Now's the time! Sharing daily life with a teenager from another country and culture is a rich and rewarding experience, and it's a wonderful way to bring more understanding into the world. If you've ever thought about welcoming an exchange student into your home and family, now's the time to learn more. AFS, the leading international high school student exchange program, needs families in our community to host high school students for an academic year or six months.New AFS high school exchange students arrive in August and leave at the end of June.. Applications are already arriving in our regional offices for the fall of 2011.
All kinds of families can host—two-parent households with young children or teenagers, single-parent families, families with adopted children, foster parents, as well as couples and single people who do not have children or who have grown children. One of the most important characteristics of a host family is being eager and excited to share your life and activities while providing the same kind of care, support, and comfort as you would to your own child or family members.
AFS students come from more than 60 countries and represent many different cultural and socioeconomic backgrounds. Local AFS Volunteers enroll students in high school and support students and their families to help both gain the most from their experience. In addition to host families, AFS needs people who are interested in becoming volunteer liaisons to work locally with families and their hosted students.
Anyone interested in learning more about, sending, hosting or volunteering with AFS should visit [link removed]. # # #
About AFS AFS is a worldwide, nonprofit, multicultural organization that has been leading international high school student exchange for more than 60 years. Each year, AFS-USA sends more than 1,400 US students abroad, provides approximately $3 million in scholarships and financial aid, and welcomes 2,500 international high school students who come to study in US high schools and live with host families. More than 6,000 volunteers in the US make the work of AFS possible.
Hi everyone, I am a current student in a teacher licensing program and would like to know what some real uses are for chatboards in the high school classroom today?
Online classrooms use them often. Post a question for your class and ask them each to post a response - get a discussion going - that's the use of chatboards.
But at the same time, it takes a risk to encourage online communication between students - stuff happens - and you really don't want it to happen on your watch. Personally I'd never use a chatboard in secondary education - it invites liability as well as upset kids and parents when someone posts something on that chatboard that's not related to your class. They argue about your question, someone gets mad and the next thing they post a vicious insult or slur or even a threat. On your watch - who needs that??
Your intentions may be very good but it can still come back to get you. Your professor who gave you this assignment never considered this.
On 2/10/11, Steve wrote: > On 2/09/11, Walter Gott wrote: >> Hi everyone, I am a current student in a teacher licensing >> program and would like to know what some real uses are for >> chatboards in the high school classroom today? > > > Online classrooms use them often. Post a question for your > class and ask them each to post a response - get a discussion > going - that's the use of chatboards. > > But at the same time, it takes a risk to encourage online > communication between students - stuff happens - and you really > don't want it to happen on your watch. Personally I'd never use > a chatboard in secondary education - it invites liability as > well as upset kids and parents when someone posts something on > that chatboard that's not related to your class. They argue > about your question, someone gets mad and the next thing they > post a vicious insult or slur or even a threat. On your watch - > who needs that?? > > Your intentions may be very good but it can still come back to > get you. Your professor who gave you this assignment never > considered this.
If you go on youtube.com you'll find clips of D-Day -screen them of course because some will contain graphic violence and the death of soldiers. There's even a clip taken by the Germans - you can see D-Day from the other side. Youtube has everything - a clip of a general making a speech to urge the men on - you name it, it's there.
History doesn't have to imagined anymore - it can be watched. Ask them first to imagine what it was like - tell them the facts of D-Day as thousands of ships with thousands more of men crossed the rough 26 miles of the English Channel to take back Europe. Then tell them they don't have to imagine it but that they can watch some of it.
If anyone gives you a rough time about screening out the scenes of too great violence, tell them it' s not respectful to those who died to view their deaths. Screen the clips - there are ones that are very powerful but have no violence.
On 2/10/11, History Teacher wrote: > On 2/10/11, Sena wrote: >> Anyone have any good ideas for an engaging lesson on >> teaching D-Day or fighting in Europe during WWII? It would >> be greatly appreciated. > > If you go on youtube.com you'll find clips of D-Day -screen > them of course because some will contain graphic violence and > the death of soldiers. There's even a clip taken by the Germans > - you can see D-Day from the other side. Youtube has everything > - a clip of a general making a speech to urge the men on - you > name it, it's there. > > History doesn't have to imagined anymore - it can be watched. > Ask them first to imagine what it was like - tell them the > facts of D-Day as thousands of ships with thousands more of men > crossed the rough 26 miles of the English Channel to take back > Europe. Then tell them they don't have to imagine it but that > they can watch some of it. > > If anyone gives you a rough time about screening out the scenes > of too great violence, tell them it' s not respectful to those > who died to view their deaths. Screen the clips - there are > ones that are very powerful but have no violence.
NIAGARA UNIVERSITY, N.Y. (February, 2011) – Niagara University is now accepting applications from K-12 teachers nationwide for a summer program entitled Crossroads of Empire: Cultural Contact and Imperial Rivalry at Old Fort Niagara. The week-long residential sessions, which take place July 11-15 and July 18-22, 2011 at Old Fort Niagara and Niagara University, have been made possible by funding obtained from the National Endowment for the Humanities (NEH).
Directed by Thomas A. Chambers, Ph.D., chair of Niagara University’s history department, the workshops are focused on the vital history that emanated from Old Fort Niagara, one of most significant and well-preserved 18th century historic sites in North America. Fort Niagara served as an important crossroads between the empires of Great Britain, France, the Haudenosaunee (the native people who inhabited what is now much of New York state and surrounding areas), and, later, the United States as they battled each other for control of the North American continent. The Fort threatened American territory during the Revolution, was occupied by both sides during the War of 1812, and then a peace treaty secured the Fort and region for the United States.
This workshop will immerse NEH Summer Scholars in the world of 18th century life, from both the Native American and European perspective. Participants will interact with historic interpreters, clamber about ramparts dating to the 1700s, handle beaver pelts and trade goods like fishhooks and beads, and perhaps even fire a musket. One unique feature will be an overnight stay at the French Castle, the three-story stone fortress and trading post perched above the crashing waves of Lake Ontario that dates back to 1726. By week’s end NEH Summer Scholars will understand the perspective of the Iroquois people who first inhabited this region, as well as the struggles of ordinary European soldiers who bled and died to control Fort Niagara.
Teachers of grades K-12 at schools in the United States or its territorial possessions, or Americans teaching in foreign schools where at least 50 percent of the students are American nationals, are eligible for this program.
Teachers selected to participate as NEH Summer Scholars will receive a stipend of $1,200 at the end of the residential workshop session. Stipends are intended to help cover travel expenses to and from the project location, books, and ordinary living expenses.
The deadline for applications is March 1, 2011.
For eligibility and application information, please call 716.286.8091, e-mail [email removed].
Niagara University is located 11 miles south of Old Fort Niagara.
Niagara University Founded by the Vincentian Community in 1856, Niagara University is a private liberal arts university with a strong, values-based Catholic tradition. Its four academic divisions include the colleges of Arts and Sciences, Business Administration, Education, and Hospitality and Tourism Management. The university also maintains an Academic Exploration Program that provides a learning community for students who are undecided about their major, as well as numerous opportunities through Continuing Education. -30-
At ...See Morehave started using interactive notebooks with my 9th grade history students, and I am loving the concept. Interactive notebooks have helped me to really improve how I teach and how my students learn. I use the left side for notes/info and the right side for processing/creative tasks. Most teachers I've seen on the web do the opposite.
At the same time, I am teaching psychology. And I know people often make the distinction between left brain and right brain tasks. Although I am pretty sure "left vs. right brain" thinking is largely oversimplified. I used this logic when I had my students set up their interactive notebooks.
I've noticed a lot of teachers use the right side of the interactive notebooks for class notes. This seems to go against left vs. right brain thinking. Overthinking this I know.... Have you noticed this?
I am an education student majoring in K-6 in Tennessee. I'm curious how much technology is used in the classroom, particularly for teaching social studies.
There's SO much information on google that comes up in response to this. Just punch in - or have your students do it - 'Abigail Adams Daughters of Liberty' and at least 12 sites come up all with good information - I checked them out. Wickipedia always comes up first and there's nothing wrong with Wickipedia but there are plenty more sites with succinct information to this topic.
Tianamen Square was a major demonstration in Chine by Chinese students in the hopes of gaining more human rights in China. Check out youtube for the film clips of that day - they're moving - but he can easily find photos of the same on google.
I’m currently a graduate student working on a Social studies education degree. My question is for those who are already social studies teachers what do you feel should be covered in the social studies 7-8th curriculum that at the current moment isn’t. What should schools incorporate in their schools to make History and Global studies a little more appealing and interesting?
On 2/23/11, Veteran Social Studies Teacher wrote: > On 2/21/11, Martha R wrote: >> Hello to all, >> >> I’m currently a graduate student working on a Social >> studies education degree. My question is for those who are >> already social studies teachers what do you feel should be >> covered in the social studies 7-8th curriculum that at the >> current moment isn’t. What should schools incorporate in >> their schools to make History and Global studies a little >> more appealing and interesting? > > > Curriculum isn't necessarily the issue - a good teacher can > make the topic of the kitchen sink interesting and appealing. > Changing curriculum around to garner greater interest doesn't > work. An uninspiring teacher can take the world's most > exciting topic and render it dull and lifeless. > > It's how it's taught and tested that makes anything dull. The > human brain does not respond to lectures other than with a > sleepy, glazed over feeling even if your lecture is literally > on the secret to life itself. Endless copying of notes from > the board, emphasizing tiny unimportant memorized details, > memorization-based tests - this is what makes Social Studies > the subject that students hate. > > As of yet, we don't have a national curriculum and you don't > say what state you're in so what your state uses for > curriculum in 7th and 8th grade Social Studies is a mystery > to anyone reading your post. But it's technique of teaching > more than curriculum content that makes an interesting class.
If you have time, I'd REALLY appreciate it. Thanks in advance.
On 2/26/11, Project based teacher wrote: > I totally agree. The social studies teachers I had in high > school were heavy on lectures- I wondered how anyone would enjoy > the subject area. It wasn't until I was lucky enough to have a > professor who involved my classmates and I in our learning that a > 'whole new world" opened for me. > > > >> Curriculum isn't necessarily the issue - a good teacher can >> make the topic of the kitchen sink interesting and appealing. >> Changing curriculum around to garner greater interest doesn't >> work. An uninspiring teacher can take the world's most >> exciting topic and render it dull and lifeless. >> >> It's how it's taught and tested that makes anything dull. The >> human brain does not respond to lectures other than with a >> sleepy, glazed over feeling even if your lecture is literally >> on the secret to life itself. Endless copying of notes from >> the board, emphasizing tiny unimportant memorized details, >> memorization-based tests - this is what makes Social Studies >> the subject that students hate. >> >> As of yet, we don't have a national curriculum and you don't >> say what state you're in so what your state uses for >> curriculum in 7th and 8th grade Social Studies is a mystery >> to anyone reading your post. But it's technique of teaching >> more than curriculum content that makes an interesting class.
Online classrooms use them often. Post a question for your class and ask them each to post a response - get a discussion going - t...See More