Role-Audience-Format-Topic) strategy, video iPods, and digital voice recorders to record a book review of Brooks Simpson's America's Civil War. The review will be a simulated KNPR broadcast.Teachers will develop their own R-A-F-T strategy projects relating to the Civil War and Reconstruction eras. They may work alone, collaboratively with other teachers, or they may submit work their students develop as part of a classroom unit on the Civil War era. The final project must included edited audio features such as the inclusion of music and voice modulation.Teachers must review and evaluate digital stories created and posted by their colleagues. The evaluations must attend to content as well as digital storytelling elements.

Lecture: DeAnna Beachley, Ph.D. — "Civil Rights: The 1960s"

Play Episode Listen Later Jan 28, 2008

Lecture: DeAnna Beachley, Ph.D. — "Civil Rights: The 1960s"

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Lecture: DeAnna Beachley, Ph.D. — "Civil Rights: The 1950s"

Civil Rights and Service Learning

Play Episode Listen Later Jan 17, 2008

Lecture: DeAnna Beachley, Ph.D. — "Civil Rights: The 1950s"

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Welcome to the Podcast/Vidcast

Play Episode Listen Later Dec 17, 2007

The purpose of this blog is to post audio and video content for use during the Native American/Technology Integration module of the Clark County School District Teaching American History Grant. The posts appearing here will be delivered to participants in the module via the iTunes podcast: “Native Americans and Technology Integration: TAH.”...............................................................................................................................................................This podcast was developed as part of an elementary-level Clark County School District Teaching American History Grant. The three-year grant will fund six modules per year with each module focusing on a different era of American history and a different pedagogical theme. This podcast focuses on Native Americans of the Colonial Era and Technology Integration in Elementary Schools. Participants in the grant are third, fourth, and fifth grade teachers in Clark County (the greater Las Vegas are), Nevada. Teaching scholars include Drs. Michael Green and Deanna Beachley of the College of Southern Nevada and Dr. Christy Keeler of the University of Nevada, Las Vegas. As part of this five week module, teachers meet on campus on two occasions and the remainder of their work is completed online.The culminating experience for the module is participant development of virtual museums. These are asynchronous PowerPoint slideshows that have the appearance of a virtual museum. Users can move throughout the "museum" learning about different aspects of Native Americans in each "room." Grant participants will base their virtual museums on one of ten assigned themes including Native American women, economics, housing, European encounters, impact of western religions, relations between African Americans and Native Americans, slavery, food, cultural exchange, and religions.___________________________________________________________________

Exemplary Calloway Book Reports

Play Episode Listen Later Dec 10, 2007

Enjoy reviewing the linked book report below.Calloway Book Report by Kathleen DeBeerCalloway Book Report by Steve Battreal

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Lecture: DeAnna Beachley - Women of the American Revolution

Play Episode Listen Later Dec 2, 2007

This audio lecture was recorded by Dr. DeAnna Beachley to teach about the women of the Revolutionary Era.Women of the Revolutionary Era — Dr. Beachley (Audio Lecture)

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Lecture: Dr. Michael Green — The Spanish Empire (Video)

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Play Episode Listen Later Oct 25, 2007

This video was recorded by Dr. Michael Green to teach about the Spanish Empire as it relates to Native Americans of the Colonial Era.The Spanish Empire — Dr. Green (Audio Lecture)The Spanish Empire — Dr. Green (Video Lecture in m4v or mov)

Class Lecture: Christy Keeler - Tech-Integration and PBL (Audio)

Play Episode Listen Later Oct 16, 2007

Below, you will find a link to an audio recording of the lecture delivered during class on October 3, 2007.Dr. Christy Keeler - Audio Lecture___________________________________________________________________

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Class Lecture: DeAnna Beachley - Biological Exchange and Imagery (Audio)

Play Episode Listen Later Oct 16, 2007

Below, you will find a link to an audio recording of the lecture delivered during class on October 3, 2007.Dr. DeAnna Beachley - Audio Lecture___________________________________________________________________

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The ABCs of Evaluation (PDF)

Play Episode Listen Later Oct 16, 2007

This link is to a brief article by Kathy Schrock called The ABCs of Website Evaluation. It identifies ways for teachers and students to gauge the quality of websites.___________________________________________________________________

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Education in a Flat World (Audio)

Play Episode Listen Later Oct 16, 2007

This link is to an audio of an article appearing in Phi Delta Kappa's Edge Magazine. In it, Yong Zhao discusses the ramifications of living in a "flat world" - a world where political barriers do not keep people apart. Enjoy listening to Education in a Flat World.___________________________________________________________________

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Class Lecture: Michael Green - Environmentalism (Audio)