Newsletter

Newsletter

The template for this newsletter was taken from Microsoft Word version 7.0

I adapted the newsletter contents from my former teacher and colleague Keith Martin from Effingham County High School.
I

Fair Use

FAIR USE: Material on this site is safe, legal and obtained ethically for the sole purpose of education in order to advance understanding of technology and its role in education. All material gathered is in accordance with Title 17 U.S.C. section 107 of the US Copyright Law. In accordance with Title 17 U.S.C. Section 107, the material on this site is distributed without profit to those who have expressed a prior interest in receiving the included information for research and educational purposes.

Upholding these statutes is of the utmost importance for me both as an educator and student. Plagiarism will not be excepted as it is unethical and illegal. I will hold myself to this ideal as well as my students. Strategies to prevent plagiarism include: citing and checking sources. Any violations will result in the penalties set forth in the student and teacher's handbook and code of conduct.

Students will be educated in the provisions of the fair use statues as well as held accountable for any and all violations.

References:

BitLaw
Maggies Notebook
ADEC
Standford University Library
Copyright Watch Org
Hall Davidson
PBS Teachers
Reproduction of Copyrighted Workds by Educators and Librarians
TeachersFirst's
Educational Cyber Playground

Smart Board

SSCG6 The student will demonstrate knowledge of civil liberties and civil rights.
a. Examine the Bill of Rights with emphasis on First Amendment freedoms.
b. Analyze due process law expressed in the 5th and 14th Amendments.
c. Explain selective incorporation of the Bill of Rights.
d. Explain how government seeks to maintain the balance between individual liberties and the public interest.
e. Explain every citizen’s right to be treated equally under the law.


We will review the Bill of Rights as a whole group (slides 1-11). Students will be called individually to use the SMART board in order to list and describe which ammendments can be catagorized as personal freedoms, the protection of citizens, the rights of the accused and the rights of states and citizens. Students will then be divided into groups of 2-3 and be given a list of scenarios in which a right has been violated. As a group they will use their text, notes and class discussions to decide which amendment has been violated. Once everyone has finished we will then use the SMART board to list answers and decide as a class if each group has indeed choosen the correct amendment and why.

This lesson was adapted from SMART Exchange - USA

Assistive Technology

You are a teacher who has a few students that require you to differentiate your instruction. Three have been diagnosed with ADHD, while one has an auditory disability, and requires a special device in order to hear. In addition, you have a number of students that have mild learning disabilities that impact all areas, especially reading and writing. As you prepare for the school year, you ask yourself, "What resources do I have in order to help me meet my students' needs?"

Assistive Technology Presentation

Authentic Instruction

Subject: World History
Grade Level: 9-12


SSWG4
The student will describe the interaction of physical and human systems that have shaped contemporary Sub-Saharan Africa.
a. Describe the location of major physical features and their impact on Sub-Saharan Africa.
f. Analyze strengths and weaknesses in the development of Sub-Saharan Africa; include factors such as linguistic, tribal, and religious diversity; literacy levels; and the colonial legacy.

In groups of 3-4 and utilizing web 2.0 tools such as wikpedia, google earth, etc. students will be assigned a country in Sub-Saharan Africa and be asked to answer the following questions posed by the GPS standards SSWG4 then present them to the class by using a power point presentation. Student's will be graded on creativity, utilization of online tools, and thoroughness of presentation. The following areas must be addressed in each presentation: country, physical geography and cultural geography. I will use A Geographic Perspective on Africa as a guide but substitute traditional paper and pencil maps with Clik2Map so that a detailed map can be included in the power point presentation.


This is an example of the Inquiry/Discovery Method of learning.

Web 2.0

U.S. History 9-12

SSUSH3 The student will explain the primary causes of the American Revolutiona. Explain how the end of Anglo-French imperial competition as seen in the French and Indian War and the 1763 Treaty of Paris laid the groundwork for the American Revolution.
b. Explain colonial response to such British actions as the Proclamation of 1763, the Stamp Act, and the Intolerable Acts as seen in Sons and Daughters of Liberty and Committees of Correspondence.
c. Explain the importance of Thomas Paine’s Common Sense to the movement for independence

Student/Teacher Activities Utilizing Web 2.0 Tools:

1. bubbl.us

Teacher will begin a concept map using bubbl.us and students will complete explaining the primary causes of the American Revolution including: a. Role of the Treaty of Paris b. Colonial responses to British actions and c. Thomas Paine's Common Sense movement

2. Bitstrips

Using Bitstrips in groups of 2 students will create a comic strip in which they explain colonial responses to British actions as the Proclamations of 1763, the Stamp Act, and the Intolerable Acts as seen in the Sons and Daughters of Liberty and Committees of Correspondence (SSUSH3 b.)



sources:


Using Technology in the Classroom: Bitstrips Website for Teachers

Read more at Suite101: Using Technology in the Classroom: Bitstrips Website for Teachers | Suite101.com http://www.suite101.com/content/using-technology-in-the-classroom-bitstrips-website-a351444#ixzz1O9r1xIh7