These were all focused on historical “selfies” right before disasters but you could do the opposite. I was inspired by the horrible and fascinating Selfies at Funerals Tumblr. You might also be appalled/inspired by Rich Kids of Instagram. I really don’t know quite enough about the selfie/hashtag culture to do this really well. The details with hashtags are what make it interesting and you need to do some research to make it work properly. There is work in humor.
A Bieber flavored over simplication on the fallacy of hardware creating change. Probably useless but it amused me for the presentation and the audience seemed to enjoy it. My 20 minute presentation ended up being a 90 minute conversation.
If you give Bieber a bike will he get home more quickly?
It seems like a straightforward question, an easy answer. Of course the bike will get him home faster.
But we tend to make a number of assumptions. It could be you’re a Bieber fan and you know where Bieber is now and where his home/homes are, maybe you’re a Belieber and you even know which home he’s going to. Most people don’t. They don’t know where Bieber is nor where he’s going despite general agreement on the definition of “home.”
Furthermore, I don’t know if Bieber can drive a motorcycle or if he can drive this motorcycle. If he can drive a motorcycle, how well can he do it? Does he have gas? Is a helmet required?
Now if we give Bieber a bike and he can drive it, we have to think about the terrain between where he’s starting and where he wants to go. Maybe there’s a forest in between those two points. A forest without roads or gas stations. This street bike will actually slow him down. Maybe there’s a road and things will work out really well.
If there’s an ocean between the two points, then requiring a motorcycle will likely result in Bieber drowning. That will substantially delay his return home.
Things begin to get complex and we have yet to address monkey transportation and associated documentation.
So my final answer ends up being “it depends” which happens to be the same answer I give on whether or not technology will impact student learning.
Slightly Less Nonsense
Continuing in the Bieber theme . . .
This is the recent quote and associated Internet furor that led to the Bieber flavor of this presentation. I learned quite a bit about Bieber as a result. This quote is a decent example of the kind of flexibility technology provides for teachers. Access to current events and the ability to associate these events with a variety of other resources quickly and easily is unique and matters. I can now use this quote to drive a conversation and build interesting extensions and associations through other media elements. There are lots of easy wins in both English and history. Naturally, showing students the quote doesn’t require them to have computers but building experiences off of that quote is made far easier and offers far more opportunities if students have technology and Internet access.
The association of technology with current events is pretty obvious. I don’t think the association of technology with historical sources is as publicized. The fact that I can provide copies of a handwritten letter from a US soldier at Dachau written on SS stationary is amazing. It is not the same as holding the material but it’s far more visceral than reading a type written version or getting a quoted excerpt in a textbook. Technology removes a number of restrictions that have long shaped the content we are able to provide as well as the things we were able to do with that content.
From there I showed them where some of our students at Moody MS, with the help of Will Berry, (one of our awesome ITRTs) had been taking this historical material and using Timeline JS to build interactive multimedia timelines on WWII. Students selecting and curating primary source material to enrich a historical story is not revolutionary but technology allows for access to a breadth and depth of material that was previously impossible. The ability for many students to build collaboratively and create an interactive product that other students could actually use is fairly unique as well.
I said a few other things as well but that’s the gist of where things went with the Bieber.
Maus is a graphic novel completed in 1991 by American cartoonist Art Spiegelman. It depicts Spiegelman interviewing his father about his experiences as a Polish Jew and Holocaust survivor. The book uses postmodern techniques—most strikingly in its depiction of races of humans as different kinds of animals, with Jews as mice, Germans as cats and non-Jewish Poles as pigs. Maus has been described as memoir, biography, history, fiction, autobiography, or a mix of genres. In 1992 it became the first graphic novel to win a Pulitzer Prize.
It’s a good text to explore via a timeline because of the the non-linear storyline and the advantages of setting additional historical context.
As a result of this, I’ve spent some time trolling the National Archives. Normally I wander around the Library of Congress but I was doing a parallel reading of The Liberator1 by Alex Kershaw which had some great images from the National Archives so I was inspired to go check it out.
There is a lot of great content available digitally, including some stuff I hadn’t seen before. Search and features leave something to be desired and you have to be really specific with your search terms. One other thing to be aware of is that deep links to the pages found in your search expire.
A few of the WWII pieces I liked but didn’t put in the Maus timeline are below. I also found a pretty decent, although silent, video of soldiers spraying people with what is probably DDT in an effort to kill louses and prevent typhus (aka war fever) from spreading.
1 Another WWII text but of more traditional style. Nothing great but did have an interesting portion on the murder of SS guards at Auschwitz by U.S. soldiers.
Here are examples of hats made of felted beaver fur, because if you ask your students to draw a picture of a beaver hat, you’re likely to get some sort of coonskin monstrosity. (Seriously, you should try that.)
Pukestocking, Puke-stocking, Puke Stocking
tl;dr – Being called puke-stocking likely has everything to do with fashion instead of seasickness.
Despite many sites claiming that Pilgrims were called puke stockings, I can’t find anything substantial to back that up (and now think it means something entirely different anyway). I did find a reference to puke stockings in Shakespeare’s King Henry IV -
Wilt thou rob this leathern jerkin, crystal-button,
not-pated, agate-ring, puke-stocking, caddis-garter,
In 1598, when Shakespeare wrote his play, “puke” was a very fine grade of woolen cloth, often used to make stockings as well as other garments. This kind of “puke” first appeared in English in the mid-15th century, derived from the Middle Dutch word “puuc,” meaning “the best grade of cloth.” Interestingly, “puke” cloth was, in Shakespeare’s day, usually dyed deep bluish-black or dark brown, leading to the term “puke color.” This “puke,” however, is unrelated to the brownish-purple color we know today as “puce,” which takes its name from the French word for “flea.” Apparently if one looks very, very closely at fleas (I’ll pass, thanks), they are purple-brown in color.
Thus haue you heard the particulars of this massacre, which in those respects some say will be good for the Plantation, because now we haue iust cause to destroy them by all meanes possible: but I thinke it had beene much better it had neuer happened, for they haue giuen vs an hundred times as iust occasions long agoe to subiect them, (and I wonder I can here of none but Master Stockam and Master Whitaker of my opinion.) Moreouer, where before we were troubled in cleering the ground of great Timber, which was to them of small vse: now we may take their owne plaine fields and Habitations, which are the pleasantest places in the Countrey. Besides, the Deere, Turkies, and other Beasts and Fowles will exceedingly increase if we beat the Saluages out of the Countrey, for at all times of the yeare they neuer spare Male nor Female, old nor young, egges nor birds, fat nor leane, in season or out of season with them, all is one. The like they did in our Swine and Goats, for they haue vsed to kill eight in tenne more then we, or else the wood would most plentifully abound with victuall; besides it is more easie to ciuilize them by conquest then faire meanes; for the one may be made at once, but their ciuilizing will require a long time and much industry. The manner how to suppresse them is so often related and approued, I omit it here: And you haue twenty examples of the Spaniards how they got the West-Indies, and forced the treacherous and rebellious Infidels to doe all manner of drudgery worke and slauery for them, themselues liuing like Souldiers vpon the fruits of their labours. This will make vs more circumspect, and be an example to posteritie: (But I say, this might as well haue beene put in practise sixteene yeares agoe as now.)
ames Akin’s earliest-known signed cartoon, “The Prairie Dog” is an anti-Jefferson satire, relating to Jefferson’s covert negotiations for the purchase of West Florida from Spain in 1804. Jefferson, as a scrawny dog, is stung by a hornet with Napoleon’s head into coughing up “Two Millions” in gold coins, (the secret appropriation Jefferson sought from Congress for the purchase). On the right dances a man (possibly a French diplomat) with orders from French minister Talleyrand in his pocket and maps of East Florida and West Florida in his hand. He says, “A gull for the People.”
More proof Pilgrams were more interesting than your history book would admit with a hat tip to my own dad for sending the link.
No torture . . . unless you’re convicted and we feel like you’re holding something back but we promise not to be “Barbarous” or “inhumane.”
45. No man shall be forced by Torture to confesse any Crime against himselfe nor any other unlesse it be in some Capitall case, where he is first fullie convicted by cleare and suffitient evidence to be guilty, After which if the cause be of that nature, That it is very apparent there be other conspiratours, or confederates with him, Then he may be tortured, yet not with such Tortures as be Barbarous and inhumane.
(Lev. 24. 15,16.)
If any person shall Blaspheme the name of god, the father, Sonne or Holie Ghost, with direct, expresse, presumptuous or high handed blasphemie, or shall curse god in the like manner, he shall be put to death.
Notice the Biblical references that back up the laws. What’s also really cool is that I can link to these passages in the Geneva Bible that the colonists were likely using. The Internet is truly amazing and these bible people have put in some serious work.
Strangely, I have to give a NSFW warning as there’s also stuff about homosexuality and not eating the animals that are victims of beastiality that you might have to worry about depending on your community. It gives quite a bit of insight into the community’s concerns but may not be worth any additional drama.
Anyway, it’s fairly interesting so far and I came across the Declaration of the Rights of Man article screenshot-ed above. Since I was already in a colonial frame of mine, this seemed to line up pretty well.
We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.
2. The aim of all political association is the preservation of the natural and imprescriptible rights of man. These rights are liberty, property, security, and resistance to oppression.
Given that Thomas Jefferson played a major role in the writing of both documents, they provide some interesting opportunities for comparison both in terms of these particular lines/words and the documents as a whole. Did Jefferson do a better job in round two? What impact might the subtle difference have?