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	<title>Journey Through History</title>
	<atom:link href="http://teaching.bigbluebottle.org/feed/" rel="self" type="application/rss+xml" />
	<link>http://teaching.bigbluebottle.org</link>
	<description>Enhancing History Through Technology</description>
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		<title>To Kill a Mockingbird Character Sketch</title>
		<link>http://teaching.bigbluebottle.org/2010/03/11/to-kill-a-mockingbird-character-sketch/</link>
		<comments>http://teaching.bigbluebottle.org/2010/03/11/to-kill-a-mockingbird-character-sketch/#comments</comments>
		<pubDate>Fri, 12 Mar 2010 02:12:32 +0000</pubDate>
		<dc:creator>bigbluebottle</dc:creator>
				<category><![CDATA[English]]></category>
		<category><![CDATA[20th century]]></category>
		<category><![CDATA[Harper Lee]]></category>
		<category><![CDATA[Literature]]></category>
		<category><![CDATA[To Kill a Mockingbird]]></category>

		<guid isPermaLink="false">http://teaching.bigbluebottle.org/?p=71</guid>
		<description><![CDATA[After we finished reading To Kill a Mockingbird, my students did character sketches, which served a dual purpose.  First, they delved more deeply into the character that they were assigned, but they also collectively reviewed key points in the novel.  I began by demonstrating presentation skills for the students by modeling the PowerPoint [...]]]></description>
		<wfw:commentRss>http://teaching.bigbluebottle.org/2010/03/11/to-kill-a-mockingbird-character-sketch/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Vocabulary Cartoons</title>
		<link>http://teaching.bigbluebottle.org/2010/03/11/vocabulary-cartoons/</link>
		<comments>http://teaching.bigbluebottle.org/2010/03/11/vocabulary-cartoons/#comments</comments>
		<pubDate>Fri, 12 Mar 2010 01:49:48 +0000</pubDate>
		<dc:creator>bigbluebottle</dc:creator>
				<category><![CDATA[English]]></category>
		<category><![CDATA[Arts]]></category>
		<category><![CDATA[Dictionaries]]></category>
		<category><![CDATA[Literature]]></category>
		<category><![CDATA[Reading]]></category>
		<category><![CDATA[Vocabulary]]></category>
		<category><![CDATA[Woodstock Academy]]></category>

		<guid isPermaLink="false">http://teaching.bigbluebottle.org/?p=68</guid>
		<description><![CDATA[Ms. Green, one of my Woodstock Academy colleagues, showed me how to use vocabulary cartoons to make vocabulary acquisition fun and memorable for students.  My students and I had a blast with these!  While we read To Kill a Mockingbird, each student was assigned a word and each day, we did 1-3 words [...]]]></description>
		<wfw:commentRss>http://teaching.bigbluebottle.org/2010/03/11/vocabulary-cartoons/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Making Shakespeare Accessible</title>
		<link>http://teaching.bigbluebottle.org/2010/03/11/making-shakespeare-accessible/</link>
		<comments>http://teaching.bigbluebottle.org/2010/03/11/making-shakespeare-accessible/#comments</comments>
		<pubDate>Fri, 12 Mar 2010 01:49:04 +0000</pubDate>
		<dc:creator>bigbluebottle</dc:creator>
				<category><![CDATA[English]]></category>
		<category><![CDATA[Teaching Strategies]]></category>
		<category><![CDATA[Arts]]></category>
		<category><![CDATA[English language]]></category>
		<category><![CDATA[Literature]]></category>
		<category><![CDATA[romeo juliet]]></category>
		<category><![CDATA[Shakespeare]]></category>
		<category><![CDATA[Sonnet]]></category>
		<category><![CDATA[William Shakespeare]]></category>
		<category><![CDATA[World Literature]]></category>

		<guid isPermaLink="false">http://teaching.bigbluebottle.org/?p=59</guid>
		<description><![CDATA[I was terrified that I would turn students off of Shakespeare, but was gratified when Romeo and Juliet turned out to be their favorite text of the year!  I attribute this success to the groundwork I laid in helping students understand the Bard’s language.  To begin, I had students write Elizabethan-style skits.  [...]]]></description>
		<wfw:commentRss>http://teaching.bigbluebottle.org/2010/03/11/making-shakespeare-accessible/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
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		<item>
		<title>The Bill of Rights: What&#8217;s REALLY Important?</title>
		<link>http://teaching.bigbluebottle.org/2010/03/08/the-bill-of-rights-whats-really-important/</link>
		<comments>http://teaching.bigbluebottle.org/2010/03/08/the-bill-of-rights-whats-really-important/#comments</comments>
		<pubDate>Tue, 09 Mar 2010 03:28:12 +0000</pubDate>
		<dc:creator>bigbluebottle</dc:creator>
				<category><![CDATA[Civics]]></category>
		<category><![CDATA[History]]></category>
		<category><![CDATA[Bill of Rights]]></category>
		<category><![CDATA[Constitution]]></category>
		<category><![CDATA[Government]]></category>
		<category><![CDATA[Law]]></category>
		<category><![CDATA[United States]]></category>
		<category><![CDATA[United States Bill of Rights]]></category>
		<category><![CDATA[United States Constitution]]></category>
		<category><![CDATA[United States Supreme Court]]></category>

		<guid isPermaLink="false">http://teaching.bigbluebottle.org/?p=44</guid>
		<description><![CDATA[To help students learn what is in the Bill of Rights and why it’s important, I have students work in groups and I tell them that they can only keep 5 of the 10 amendments.  In the left column of this worksheet, they must paraphrase what is in each amendment.  Then, they must discuss with [...]]]></description>
		<wfw:commentRss>http://teaching.bigbluebottle.org/2010/03/08/the-bill-of-rights-whats-really-important/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Making Civics Interactive</title>
		<link>http://teaching.bigbluebottle.org/2010/03/08/making-civics-interactive/</link>
		<comments>http://teaching.bigbluebottle.org/2010/03/08/making-civics-interactive/#comments</comments>
		<pubDate>Mon, 08 Mar 2010 04:52:16 +0000</pubDate>
		<dc:creator>bigbluebottle</dc:creator>
				<category><![CDATA[Civics]]></category>
		<category><![CDATA[Arts]]></category>
		<category><![CDATA[Citizenship]]></category>
		<category><![CDATA[Government]]></category>
		<category><![CDATA[Government agency]]></category>
		<category><![CDATA[Immigration]]></category>
		<category><![CDATA[Letter to the editor]]></category>
		<category><![CDATA[Official]]></category>
		<category><![CDATA[Politics]]></category>
		<category><![CDATA[Social Sciences]]></category>
		<category><![CDATA[Town meeting]]></category>
		<category><![CDATA[United States]]></category>

		<guid isPermaLink="false">http://teaching.bigbluebottle.org/?p=31</guid>
		<description><![CDATA[We do not learn to drive by reading about it alone, and “citizenship, like driving, is not a spectator sport” (The American Promise, 1998).  I follow this model when teaching Civics, giving students the opportunity to practice participation in government, in addition to learning about it in class.
Therefore, all of my students must write a [...]]]></description>
		<wfw:commentRss>http://teaching.bigbluebottle.org/2010/03/08/making-civics-interactive/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Try a &#8220;Walking Debate&#8221;</title>
		<link>http://teaching.bigbluebottle.org/2009/12/03/try-a-walking-debate/</link>
		<comments>http://teaching.bigbluebottle.org/2009/12/03/try-a-walking-debate/#comments</comments>
		<pubDate>Fri, 04 Dec 2009 03:42:26 +0000</pubDate>
		<dc:creator>bigbluebottle</dc:creator>
				<category><![CDATA[Teaching Strategies]]></category>
		<category><![CDATA[connecticut]]></category>
		<category><![CDATA[Debate]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[Social studies]]></category>
		<category><![CDATA[Teaching Resources]]></category>

		<guid isPermaLink="false">http://teaching.bigbluebottle.org/?p=54</guid>
		<description><![CDATA[I heard about the “walking debate” from the luncheon speaker at the Connecticut Council for the Social Studies 2009 conference, and I tried it out soon after.  In a walking debate, students must gauge the persuasiveness of each other’s arguments and move accordingly.   First, students choose sides on an issue by going to one side [...]]]></description>
		<wfw:commentRss>http://teaching.bigbluebottle.org/2009/12/03/try-a-walking-debate/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Jeopardy! with accountability.</title>
		<link>http://teaching.bigbluebottle.org/2009/11/12/jeopardy-with-accountability/</link>
		<comments>http://teaching.bigbluebottle.org/2009/11/12/jeopardy-with-accountability/#comments</comments>
		<pubDate>Fri, 13 Nov 2009 03:34:33 +0000</pubDate>
		<dc:creator>bigbluebottle</dc:creator>
				<category><![CDATA[Teaching Strategies]]></category>
		<category><![CDATA[Games]]></category>
		<category><![CDATA[Jeopardy]]></category>
		<category><![CDATA[Question answering]]></category>

		<guid isPermaLink="false">http://teaching.bigbluebottle.org/?p=49</guid>
		<description><![CDATA[After years of having students play Jeopardy as a review game, and seeing a few students dominate each game, I went in search of another way to play.  Based on some reading I did online, I finally came to a solution.  I have students line up three vertical rows of desks and divide the class [...]]]></description>
		<wfw:commentRss>http://teaching.bigbluebottle.org/2009/11/12/jeopardy-with-accountability/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>The Progressive Era</title>
		<link>http://teaching.bigbluebottle.org/2008/03/07/progressive/</link>
		<comments>http://teaching.bigbluebottle.org/2008/03/07/progressive/#comments</comments>
		<pubDate>Fri, 07 Mar 2008 21:44:36 +0000</pubDate>
		<dc:creator>Historically Speaking</dc:creator>
				<category><![CDATA[Web Quests]]></category>
		<category><![CDATA[Amendment]]></category>
		<category><![CDATA[Child labour]]></category>
		<category><![CDATA[Civics]]></category>
		<category><![CDATA[Government]]></category>
		<category><![CDATA[Labor]]></category>
		<category><![CDATA[Labour law]]></category>
		<category><![CDATA[Lochner v. New York]]></category>
		<category><![CDATA[Muller v. Oregon]]></category>
		<category><![CDATA[Progressive Era]]></category>
		<category><![CDATA[Progressives]]></category>
		<category><![CDATA[Race]]></category>
		<category><![CDATA[Reform]]></category>
		<category><![CDATA[Supreme Court of the United States]]></category>
		<category><![CDATA[United States]]></category>
		<category><![CDATA[webquest]]></category>
		<category><![CDATA[Women]]></category>

		<guid isPermaLink="false">http://teaching.bigbluebottle.org/2008/02/11/progressive/</guid>
		<description><![CDATA[The Progressive Era lasted from roughly the 1890s to 1920.  The Progressives were not a cohesive group with one strategy or even a single agenda.  They simply wanted to improve society.  However, their legacy and contributions are much debated.]]></description>
		<wfw:commentRss>http://teaching.bigbluebottle.org/2008/03/07/progressive/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>Conducting an Oral History Project</title>
		<link>http://teaching.bigbluebottle.org/2007/12/20/oralhist/</link>
		<comments>http://teaching.bigbluebottle.org/2007/12/20/oralhist/#comments</comments>
		<pubDate>Thu, 20 Dec 2007 20:00:01 +0000</pubDate>
		<dc:creator>Historically Speaking</dc:creator>
				<category><![CDATA[Civics]]></category>
		<category><![CDATA[Oral History]]></category>
		<category><![CDATA[20th century]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[History]]></category>
		<category><![CDATA[HistoryOral]]></category>
		<category><![CDATA[K through 12]]></category>
		<category><![CDATA[Lesson Plan]]></category>
		<category><![CDATA[Project]]></category>
		<category><![CDATA[Research]]></category>
		<category><![CDATA[Rubric]]></category>
		<category><![CDATA[Social studies]]></category>
		<category><![CDATA[Student]]></category>

		<guid isPermaLink="false">http://teaching.bigbluebottle.org/2007/12/28/get-it-from-the-source-conducting-an-oral-history-project/</guid>
		<description><![CDATA[The Oral History Project is a semester-long project that I do with an advanced college-prep 20th Century History Class.  Students research a major event of the 20th Century, find an interview subject, write questions, conduct an interview, and transcribe the interview.
The project allows students to gain practice in a number of social studies skills [...]]]></description>
		<wfw:commentRss>http://teaching.bigbluebottle.org/2007/12/20/oralhist/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>The Roaring 20s (A Webquest)</title>
		<link>http://teaching.bigbluebottle.org/2006/11/04/the-roaring-20s/</link>
		<comments>http://teaching.bigbluebottle.org/2006/11/04/the-roaring-20s/#comments</comments>
		<pubDate>Sat, 04 Nov 2006 20:38:58 +0000</pubDate>
		<dc:creator>Historically Speaking</dc:creator>
				<category><![CDATA[Web Quests]]></category>
		<category><![CDATA[1920s]]></category>
		<category><![CDATA[African American]]></category>
		<category><![CDATA[Babe Ruth]]></category>
		<category><![CDATA[Elle]]></category>
		<category><![CDATA[Fashion]]></category>
		<category><![CDATA[History]]></category>
		<category><![CDATA[Jazz Age]]></category>
		<category><![CDATA[Magazine]]></category>
		<category><![CDATA[United States]]></category>
		<category><![CDATA[webquest]]></category>

		<guid isPermaLink="false">http://teaching.bigbluebottle.org/2006/11/04/the-roaring-20s/</guid>
		<description><![CDATA[The 1920s was an exciting time for many in America. Also called the Jazz Age, many exciting changes in American culture were taking place. The purpose of this Webquest is for you to get a flavor for the times.]]></description>
		<wfw:commentRss>http://teaching.bigbluebottle.org/2006/11/04/the-roaring-20s/feed/</wfw:commentRss>
		<slash:comments>5</slash:comments>
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