This new third edition is thoroughly revised and updated, and includes two new chapters on the renewed attacks on the subject curriculum in the 1940s and 1950s, as well as the way individual school subjects evolved over time and were affected by these attacks.

    At the same time it is a narrative in which the participants themselves speak out: farm children and factory workers, frontier teachers and city superintendents, black parents and elite reformers. And it encompasses both the achievements and the failures of the system: the successful assimilation of immigrants, racism and class bias; the opportunities offered to some, the injustices perpetuated for others.David Tyack has placed his colorful, wide-ranging view of history within a broad new framework drawn from the most recent work in history, sociology, and political science. He looks at the politics and inertia, the ideologies and power struggles that formed the basis of our present educational system. Using a variety of social perspectives and methods of analysis, Tyack illuminates for all readers the change from village to urban ways of thinking and acting over the course of more than one hundred years.

    Alabama was the terror of the Atlantic Ocean. Built in secrecy in Liverpool, England, through the arrangement of Confederate agent Commander James Bulloch, it was built for the fledgling Confederate States Navy which was sorely in need of ships. Under the command of Raphael Semmes it would spend the next two years terrorising and attacking Union shipping to help the Confederacy break the stranglehold which it found itself in. Through these two years it completed seven highly successful expeditionary raids, and it had been at sea for 534 days out of 657, never visiting a single Confederate port. They boarded nearly 450 vessels, captured or burned 65 Union merchant ships, and took more than 2,000 prisoners without a single loss of life from either prisoners or their own crew. Fifth Lieutenant Arthur Sinclair, who served under Semmes on the Alabama for the entirety of its existence, documents a fascinating first-person account of life on board this Confederate raider. As they crisscrossed over the oceans Sinclair notes the ships they attacked, prisoners they took and various places they visited, from Brazil to South Africa. Powered by both sail and steam, the Alabama was one of the quickest ships of its era, reaching speeds of over 13 knots. But in the quest for speed there had been sacrifices, notably the lack of heavy armor-cladding and larger guns, which were to prove fatal during the Battle of Cherbourg in 1864 against the U.S.S. Kearsage. Two Years on the Alabama is an excellent account of naval operations of the confederacy during the American Civil War. It provides brilliant details into the revolutionary changes that were occurring in late-nineteenth century maritime developments. After the Alabama was sunk Sinclair was rescued by the English yacht Deerhound and taken to Southampton. He later served as an officer of the inactive cruiser CSS Rappahannock at Calais, France. Following the Civil War, he primarily lived in Baltimore, Maryland, where he was a merchant. In 1896 he published Two Years on the Alabama. Arthur Sinclair died in Baltimore in November 1925.

    This is a book about LEARNING!Technology is not a magic solution for education. It is an opportunity! An opportunity to shake things up, to connect and grow, and to create dynamic learning experiences for our students! In this three-part book, you will explore WHY it's time to Shake Up Learning, WHAT changes we can make in our classrooms to support dynamic learning experiences, and HOW to plan meaningful lessons for your classroom.Rapidly evolving technology and the demands of the digital age are transforming not only the way we live but also the way we learn. The tools students are using are newer, sleeker, and faster than ever before. In some cases, the medium is even changing the message. One thing is certain: Educators cannot continue the status quo if they expect to equip young people for the world to come. Here's the good news: With digital tools that are available 24/7, learning doesn't have to stop when the bell rings. Learning can take on a life of its own! Even better, technology can help you connect with students and empower them to grow and develop a lifelong love for learning--and it doesn't have to be scary or complicated. Shake Up Learning is a powerful guide and planning tool to help educators at all grade levels make the most of technology. Educator and blogger Kasey Bell guides you through the process of using technology and proven techniques to make learning dynamic. You'll discover . . . Practical strategies to help move from static teaching to dynamic learningStraightforward and easy-to-use templates for crafting engaging learning opportunitiesTips and tricks for fearless implementation of powerful lesson plansAdvice for moving from one-and-done activities to learning that evolves and inspires throughout the school year--and beyond!This is MORE than just a book! This is a full LEARNING EXPERIENCE!This book is jammed packed with ideas, lessons, and resources, but you can bring it all to life with the companion website, ShakeUpLearningBook.com, and the companion online course, The Dynamic Learning Workshop!Be dynamic! Shake up learning in your classroom this year.

    

    Here you'll find practical suggestions, charts, planners, and examples from experienced special area teachers who use Responsive Classroom practices every day. You'll learn how to: Open and close each period in calm, orderly ways Set students up for success by modeling and practicing skills and routines Use positive teacher language Engage students more deeply Refocus and recharge students with quick, fun, movement breaks Respond to misbehavior to get students back to learning

    A story or narrative centered around a hero 2. Spectacular; impressive; memorable. If learning is not memorable, should it even be considered learning? For too long, traditional education has used outdated practices to deliver complex and well-intended content to students with very little hope of that subject matter being retained. It often looks like this: Lectures are given --->Students write the information down ---> Students take a test on that information ---> Information is discarded from the brain ---> Repeat. In the The Epic Classroom, Trevor Muir presents a project based learning method that uses the power of storytelling and brain science to give educators practical and proven practices to achieve real student engagement. In return, learning that is permanent and memorable. Any teacher, in any subject area, and in any grade level can use the story-centered project based learning framework of The Epic Classroom to transform their classrooms into settings where students are engaged, challenged, and transformed. In this book you will discover - How to increase student engagement - How to plan and execute effective high quality project based learning experiences- Specific strategies for leading engaged students - Outlines and tools to plan, manage, and assess projects - Methods to increase academic performance in students.

    It is the quality of these, whatever the size of the organisation, which make the difference between organisations which thrive, and those which stagnate.This is not to argue for soft, easy and comfortable options. Instead it considers how top leaders manage to walk the line between the impossible and the possible, between the undoable and the doable, and to create conditions for productive work which transcend the difficulties which come towards us every day. Instead of dodging them, they embrace them. And by navigating high challenge, low threat, they show how others how to do the same.

    Pendel's attention. It is very interesting and throws many sidelights on the life of the White House. Pendel writes: "In 1861, or 1862, the Metropolitan Police was established by Congress at the Capital, and I made application for and received an appointment on the force. I made the first arrest, with the assistance of "Buck" Essex. The case was that of a fellow named Grady, one of the English Hill toughs. A roundsman said to us, "Boys, you take a walk down Seventh Street, and if you see anything going on, take a hand in it." Just as we got opposite the Patent Office, this Grady had assaulted, or rather was assaulting, a young fellow with a whip. I went up and grabbed him and put him under arrest, then took him to Squire Dunn's court and preferred charges against him. The Squire was busy writing for some time. When he got through he handed me the paper he was writing, and I was so green at the business I did not know what it was, so said: "What is this, Squire?" He replied, "Why, that is the paper of commitment for this fellow. Take him to jail." "On November 3, 1864, Sergeant John Cronin, Alfonso Dunn, Andrew Smith, and myself were ordered to report at the First Precinct, in the old City Hall, at one o'clock in the afternoon. We supposed we were to be detailed for detective work in New York City on account of the great riot then on there, especially as we were ordered to report in citizens' clothes, to conceal our revolvers, and to be sure to have them all clean and in good order. We arrived at the City Hall, and then were told where we were to go, which was to the President's Mansion, there to report to Marshal Lanham, at that time United States Marshal of the District of Columbia, and a bosom friend of Abraham Lincoln. "These were days that tried men's hearts, and women's, too. Men were falling at the front by hundreds, both in the Union and in the Confederate armies. There was weeping and mourning all over the land. Our nation was trembling with anxiety; we were all hoping that the great strife was over or soon to be. "Marshal Lanham took us upstairs and into the President's office, where we were introduced to him and to his two secretaries, Mr. Nicolay and Mr. Hay, the latter now being Secretary of State. We were then instructed to keep a sharp lookout in the different parts of the house, more particularly in the East Room and at the door of the President's office. " CONTENTS I — Under President Lincoln II — Under President Johnson III — Under President Grant IV — Under President Hayes V — Under President Garfield VI — Under President Arthur VII — Under President Cleveland VIII — Under President Harrison IX — Cleveland's Second Administration X— Under President McKinley XI — Furniture in Executive Mansion Originally published in 1902; reformatted for the Kindle; may contain an occasional imperfections; original spellings have been kept in place.

    Still, this first-hand account does shed much light on what it was really like to come under the charge of many different Indian tribes.Although Brayton’s treatment was not entirely negative or positive, his frank and blunt story does much to dispel the romantic stories that have been perpetuated about young settlers’ children who became Indian chattel. It does much to tell true history and dispel any deliberate or accidental revisions. In many cases the Indians treated Brayton well, but there can be no doubt that they stole from him and his family a life that would end up confused and stuck between two worlds. Although Brayton did finally unite with many of his natural family, he never stopped identifying with Native Americans, and he was forced to leave an Indian wife and child behind. In fact, when the War of Rebellion or Civil War broke out, Brayton enlisted and served in an American Indian brigade. Chet DembeckPublisher of One

    In The Four O'Clock Faculty, Rich identifies ways to make PD meaningful, efficient, and, above all, personally relevant. This book is a practical guide that reveals why some PD is so awful and what you can do to change the model for the betterment of you and your colleagues.

    A must-read screenplay for fans of cinema, World War II, and art-lovers, “Monument Men” provides an insightful look into the value and importance we place on art in our society using historical fiction. A labor of love, we spent years knocking on Hollywood doors trying to spark interest in our story. After years of being told the material “had no audience”, it is gratifying to see the story of the Monuments Men finally being released as a feature film this coming December. Although the version on the big screen is based upon the book “The Monuments Men – Allied Heroes, Nazi Thieves, And The Greatest Treasure Hunt in History” by Robert M. Edsel, and is unrelated to our version, we encourage you to read our script and judge for yourself which you prefer. We think you’ll love “Monument Men”!

    Smith and his principal staff officers of the 2d Marine Division, Vice Admiral Raymond A. Spruance, commanding the Central Pacific Force, flew to New Zealand from Pearl Harbor. Spruance told the Marines to prepare for an amphibious assault against Japanese positions in the Gilbert Islands in November. The Marines knew about the Gilberts. The 2d Raider Battalion under Lieutenant Colonel Evans F. Carlson had attacked Makin Atoll a year earlier. Subsequent intelligence reports warned that the Japanese had fortified Betio Island in Tarawa Atoll, where elite forces guarded a new bomber strip. Spruance said Betio would be the prime target for the 2d Marine Division. General Smith's operations officer, Lieutenant Colonel David M. Shoup, studied the primitive chart of Betio and saw that the tiny island was surrounded by a barrier reef. Shoup asked Spruance if any of the Navy's experimental, shallow-draft, plastic boats could be provided. "Not available," replied the admiral, "expect only the usual wooden landing craft." Shoup frowned. General Smith could sense that Shoup's gifted mind was already formulating a plan. The results of that plan were momentous. The Tarawa operation became a tactical watershed: the first, large-scale test of American amphibious doctrine against a strongly fortified beachhead. The Marine assault on Betio was particularly bloody. Ten days after the assault, Time magazine published the first of many post-battle analyses: Last week some 2,000 or 3,000 United States Marines, most of them now dead or wounded, gave the nation a name to stand beside those of Concord Bridge, the Bon Homme Richard, the Alamo, Little Big Horn and Belleau Wood. The name was "Tarawa."

    A contemporary companion to City Kids, City Teachers: Reports from the Front Row, this new and timely collection has been compiled by four of the country's most prominent urban educators. Contributors including Sandra Cisneros, Jonathan Kozol, Sapphire, and Patricia J. Williams provide some of the best writing on life in city schools and neighborhoods. Young people and practicing teachers, poets and scholars, social critics and journalists offer unique takes on topics ranging from culturally relevant teaching and scripted curricula to the criminalization of youth, gentrification, and the inequities of school funding.In the words of Sonia Nieto, City Kids, City Schools "challenge[s] the conventional wisdom of what it means to teach in urban schools."

    General Mcaulliffe decided that despite the odds and the lack of supplies and ammunition his troops would continue to hold the important communication hub of Bastogne during the Battle of the Bulge. This dramatic, yet authoritative account brings all of the action to the fore as the Battered Bastards of Bastogne wrote their names into legend."THIS STORY OF BASTOGNE was written from interviews with nearly all the commanders and staff officers and many of the men who participated in the defense of Bastogne during the first phase of that now celebrated operation—the days during which the American forces were surrounded by forces of the enemy…Thus it is essentially the account of how a single strong defensive force was built from separate commands of armor, airborne infantry and tank destroyers—a force convinced that it could not be beaten."-Introduction.