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	<title>Journey Through History</title>
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	<link>http://teaching.bigbluebottle.org</link>
	<description>Enhancing History Through Technology</description>
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		<title>The Teaching American History (TAH) Project</title>
		<link>http://teaching.bigbluebottle.org/2010/03/11/the-teaching-american-history-tah-project/</link>
		<comments>http://teaching.bigbluebottle.org/2010/03/11/the-teaching-american-history-tah-project/#comments</comments>
		<pubDate>Fri, 12 Mar 2010 02:52:20 +0000</pubDate>
		<dc:creator>bigbluebottle</dc:creator>
				<category><![CDATA[History]]></category>
		<category><![CDATA[Teaching Strategies]]></category>
		<category><![CDATA[connecticut]]></category>
		<category><![CDATA[Education]]></category>
		<category><![CDATA[Professional development]]></category>

		<guid isPermaLink="false">http://teaching.bigbluebottle.org/?p=84</guid>
		<description><![CDATA[The EASTCONN Teaching American History Project, headed by Dan Coughlin, was the best professional development I have participated in as a teacher.  Through workshops, seminars, field trips, and a summer institute, I expanded my knowledge of history and I learned interesting new teaching strategies.  Best of all, I was able to work with a dedicated [...]]]></description>
		<wfw:commentRss>http://teaching.bigbluebottle.org/2010/03/11/the-teaching-american-history-tah-project/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<item>
		<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 I created [...]]]></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 before they [...]]]></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. Then I asked [...]]]></description>
		<wfw:commentRss>http://teaching.bigbluebottle.org/2010/03/11/making-shakespeare-accessible/feed/</wfw:commentRss>
		<slash:comments>1</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>
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		<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 [...]]]></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>
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