Thursday, October 29, 2009
Service Learning Doc
http://docs.google.com/Doc?docid=0AZvw-L2anVKvZGc0MnFyODlfMGN2cGc0Mjlw&hl=en
It is this link.
It is this link.
Tuesday, October 27, 2009
Law of Diminishing Marginal Utility Glogster
Glogster now embedded on sidebar of the blog.
Keep your eyes and ears posted for a special guest cameo in my Glogster.
Post your guesses on which one of your awesome cohort members appears on this Glogster.
Edit: Was able to embed to main blog feed, instead of to sidebar.
Keep your eyes and ears posted for a special guest cameo in my Glogster.
Post your guesses on which one of your awesome cohort members appears on this Glogster.
Edit: Was able to embed to main blog feed, instead of to sidebar.
Thursday, October 22, 2009
Service Learning Project
Title of the project: Voter Registration/Information Guide
Area of service –Civic Responsibility
Grade level/setting – High School
Subject area – Civics/Government
Unit description – a summary of the class service-learning project, its implementation, and goal. –
Before the Unit: Teacher will ensure students have the technology necessary to create material for the Voter Registration drive, including video camera(s), audio recorder(s), and computers and computer programs used to create video/audio.
Teacher should try to find time for their class to present in front of a larger audience. Examples include local TV networks, school assemblies, school news broadcasts, community centers, booths at public gatherings (school, mall, etc.).
Teacher should also make sure that unit fits chronologically with state and local voter registration rules. For example, the Florida Department of Elections (1) requires 29 days before an election for a voter to be registered. This means that this unit should conclude by the first week of October, to ensure all registrations are official before the upcoming election.
Class Period 1: To begin the unit lesson, ask students to write a short paper (approximately 2-3 paragraphs) asking their thoughts and opinions on why they think causes people to vote and whether or not they would vote. Teacher will give approximately 15-20 minutes for writing. Remainder of class period to be spent discussing what students wrote about voting.
Class Period 2: Students will evaluate data on voting behavior over the last 50 years in the United States, including both Presidential and non-Presidential elections. The students will look for trends in the data among a number of different categories, including overall turnout, turnout in Presidential vs. non-Presidential elections, turnout by age groups, turnout by race, turnout by gender, etc. In addition, students will evaluate major changes in the electorate over the last 50 years, including the abolition of poll taxes by the 24th Amendment and the change in voting age from 21 to 18 by the 26th Amendment.
Class Period 3: After evaluating the voting data and discussing their own personal perspectives on voting, students will be informed that their class will be creating a voter registration/information drive. This drive is designed to increase voter turnout and inform voters on the issues.
-Given the emphasis on voter turnout, the unit would be best run early during the fall semester in a Presidential or Congressional election year. However, this unit can be modified to be run during any time of any year.
-During spring of election year, focus on voter registration and primary campaigns
-During other times, focus on voter registration (especially pre-registering students at the high school). But additional focus could be placed on local government functions and local government elections.
-Inform students they will be using technology to create informational videos/podcasts/presentations designed to inform voters or increase voter turnout. Teacher will tell students what resources are available for their use in this project.
-Teacher will allow students to group themselves into 3-4 person groups to create material for this campaign. Allowing students to self-group will hopefully allow students to find groups where they can work well together and groups where they can find a common perspective or issue to embrace.
-If this is done in multiple classrooms at once, their work should be put together into one large voter registration/information drive.
-Give students remainder of class period to discuss possible ideas for their group project. Teacher should go around to each group to help guide students in their selection of issue. Ask groups to submit their issue by the beginning of the class period following the next.
Next Week: Students should be given some time in class to refine their ideas/create content for their submission to the class voter registration/information guide. Teacher can determine whether or not this time is interspersed with lesson content (hopefully about other civic/voting issues) or if the time should be fully devoted to the refining and creation of content.
-By this time, some defined end date should be given to the students, as well as an idea of where they will present their resources.
-This should include:
- Some type of public media presentation (local TV channel broadcasts or school news broadcast) for video clips
-A website where resources can all be viewed/listened to/displayed/downloaded, as well as links to other relevant sites
-A public gathering where non-media resources can be viewed and voter registration information can be dispersed and voters can be registered for the upcoming election
-Remember that, in Florida, voters can pre-register as soon as they turn 16. This is important for helping pre-register students at the high school
Presentation: At the pre-arranged times, students will be asked to present and post their created materials. At this time, they will be assessed by teacher for accuracy of information, individual participation, and appropriateness of the presentation type.
Next Generation Sunshine State Standards (2)
SS.912.C.2.2- Evaluate the importance of political participation and civic participation.
SS.912.C.2.3- Experience the responsibilities of citizens at the local, state, or federal levels.
SS.912.C.2.5- Conduct a service project to further the public good.
SS.912.C.2.8- Analyze the impact of citizen participation as a means of achieving political and social change.
SS.912.C.2.10- Monitor current public issues in Florida.
SS.912.C.2.14- Evaluate the processes and results of an election at the state or federal level.
SS.912.C.2.16- Analyze trends in voter turnout.
LA.1112.5.2.3- The student will use research and visual aids to deliver oral presentations that inform, persuade, or entertain, and evaluates ones own and others oral presentations according to designed rubric criteria
LA.1112.6.4.1- The student will select and use appropriate available technologies (e.g., computer, digital camera) to enhance communication and achieve a purpose (e.g., video, presentations); and
LA.1112.6.4.2- The student will routinely use digital tools for publication, communication and productivity.
NETS
Communication and Collaboration (3)
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
Technologies Used:
-Some students will use various recording tools (video camera and audio recorders)
-Some students will use appropriate software to create audio/video presentations.
-Includes Windows Movie Maker, iTunes, iMovie, Garage Band, and other common software
-Some students will be use software for graphic design projects
-Those used for posters, digital storytelling, brochures, etc.
Assessment: Students will be assessed on three criteria, all equal in value:
- Individual contributions to group project. Will be determined both by teacher observation of group work and by self-reporting done by group members
-Accuracy of information: Teacher will evaluate the accuracy of information presented by students. Students will be asked to properly cite material used in project for teacher to investigate at this stage of assessment.
-Use of technology: Students will be judged on appropriate use of technology. Also includes consideration for creativity.
1. “Register to Vote - Florida Division of Elections - Department of State,” http://elections.myflorida.com/voter-registration/voter-reg.shtml.
2. “Homepage,” http://www.floridastandards.org/index.aspx
3. “NETS_for_Students_2007_Standards.pdf (application/pdf Object),” http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf.
Area of service –Civic Responsibility
Grade level/setting – High School
Subject area – Civics/Government
Unit description – a summary of the class service-learning project, its implementation, and goal. –
Before the Unit: Teacher will ensure students have the technology necessary to create material for the Voter Registration drive, including video camera(s), audio recorder(s), and computers and computer programs used to create video/audio.
Teacher should try to find time for their class to present in front of a larger audience. Examples include local TV networks, school assemblies, school news broadcasts, community centers, booths at public gatherings (school, mall, etc.).
Teacher should also make sure that unit fits chronologically with state and local voter registration rules. For example, the Florida Department of Elections (1) requires 29 days before an election for a voter to be registered. This means that this unit should conclude by the first week of October, to ensure all registrations are official before the upcoming election.
Class Period 1: To begin the unit lesson, ask students to write a short paper (approximately 2-3 paragraphs) asking their thoughts and opinions on why they think causes people to vote and whether or not they would vote. Teacher will give approximately 15-20 minutes for writing. Remainder of class period to be spent discussing what students wrote about voting.
Class Period 2: Students will evaluate data on voting behavior over the last 50 years in the United States, including both Presidential and non-Presidential elections. The students will look for trends in the data among a number of different categories, including overall turnout, turnout in Presidential vs. non-Presidential elections, turnout by age groups, turnout by race, turnout by gender, etc. In addition, students will evaluate major changes in the electorate over the last 50 years, including the abolition of poll taxes by the 24th Amendment and the change in voting age from 21 to 18 by the 26th Amendment.
Class Period 3: After evaluating the voting data and discussing their own personal perspectives on voting, students will be informed that their class will be creating a voter registration/information drive. This drive is designed to increase voter turnout and inform voters on the issues.
-Given the emphasis on voter turnout, the unit would be best run early during the fall semester in a Presidential or Congressional election year. However, this unit can be modified to be run during any time of any year.
-During spring of election year, focus on voter registration and primary campaigns
-During other times, focus on voter registration (especially pre-registering students at the high school). But additional focus could be placed on local government functions and local government elections.
-Inform students they will be using technology to create informational videos/podcasts/presentations designed to inform voters or increase voter turnout. Teacher will tell students what resources are available for their use in this project.
-Teacher will allow students to group themselves into 3-4 person groups to create material for this campaign. Allowing students to self-group will hopefully allow students to find groups where they can work well together and groups where they can find a common perspective or issue to embrace.
-If this is done in multiple classrooms at once, their work should be put together into one large voter registration/information drive.
-Give students remainder of class period to discuss possible ideas for their group project. Teacher should go around to each group to help guide students in their selection of issue. Ask groups to submit their issue by the beginning of the class period following the next.
Next Week: Students should be given some time in class to refine their ideas/create content for their submission to the class voter registration/information guide. Teacher can determine whether or not this time is interspersed with lesson content (hopefully about other civic/voting issues) or if the time should be fully devoted to the refining and creation of content.
-By this time, some defined end date should be given to the students, as well as an idea of where they will present their resources.
-This should include:
- Some type of public media presentation (local TV channel broadcasts or school news broadcast) for video clips
-A website where resources can all be viewed/listened to/displayed/downloaded, as well as links to other relevant sites
-A public gathering where non-media resources can be viewed and voter registration information can be dispersed and voters can be registered for the upcoming election
-Remember that, in Florida, voters can pre-register as soon as they turn 16. This is important for helping pre-register students at the high school
Presentation: At the pre-arranged times, students will be asked to present and post their created materials. At this time, they will be assessed by teacher for accuracy of information, individual participation, and appropriateness of the presentation type.
Next Generation Sunshine State Standards (2)
SS.912.C.2.2- Evaluate the importance of political participation and civic participation.
SS.912.C.2.3- Experience the responsibilities of citizens at the local, state, or federal levels.
SS.912.C.2.5- Conduct a service project to further the public good.
SS.912.C.2.8- Analyze the impact of citizen participation as a means of achieving political and social change.
SS.912.C.2.10- Monitor current public issues in Florida.
SS.912.C.2.14- Evaluate the processes and results of an election at the state or federal level.
SS.912.C.2.16- Analyze trends in voter turnout.
LA.1112.5.2.3- The student will use research and visual aids to deliver oral presentations that inform, persuade, or entertain, and evaluates ones own and others oral presentations according to designed rubric criteria
LA.1112.6.4.1- The student will select and use appropriate available technologies (e.g., computer, digital camera) to enhance communication and achieve a purpose (e.g., video, presentations); and
LA.1112.6.4.2- The student will routinely use digital tools for publication, communication and productivity.
NETS
Communication and Collaboration (3)
Students use digital media and environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c. develop cultural understanding and global awareness by engaging with learners of other cultures.
d. contribute to project teams to produce original works or solve problems.
Technologies Used:
-Some students will use various recording tools (video camera and audio recorders)
-Some students will use appropriate software to create audio/video presentations.
-Includes Windows Movie Maker, iTunes, iMovie, Garage Band, and other common software
-Some students will be use software for graphic design projects
-Those used for posters, digital storytelling, brochures, etc.
Assessment: Students will be assessed on three criteria, all equal in value:
- Individual contributions to group project. Will be determined both by teacher observation of group work and by self-reporting done by group members
-Accuracy of information: Teacher will evaluate the accuracy of information presented by students. Students will be asked to properly cite material used in project for teacher to investigate at this stage of assessment.
-Use of technology: Students will be judged on appropriate use of technology. Also includes consideration for creativity.
1. “Register to Vote - Florida Division of Elections - Department of State,” http://elections.myflorida.com/voter-registration/voter-reg.shtml.
2. “Homepage,” http://www.floridastandards.org/index.aspx
3. “NETS_for_Students_2007_Standards.pdf (application/pdf Object),” http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf.
Wednesday, October 21, 2009
Thursday, October 8, 2009
Blog Reflection #6: This blog post isn't half bad.
Why do the social networking examples in Wesch’s video matter?
Wesch was trying to reconcile two conflicting uses of social media: social media as a fragmenting force and social media as a unifying agent. His examples showcased both of those things. Specifically, this set of equations made his point.
Anonymity + physical distance + ephemeral dialogue = hatred as public performance
(Statler: You know, this blog post isn’t half bad.
Waldorf: It isn’t?
Statler: Nope, it’s all bad.
Both: Oh ho ho ho ho.)
Anonymity + physical distance + ephemeral dialogue = freedom to experience humanity without fear or anxiety
For the first equation, Wesch showed the negative comments left on YouTube. For the second equation, Wesch showed the videos created by MadV and responded to by thousands more.
What is the role of "self" in social networking?
Because people are defined by how they relate to others, social networking now defines how people relate to themselves. Social networking causes the re-evaluation of the “self.” Because the type of communication is more anonymous, more physically distant, and more ephemeral, it changes how people create it. Will they turn their self inward, becoming focused on only their small niche of the world? Or will they turn their self outward, engaging the whole world around them? The new social media reflects both of these perspectives, and each perspective has been strengthened in the last decade.
Based on your answer, what are the implications to using social networking in education? Do you look at social networking differently based on this video? How?
Social networking in education must be focused on extending the self outward. Some of the educational social networking that I’ve seen has not seemed to focus outward. The individual unit (either a student, student group, classroom, or school) just contributes a piece to a greater unit, never bothering to put that piece together with the other pieces, or even ensuring their piece is part of that puzzle. The social networking that has focused outward has been much more valuable. Those products focus on the positive social aspects, like communication and collaboration. Communication and collaboration transform social networking from mental masturbation to stimulating mental intercourse.
What educators must do before social networking is build the community before assembling the content. If there is no community, no collaboration, the activity is merely a hi-tech method of displaying information.
I believed that social networking was self-minded individuals getting together and reinforcing their beliefs, becoming more insular than expansive in their thoughts and behavior. I’m still unsure that social networking is not what I thought it was, but seeing extra examples brought me more faith in the concept of social networking.
Wesch was trying to reconcile two conflicting uses of social media: social media as a fragmenting force and social media as a unifying agent. His examples showcased both of those things. Specifically, this set of equations made his point.
Anonymity + physical distance + ephemeral dialogue = hatred as public performance
(Statler: You know, this blog post isn’t half bad.
Waldorf: It isn’t?
Statler: Nope, it’s all bad.
Both: Oh ho ho ho ho.)
Anonymity + physical distance + ephemeral dialogue = freedom to experience humanity without fear or anxiety
For the first equation, Wesch showed the negative comments left on YouTube. For the second equation, Wesch showed the videos created by MadV and responded to by thousands more.
What is the role of "self" in social networking?
Because people are defined by how they relate to others, social networking now defines how people relate to themselves. Social networking causes the re-evaluation of the “self.” Because the type of communication is more anonymous, more physically distant, and more ephemeral, it changes how people create it. Will they turn their self inward, becoming focused on only their small niche of the world? Or will they turn their self outward, engaging the whole world around them? The new social media reflects both of these perspectives, and each perspective has been strengthened in the last decade.
Based on your answer, what are the implications to using social networking in education? Do you look at social networking differently based on this video? How?
Social networking in education must be focused on extending the self outward. Some of the educational social networking that I’ve seen has not seemed to focus outward. The individual unit (either a student, student group, classroom, or school) just contributes a piece to a greater unit, never bothering to put that piece together with the other pieces, or even ensuring their piece is part of that puzzle. The social networking that has focused outward has been much more valuable. Those products focus on the positive social aspects, like communication and collaboration. Communication and collaboration transform social networking from mental masturbation to stimulating mental intercourse.
What educators must do before social networking is build the community before assembling the content. If there is no community, no collaboration, the activity is merely a hi-tech method of displaying information.
I believed that social networking was self-minded individuals getting together and reinforcing their beliefs, becoming more insular than expansive in their thoughts and behavior. I’m still unsure that social networking is not what I thought it was, but seeing extra examples brought me more faith in the concept of social networking.
For Blog Reflection #7
Watch TED Talk, Clay Shirkey, How social media can make history
Select a historical event. Write an "imagine" essay explaining how the event would be different if the media implications provided in Clay Shirkey's talk had been available at that time. Have fun with it. Be creative. Include a question to which your classmates can respond.
Initial post by Monday, October 19. Respond to two classmates by October 22.
Great Chicago Fire
BroadShoulders519: Just left O'Leary's for the night. Saw their new cow by the lantern light. Looks healthy.
8:45 PM Oct 8th from web
Adam Heinemann The smoke from yesterday's fire is finally clearing up. Hope we don't have any more flames to worry about for a while. Too much wind and too little rain makes Adam = :-(
October 8 at 9:03 pm · Comment · Like
@BroadShoulders519: Just saw this video online. Weren't you just at the O'Leary's? http://www.youtube.com/watch?v=77JsjF6b0rw&feature=related
9:45 PM Oct 8th from web
Adam Heinemann Heard the fire alarm outside. I can't believe this is happening again.
October 8 at 10:03 pm · Comment · Like
Chad Casarotto likes this.
Kayne West President Grant doesn't care about Catholic people.
Sat at 9:40 pm · Comment · Like
Mike Myers .....
Adam Heinemann believes that no one should die because they couldn't get firefighters, and no one should go broke because they have a fire. If you agree post this as your status for the rest of the day. Demand universal firefighting.
Yesterday at 11:07 am · Comment · Like
Laura Bland Hell yeah. We need universal firefighting now!
Adam joined the group Firefighting For All. · Comment · Like
Firefighting For All Tuesday October 20th - National Telegram-In Day - Time to Deliver Make 3 telegrams to your reps and senators (who are not directly elected by citizens) to support firefighting reform.
Today at 12:15 am · Comment · Like
Select a historical event. Write an "imagine" essay explaining how the event would be different if the media implications provided in Clay Shirkey's talk had been available at that time. Have fun with it. Be creative. Include a question to which your classmates can respond.
Initial post by Monday, October 19. Respond to two classmates by October 22.
Great Chicago Fire
BroadShoulders519: Just left O'Leary's for the night. Saw their new cow by the lantern light. Looks healthy.
8:45 PM Oct 8th from web
Adam Heinemann The smoke from yesterday's fire is finally clearing up. Hope we don't have any more flames to worry about for a while. Too much wind and too little rain makes Adam = :-(
October 8 at 9:03 pm · Comment · Like
@BroadShoulders519: Just saw this video online. Weren't you just at the O'Leary's? http://www.youtube.com/watch?v=77JsjF6b0rw&feature=related
9:45 PM Oct 8th from web
Adam Heinemann Heard the fire alarm outside. I can't believe this is happening again.
October 8 at 10:03 pm · Comment · Like
Chad Casarotto likes this.
Kayne West President Grant doesn't care about Catholic people.
Sat at 9:40 pm · Comment · Like
Mike Myers .....
Adam Heinemann believes that no one should die because they couldn't get firefighters, and no one should go broke because they have a fire. If you agree post this as your status for the rest of the day. Demand universal firefighting.
Yesterday at 11:07 am · Comment · Like
Laura Bland Hell yeah. We need universal firefighting now!
Adam joined the group Firefighting For All. · Comment · Like
Firefighting For All Tuesday October 20th - National Telegram-In Day - Time to Deliver Make 3 telegrams to your reps and senators (who are not directly elected by citizens) to support firefighting reform.
Today at 12:15 am · Comment · Like
Sunday, October 4, 2009
iTunesU Collection feat. Richard Nixon
The Political Times of Richard Nixon
Video and audio of President Richard Nixon, ranging from his time as Vice President to Watergate and resignation.
The iTunesU collection I created was all about former President Richard Nixon. Nixon is a compelling historical figure for me and I think makes the good basis for a unit lesson plan because he has a crucial role in most of the interesting events taking place in U.S. History from the 1950s to the mid 1970s.
As a member of Congress and Vice President, Nixon was an important figure in the anti-communist movement. While Vice President, Nixon visited the Soviet Union, engaging in the famous "Kitchen Debate". He ran in the very contentious 1960 debate against John Kennedy. He took over as President during the middle of the Vietnam War. His "silent majority" comment provided counter-point for the culture wars of the late 1960s. He took a phone call from the Apollo 11 mission. He visited China in 1972, an important event in modern U.S.-China relations. And finally, he presided over the largest political scandal in U.S. history. For these reason, Richard Nixon makes an excellent focal point for a unit lesson plan in U.S. History.
In order to make this unit lesson plan more active for the students, I would put students into an investigative/journalistic role to cover some of these events. Students could report on his role discovering the "Pumpkin Papers" and his work with the House Un-American Activities Commission. Others could cover his vice presidency and the "Kitchen Debate." Another group could report on the 1960 Presidential election. Other topics could cover the Vietnam War, the moon landing, the culture conflicts of the 1960s, his visit to China, and Watergate. Each of these topics likely have some primary documents that students could use to create their presentation.
One strength of this unit lesson plan is that there's a wealth of resources referring to Richard Nixon and his life and times. A potential weaknesses is that students may have problems finding good resources with among the myriad resources available. Another weakness is that some of the topics seem more important than the others, although I personally believe each one has value for a U.S. History classroom.
Resources:
http://www.digitalvaults.org/record/1625.html
Digitalvaults.org has a wide range of primary documents referring the the events of Nixon's political career and would be a useful resources for students investigating Nixon.
Video and audio of President Richard Nixon, ranging from his time as Vice President to Watergate and resignation.
The iTunesU collection I created was all about former President Richard Nixon. Nixon is a compelling historical figure for me and I think makes the good basis for a unit lesson plan because he has a crucial role in most of the interesting events taking place in U.S. History from the 1950s to the mid 1970s.
As a member of Congress and Vice President, Nixon was an important figure in the anti-communist movement. While Vice President, Nixon visited the Soviet Union, engaging in the famous "Kitchen Debate". He ran in the very contentious 1960 debate against John Kennedy. He took over as President during the middle of the Vietnam War. His "silent majority" comment provided counter-point for the culture wars of the late 1960s. He took a phone call from the Apollo 11 mission. He visited China in 1972, an important event in modern U.S.-China relations. And finally, he presided over the largest political scandal in U.S. history. For these reason, Richard Nixon makes an excellent focal point for a unit lesson plan in U.S. History.
In order to make this unit lesson plan more active for the students, I would put students into an investigative/journalistic role to cover some of these events. Students could report on his role discovering the "Pumpkin Papers" and his work with the House Un-American Activities Commission. Others could cover his vice presidency and the "Kitchen Debate." Another group could report on the 1960 Presidential election. Other topics could cover the Vietnam War, the moon landing, the culture conflicts of the 1960s, his visit to China, and Watergate. Each of these topics likely have some primary documents that students could use to create their presentation.
One strength of this unit lesson plan is that there's a wealth of resources referring to Richard Nixon and his life and times. A potential weaknesses is that students may have problems finding good resources with among the myriad resources available. Another weakness is that some of the topics seem more important than the others, although I personally believe each one has value for a U.S. History classroom.
Resources:
http://www.digitalvaults.org/record/1625.html
Digitalvaults.org has a wide range of primary documents referring the the events of Nixon's political career and would be a useful resources for students investigating Nixon.
Thursday, October 1, 2009
Visit AdamJohnHeinemann on YouTube! (I know I already did this)
Trying to shift to using a "professional" YouTube account: http://www.youtube.com/user/AdamJohnHeinemann
Check it out today!
Check it out today!
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