Integreation of Sony Wonder Technology Lab and Met. Museum of Art

What does the Sony Wonder Technology Lab have in common with Met. Museum of Art? A hands on approach to inquiry based history. They may not have content in common; however, it is feasible for an educator to effectively integrate aspects of both resources into meaningful and engaging lessons. I would focus on the skills of inquiry, problem solving, and critical thinking. Both venues are ideal for these skills- skills that are required in a classroom and in the 21st century work place. Every educator must effectively teach skills, and that means not teaching skills in a vacuum. If I were to plan a lesson it would more than likely focus on how the technology at the Sony wonder technology lab compares to the technology demonstrated in ancient Greek and Roman technology. I would ask my students to look at the level of technology and consider which civilization, 2007, the ancient Greeks, or the Romans represents a more advanced civilization and why? When we study Greece and Rome, and any early civilization we look at contributions to history and the effect of those contributions. These two museums would allow for a higher level comparison of three different, yet similar thematically, civilizations.

Tapped In Experience

I was pleasantly suprised about my Tapped In experience. I arrived an hour early and remain logged in. I was able to check back in as I pleased. The moderators in the welcome area are logged in and will respond when ever you beckon. Just like OnStar-but I can afford this. I joined the SS forum and researched the leaders profile... I want to know who I am going to be learning from. It was very hard to stay focused as there were many people from our class and we kept chatting with each other. The moderator had to refocus us. For the most part since many BEPT classmates were there the other folks just laughed at us and helped us through the paces. We did gain some valuable websites and a cross curricular lesson. Our moderator was pancient with us and gave us co-curricular lessons for the end of the year; however, in Indiana where he was teaching they don't have Regents so we had to explain that the end of the year is when overdrive is kicked in. Overall it was a great experience felling like "one of the group" of the educators in the room. They shared a great deal and have inspired me to visit the links to adapt to my teaching.

Field Experience Update

In addition to other tasks, such as serving on the district technology committe, a main focus is to present a professional development session to my department regarding googleEarth at our next department meeting. With our last server update we had googleEarth imaged to all computers so teachers have access on a permanent folder. I will be showing the department how to access, tips for usage, situations for use, and how this program can improve their teaching, and students learning. I will keep the class updated as how the session went.

Field Experience Update

In addition to other tasks, such as serving on the district technology committe, a main focus is to present a professional development session to my department regarding googleEarth at our next department meeting. With our last server update we had googleEarth imaged to all computers so teachers have access on a permanent folder. I will be showing the department how to access, tips for usage, situations for use, and how this program can improve their teaching, and students learning. I will keep the class updated as how the session went.

The Metropolitan Museum of Art- New Greek and Roman Galleries

Funny story alert. My wife and I both love the The Metropolitan Museum of Art; however, since my wife is in medical school we are both spendthrifts. We know that it is donation only, but every time we attempt to go in and give a small donation we walk out embarrassed- not wanting to go in without paying the full admission.- Now back to the assignment.
One of my favorite world history components is Greek and Roman history. I have often thought of taking my students to the rich and vast resources of the museums in the metro NYC area; however, being a new teacher I do not want to risk something with the trip into the city (yes they can get around the city better than me.. but that is the problem). I have utilized the online tours and galleries as a way of enhancing my teaching. When studying Greek culture I linked my PPT lecture to the Met. and the students were able to see classical architecture, columns, and the idealistic Greek art and description of early Greek life on the urns. Instead of relying on the textbook I can have the students take a gallery walk on the online tour. Being able to look at the new Greek and Roman Gallery online has awakened the desire to go back to the met and pay the price.
These online tours can be utilized by classrooms who do not have the ability as I do to actually take a trip to the Met (or other museums- I think that the Science Museum in Minneapolis is top notch and the online tour keeps me close) or afford to send all students. Teachers can also contact the education outreach (or similar title) of the museum for online lesson plans from most museums.

Google Earth, Maps, and Community

I have been interested in Google Earth since the beginning of this year when I was complaining about the lack of detailed geographic maps. I have a great digital collection of historical maps; however, in my Global 9 class I am always trying to demonstrate the effect that geography plays in the historical development of every civilization. Google has answered my call. Now when I want to show how China's geography isolated it and allowed the civilizations to develop a unique and ethnocentric culture I can pull up Google Earth and show the Gobi Desert, the Himalayas, and other landforms. It gives educators and students tool's to take command of such a large, yet vital, aspect as geography. Any Social Studies teacher must be well versed in geography and this is the best way to make it come alive for students.

Darfur Is Dying Review

I have tried to share this site with my fellow teachers; however, the site is blocked on our server. It should be unblocked by the end of this week. As stated in the Darfur eurogame.net article it is an oversimplification of the process; however, it does bring the main aspects to life- in particular the young boys are sent to get the water because they are quicker (something I realized when running with the girls), and that if you choose not to get the water your camp will suffer (I mention this in just to highlight the humor of me not wanting to get captured again and thinking I will win if I don't get the water). I think that in order to bring the horror out to our students is where the teacher would step in. We have no need to show pictures or images of the horror; however, first hand accounts can shed light on the pain and suffering that the people are experiencing. I don't think any teacher would teach this subject (which if you are a global history teacher was highlighted in the 05/06 Regents Thematic essay question of World Problems) just with this game. If I were to teach this I would give background, first hand accounts, causes (political , economic, and social) effects (political, economic, and social) then have students explore the game and reflect and draw connections. This is a complex crisis but also a modern one with vast resources at an educators disposal. On a different note PMHS has a Genocide Awareness group and I sent this website to one of their members with the condition that they would report back to me with their thoughts.