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1. New Frontiers for Student Affairs Professionals: Teaching and the First-Year Experience (EJ760938)
Author(s):
Hunter, Mary Stuart; Murray, Kathleen A.
Source:
New Directions for Student Services, n117 p25-34 Spr 2007
Pub Date:
2007-00-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
No
Descriptors: Student Personnel Services; Student Personnel Workers; Teacher Role; College Instruction; College Freshmen; Educational History; First Year Seminars; Acculturation; Student Welfare; Transitional Programs; School Holding Power; Program Evaluation; Student Centered Curriculum
Abstract: The first-year experience movement opens a window of opportunity for student affairs professionals to extend their educational endeavors into the classroom, thus allowing entrance into segments of campus once reserved exclusively for faculty.
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2. Discrepant Event: The Great Bowling Ball Float-Off (EJ717157)
Mason, Mason; Griffith, William F.; Hogue, Sharon E.; Holley, Kathleen; Hunter, Kirk
Journal of Chemical Education, v81 n9 p1309 Sep 2004
2004-09-01
Yes
Descriptors: Science Experiments; Chemistry; Investigations; Scientific Concepts; Science Instruction; Athletics
Abstract: The two things that usually attract students include sports and observing the unexpected. These activities which can be adapted for any class investigating the physical property of density, addresses both using an interactive, cross-disciplinary, open-ended investigation centered on determining mathematically whether a bowling ball will sink or float.
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3. Using Technology To Enhance Service-Learning Reflection. (EJ679639)
Nokes, Kathleen M.; Nickitas, Donna M.; Keida, Robin; Neville, Susan
Academic Exchange Quarterly, v7 n2 p86-90 Sum 2003
2003-00-00
Guides - Classroom - Teacher; Journal Articles
N/A
Descriptors: Colleges; Experiential Learning; Higher Education; Instruction; Nurses; Nursing Education; Service Learning; Teaching Methods; Teaching Models
Abstract: Describes a hybrid classroom and web-based service-learning intervention that included a clinical practicum for nurses. By using in-person and web-based strategies, students who were new to the use of technology could be coached and encouraged to reflect on their clinical experiences using service-learning as an organizing framework. (CAK)
4. The Battle of Bennington: An American Victory. Teaching with Historic Places. (ED479231)
Hunter, Kathleen
Guides - Classroom - Teacher
Descriptors: Colonial History (United States); Geography; Heritage Education; Historic Sites; Learning Activities; Lesson Plans; Primary Sources; Revolutionary War (United States); Secondary Education; Social Studies; Student Educational Objectives
Abstract: During the summer of 1777 the British undertook an ambitious campaign to isolate New England from the rest of the colonies. For two months General John Burgoyne led his army down the Lake Champlain-Hudson River toward Albany (New York) with apparent ease, but he then found he needed provisions, wagons, cattle, and horses for his army. He sent an expeditionary force to the small town of Bennington, Vermont, where the British Army and its Canadian, Indian, and Loyalist supporters faced U.S. Patriots defending their newly proclaimed independence. The Patriots won, which contributed to the British defeat at Saratoga (New York) a little later and helped decide who would win the U.S. War of Independence. This lesson is based on the National Historic Landmark documentation file,"Bennington Battlefield" and other sources. The lesson can be used in U.S. history, social studies, and geography courses in units on the Revolutionary War. It is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Northeast United States; British Campaign 1777); (5) "Determining the Facts: Readings" (British Forces; Americans; Battle of Bennington); (6) "Visual Evidence: Images" (Lt. Durnford's Map of the Site of the Battle of Bennington; British Position and the American Attack); (7) "Putting It All Together: Activities" (The People, the Cause, the Land, the Strategy; Historical Languages and Images; Moments of Heroism); and (8) "Supplementary Resources". (BT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (414K)
5. Coffeyville, Kansas: The Town That Stopped the Dalton Gang. Teaching with Historic Places. (ED471524)
2002-00-00
Descriptors: Heritage Education; Historic Sites; Middle Schools; Primary Sources; Secondary Education; Social Studies; Student Educational Objectives; United States History
Abstract: By 1890 the legendary outlaws of the 1870s and 1880s were mostly dead or in prison. When Luther Perkins erected his new bank building in Coffeyville, Kansas, a bank robbery was the farthest thing from his mind. But the Dalton cousins, former Coffeyville residents, were interested in the bank because they wanted to outdo the James gang by using the town as a setting for a spectacular double bank robbery. The robbery ended, however, with four of the five outlaws dead. Coffeyville became famous in the nation as the town that stopped the Daltons. This lesson is based on a National Register of Historic Places file, on studies of outlaws of the U.S. West, and on a contemporary description of the robbery. The lesson can be used in U.S. history, social studies, and geography courses and in units on the post-Civil War era, the settlement and culture of the West, or Kansas history. It cites educational objectives and lists materials needed. It is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Coffeyville, Kansas and Surrounding Area); (5) "Determining the Facts: Readings" (Renegades and Outlaws; Dalton Gang; People of Coffeyville Say 'Enough!'); (6) "Visual Evidence: Images" (C.M. Condon and Company Bank, 1892; Condon Bank after the Attempted Robbery; 'Death Alley,' Coffeyville, Kansas; Bodies of the Dalton Gang After the Shoot-Out; Condon National Bank Building Today); (7) "Putting It All Together: Activities" (Myth of the Outlaw; Taking the Law into Our Own Hands; Locally Famous Events in the Community); and (8) "Supplementary Resources." (BT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (611K)
6. The Battle of Midway: Turning the Tide in the Pacific. Teaching with Historic Places. (ED467872)
Descriptors: Curriculum Enrichment; Geographic Location; Geography; Heritage Education; Historic Sites; Intermediate Grades; Primary Sources; Secondary Education; Social Studies; Student Educational Objectives; Teaching Guides; United States History; World War II
Abstract: Inhabited by humans for less than a century, Midway Atoll dominated the world news for a brief time in the early summer of 1942. These tiny Pacific islands were the focus of a brutal struggle between the Japanese Imperial Navy and the U.S. Pacific Fleet. The U.S. victory here ended Japan's seemingly unstoppable advance across the Pacific and began a U.S. offensive that would end 3 years later at the doorstep of the home islands. This lesson plan is based on the National Historic Landmark file "World War II Facilities at Midway" and historic accounts of the campaign. The lesson can be used in U.S. history, social studies, and geography courses in units about World War II. It cites relevant National History Standards, objectives for students, and materials needed. The lesson is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Questions"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Japanese Offensive, 1941-42; Midway Atoll); (5) "Determining the Facts: Readings" (Out of Obscurity; Battle of Midway; Voices from Midway); (6) "Visual Evidence: Images" (Midway Atoll, 1941; Midway after Japanese Attack, 1942; Bombing of U.S. Carrier Yorktown, 1942; Dive Bombers, 1942; Bombers on Midway, 1942; Ammunition Magazine on Midway); (7) "Putting It All Together: Activities" (Victory or Defeat?; Technology and Warfare; Remembering the Middle of Midway; Local War Memorials); and (8) "Supplementary Resources." (BT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (557K)
7. The War Relocation Camps of World War II: When Fear Was Stronger Than Justice. Teaching with Historic Places. (ED467868)
Descriptors: Civil Liberties; Curriculum Enrichment; Heritage Education; Historic Sites; Intermediate Grades; Japanese Americans; Primary Sources; Relocation; Secondary Education; Social Studies; Student Educational Objectives; United States History; World War II
Abstract: In spite of facing continual discrimination, Japanese and Japanese Americans living on the U.S. west coast made lives for themselves. On December 7, 1941, everything changed. After the attack on Pearl Harbor (Hawaii), individuals saw every Japanese or Japanese American as a potential spy, ready and willing to assist in a mainland invasion at any moment. In February 1942, President Franklin Roosevelt signed an executive order that moved nearly 120,000 Japanese and Japanese Americans into 10 isolated relocation centers in Arizona, Arkansas, California, Colorado, Idaho, Utah, and Wyoming. This lesson is based on the National Register of Historic Places files "Manzanar War Relocation Center" and "Rowher Relocation Center Memorial Cemetery," and other related materials. The lesson can be used in an U.S. history unit about World War II or in a social studies unit about human rights. It cites National History Standards, objectives for students, and materials needed. The lesson is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Questions"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (South Pacific in 1942; War Relocation Centers in the U.S.); (5) "Determining the Facts: Readings" (Fear!; "To All Persons of Japanese Ancestry...; Life in Relocation Centers); (6) "Visual Evidence: Images" (Residential Block Layouts; Evacuees Arriving, Manzanar, 1942; Residential Block, Rowher, 1943; Typical Barracks Room, Manzanar, 1942; Mess Hall, Manzanar, 1942; Remains of Security Fence, Manzanar; Manzanar with Mt. Williamson in Background, 1942; Monument to the Men of the 100th Battalion/442nd Combat Team, Rowher Memorial); (7) "Putting It All Together: Activities" (Rights of Citizens; Being There; Reactions; Lest We Forget); and (8) "Supplementary Resources." (BT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (704K)
8. From Canterbury to Little Rock: The Struggle for Educational Equality for African Americans. Teaching with Historic Places Lesson Plan Series. (EJ627200)
OAH Magazine of History, v15 n2 p37-56 Win 2001
2001-00-00
Guides - Classroom - Learner; Guides - Classroom - Teacher; Journal Articles
Descriptors: Black History; Educational Strategies; Historic Sites; Primary Sources; Public Education; Racial Integration; School Desegregation; School Segregation; Secondary Education; Social Studies; United States History
Abstract: Provides a lesson plan that highlights the Prudence Crandall Museum and Little Rock Central High School (AR) and the role each played in testing the prevailing assumptions regarding racial integration of schools. Includes teacher and student materials. (CMK)
9. The Battle of Prairie Grove: Civilian Recollections of the Civil War. Teaching with Historic Places. (ED462330)
Montgomery, Don; Baker, Lea Flowers
Descriptors: Civil War (United States); Historic Sites; History Instruction; Primary Sources; Reminiscence; Secondary Education; Social Studies; Student Educational Objectives; Student Research
Abstract: Julia West was 14 years old when she viewed the carnage and destruction of the battle field at Prairie Grove, Arkansas. She was not the only young spectator at the battle, but she had one of the best views of the conflict. From her home on West Hill (AK), Julia beheld the horror and splendor of battle when the men of the Union Army of the Frontier encountered the Confederate Army of the Trans-Mississippi. Today, only memories remain as testament to a battle that changed many families' lives forever. This lesson is based on the National Register of Historic Places registration file for "Prairie Grove Battlefield" and other primary sources. The lesson can be used to teach units on the Civil War and southern history. It provides an overview with Julia West's recollections of the Battle of Prairie Grove and is divided into the following sections: "About This Lesson"; "Getting Started: Inquiry Question"; "Setting the Stage: Historical Context"; "Locating the Site: Maps (Prairie Grove Battlefield)"; "Determining the Facts: Readings (Recollections of Julia West Pyeatt; Recollections of Caldonia An Borden Brandenburg; Memoir of Nancy Morton Staples)"; "Visual Evidence: Images (Borden House; Nancy Morton Staples at the Morton House; Morton Cellar)"; "Putting It All Together: Activities (Reliability of Historic Sources; Modern Civil Wars; Civil War Year in Your Area; Monuments and Memorials)"; and "Supplementary Resources." (BT) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (436K)
10. From Canterbury to Little Rock: The Struggle for Educational Equality for African Americans. Teaching with Historic Places. (ED468400)
2000-00-00
Descriptors: Black History; Blacks; Civil Rights; Constitutional Law; Equal Facilities; Geography; Heritage Education; Historic Sites; History Instruction; Intermediate Grades; Primary Sources; Secondary Education; Sex Discrimination; Social Studies; Student Rights; United States History
Abstract: Canterbury, Connecticut, and Little Rock, Arkansas, are links in a chain of events representing the struggle for equal educational opportunity for African Americans. Focusing on these two communities, this lesson plan highlights two important historic places and the role each played in testing the prevailing assumptions of the time regarding racial integration of schools. It also tells the story of conflict between the rule of law versus mob rule, and the importance of a free press in exposing social injustice. The lesson plan is based on Little Rock Central High School and the Prudence Crandall Museum. This lesson can be used to teach U.S. history units on 19th century reform movements (abolitionism), the civil rights movement, the history of U.S. education, African American history, and women's history. The lesson is divided into seven sections: (1) "About This Lesson"; (2) "Setting the Stage: Historical Context"; (3) "Locating the Site: Maps" (Eastern Half of the United States); (4) "Determining the Facts: Readings" (Prudence Crandall and the Canterbury Female Boarding Academy; All Eyes on Little Rock Central High School); (5) "Visual Evidence: Images" (Prudence Crandall Museum, exterior; Prudence Crandall Museum, exterior; Prudence Crandall Museum, front entry; Prudence Crandall Museum, northeast parlor; Little Rock Central High; Little Rock Central High, entrance; One of the 'Little Rock Nine' Braves a Jeering Crowd); (6) "Putting It All Together: Activities" (The Road to Educational Equality; From Canterbury to Little Rock; The History of Public Education in the Local Community); and (7) "Supplementary Resources." (RJC) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (569K)
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