Want to get some students interested in Columbus? Give this a shot. It’s amazingly easy to find out some really dark things about people we have set up as pretty one-dimensional heroes.
Remember this guy was arrested for excessive cruelty during the SPANISH INQUISITION. He did some really twisted things. Wild to think that people want him canonized.
I learned quite a bit researching the information to make this. Students would too.
This was made with Timeline JS and is predominantly dates from the Virginia Standards of Learning USI5 and USI6 but I’m sure this is pretty standard fare for any US history course. I’ve got a fair amount more work to do but things are at least sketched out based on the “required knowledge.” My goal is to have a decent mix of primary source material, video, and links to places with fairly deep content. The difficult thing about making content like this for anyone other than yourself is that the ideas I have about how to use particular items aren’t easily seen by others. Adding a layer of “teacher directions” is fairly odious for me and unless done very, very well it will likely be ignored anyway. For example, I opted to use an image of the Geneva Bible to represent Massachusetts Bay. There’s the obvious ideas around how the colonists tried to use biblical elements to guide all aspects of their life. I was struck by this statement on the cover “With moste profitable annotations upon all the hard places, and other things of great importance as may appeare in the Epistle to the Reader.” The Geneva Bible was seen as the first “study bible” and had extensive margin notes, numbered verses, was likely used by Shakespeare as reference […]
Here are the things I’d be working into the mix if I were teaching English, government, math/stats or history in this fine political season. Political Bias? Lifehacker pointed out this cool little Greasemonkey script “Memeorandum Colors script colors sites that usually link to conservative topics red, and sites that generally link to liberal topics blue (the colors get darker or lighter depending on the sites’ linking activity). The result is a quick visualization of what kind of political site a link points to using colors.” Let them read how it works and think about how that might slant things in strange ways (what if I’m conservative but am consistently linking to liberal blogs in order to attack them?) This would be the start of a conversation between the class and myself. What purpose does this script serve? In what ways can we use the data it generates to inform what we’re reading? What happens to readers and the way we consume information as ideas like this become more commonplace? Red vs Blue Book Buying Here’s a chance for some discussion of voting demographics and a chance to really get some good critical thinking going with data and causation. The maps are of “red” and “blue” books and their purchase rate (through Amazon) prior to 2004 and 2008 elections. The great […]
Does this sound familiar? You’re driving downtown and see a piece of graffiti that doesn’t quite “tickle your fancy” (as the kids say). You pine to yourself, “Man, I wish I could leave some feedback for that artist. If this were on The Web, I could simply leave a comment.” Well, pine no more. I give you the Graffiti Report Card. Seriously, it excites me to find an example of such a fundamental characteristic of our internet bleed out into real life. It might be fun to create a stylized sticky note template (similar to this one) that would allow students to give feedback on all sorts of things (behavior, performance, product, compassion). Link (via BoingBoing)