The minutemen and their world thesis

Over time, they had grown apart until it seemed as if they were not even speaking the same language. The truth is that they did speak the same language. But while they used the same words, those words started to have different meanings to the men and women on either side of the wide Atlantic Ocean. If I were to teach based on passages from Robert A. Gross's The Minutemen and Their World , I might choose the following passages and propose prompts that required the following analysis:. This demonstrates a tense camaraderie between the British and Americans.

They came from societies with similar traditions, rituals, ethics, and even values. Although they felt as if their values had drifted farther and farther apart by the time the encounter in Concord occurred.

A Critique of Minutemen and Their World by Robert Gross

Two examples from this excerpt are striking to me. Wheeler, the miller, demonstrates a keen knowledge of the value of private property to Americans and British citizens alike. He knew that his clear expression of ownership through work would be meaningful to the soldiers who had entered his place of business. If the British and Americans did not both hold private property dear, his polite but firm statement might not have been received so cordially.

Good solid fighting from a few years earlier constituted murderous acts as the British retreated from Concord. There are more passages from the book that could certainly be used in the analysis, but in the interest of integrating primary sources as well, students should be directed to two broadsides available online:. Students can note the use of the black coffins as an image of death and murder. The same image was used in newspapers and other published accounts after the Boston Massacre as a way of inflaming American sentiment against the British.

Gross, Robert A. New York: Hill and Wang, These are just the questions I thought of in the 10 or 15 minutes I took out of my preparation period today to type up this post. I'm sure the rest of you have many more examples from your own classes. What great questions have your students asked you lately? What do the voters think I mean on their OWN, not based on what the parties tell them to think through unending mailings, emails, and campaign tv and radio advertisments?

Those of you who are reading this and are parents or teachers or just citizens who know teenagers, I beg you to have a similar discussion. They are future voters. They see all the same media that we do. I often find I leave with more questions than answers, but I suppose that is what learning is all about.

For those of you who went to MassCUE, or any other education technology conference for that matter, within the past couple of months My third and final day at BLC10 Building Learning Communities from November Learning brought yet another valuable message that will sure have an impact on my teaching: Web 2. He talked about several ways that he allows his students to create their own academic content online that is related to his class. While he used many tools, he brought it all together to a central blog to share it with the world.

The quality of the student entries on the blogs improved over the course of the year and the class got more and more visits. As a teacher, I have seen class blogs that teachers use to post their own lessons and handouts and other information, but they never let the students themselves control the content.

Kuropatwa allows the students to run the class blog. This is why his workshop was a lesson in the strategy and not in the tool. The attendees really got the message. Here are some excerpts from the backchannel discussion to prove it. A class blog with content controlled by the teacher is just another reading assignment for students. A class blog with student controlled content is a new way for students to engage and interact with the world beyond their classroom walls.

Daccord argues that this thematic, rather than chronological approach, gives the course more purpose and the students are more invested on the goals of the course. Students learn about history through these essential questions and learn to research effectively through their investigations. Well, I participated in a webinar yesterday that opened the door to the possiblity of using Facebook with my students in a safe, responsible, and efficient way. Click here to see my notes from the webinar. Benefits of Using Facebook With Students. Also, if you are already on Facebook, think about joining the Educators Using Facebook Group for more ideas and discussion from other teachers.

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My Thoughts and Plans. It is a lot to digest and I want to think more about how I will use Facebook, what guidelines I will set for my students, and how I will inform parents of Facebook's role in my courses. I don't think I'm going to add Facebook to the Web 2. I was looking for something fun to do with my high school classes today.

minutemen essays

Yes, that's right, you are seeing a woman harvesting spaghetti from a tree! The BBC broadcasted this story on April 1, as a joke. The kicker is that spaghetti was not a commonly consumed dish in the UK at the time. It was rare and considered a delicacy, so many had never given thought to how it is created. As a result, people all over the UK were fooled into believing that spaghetti does, in fact, grow on trees. Click here to see the short video new story that BBC aired that night. Further reading an investigation of the web page revealed some first-hand accounts of people who were fooled by the ruse.

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Here are two of my favorites:. I remember it well, I was five at the time, and watched this with my dear old Dad.


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Mum was out for the night. We were taken in totally. Very pleased with ourselves that we knew how spaghetti was produced, we told Mum when she got back in. We could not understand why she fell about laughing! I still have fond memories of Panorama in the old days. Sue Elsey, England. When this was broadcast I was just eight years old and - of course - believed everything I was told or saw on the television. The TV was a bit of a novelty for my family in and I had no reason then to disbelieve this new and amazing media. My problem was that for years and years afterwards I believed that spaghetti grew on trees.

It wasn't until many years later when I was in my late teens that I realised this was perhaps not the case and even now at 56 I'm hopeful of spotting one or two trees as I drive around the country and the continent. One of the great April Fools jokes and one I'll always cherish.

The Minutemen and their World Essay

Tony Frost, England. While it seems somewhat unbelievable that so many could fall for such an obvious fallacy, I had a follow-up discussion with my students about the role historical context plays in gullibility. All of this also led into a discussion of media literacy. Our students laughed at the people in the UK who were taken by this April Fools' Day joke, but they admitted to having been fooled by the media in the past as well. Part 1 : My presentation began with a 4 and a half minute video I created using Photostory. It is a statement of my pedagogy now that I have taken this class.

While I was primarily focused on content before with blogging and research integrated into my curriculum I now feel that my responsibilities go beyond the history itself. Web 2. Part 2 : I decided to aggregate some examples of student work into a single website. I pointed out a few of these projects as examples of the integration of a few Web 2. Part 3 : Since I wanted the presentation itself to be an example of Web 2. My hope is that some, or maybe even all, of you will write your questions and ideas about my work on the feedback page.

Both encouraging and critical thoughts are welcomed. Reflections : Before concluding this post, I want to thank all of my fellow cohort members for inspiring and prodding me along through this journey. I feel like I have been a better teacher for my students as a result of all the time and effort put toward these projects. In addition, I have found a new passion for my job. While I loved being a teacher before, I can hardly stop talking about the latest project a student has turned in, or the latest free online tool I have discovered, or the latest blog I have read by another educator.

Truly, my husband and family have heard about all of our adventures in "expanding our boundaries.

So thank you. It is a discussion about parent-teacher communication and the role of parents in the education process at school. Some of the participants were just teachers, some were just parents, and some were both. It was really interesting and eye-opening. The moderators are Parentella and ShellTerrell. I have been following both of them for a while and found them both through participation in EdChats. The part of the conversation I liked was that it wasn't all positive. Many people posted issues involved in parent-teacher communication. Some of problems discussed included working v.

All of these are real issues that are not easily solved. In the end, most of us agreed that parent communication should be a part of teacher education. Will Richardson , the beloved author of Blogs, Wikis, Podcasts His blog is called Weblogg-Ed and the post is entitled Reality Check. It is compelling, and yet brief, so I'll post the entire text here:.