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My name is Mathieu Deshaies and I teach at an international school in the Netherlands. I have been using Sutori for a few years in my history classes and it has been, by far, the best teaching tool I have ever had!

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Hi I am a PhD student in instructional design with a concentration in Socio-Gerontology Education. I am a non traditional student Veteran over the age of 50 and my plan is to teach middle and older aged learners how to use AI tools in mixed and virtual realities spaces. Sutori has been an amazing tool to share my research, present on new and emerging topics and promote accessibility. I enjoy that Sutori is easy to use, and allows for multimodal content inclusion in one easy platform. When I present attendees ask me how did I get so much media content in my presentation to work? I tell them about Sutori and show them how easy it is to use. I will keep Sutori in my LMS and Instructional Tech tool kit. It is an important resource for student/teachers like me.

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Socratic Guide, The Forest School Online

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I've been blown away at the ease of use in creating Sutori stories! I have been using Sutori Stories to present all of our Signature Learning Experiences to our learners. I can create as we go through a session, adding to the Sutori each day a new topic is presented. Our learners can add their evidence for a challenge right on the story and receive feedback from their peers (an important feature for our model). Once I've complete a Zoom session, I also upload the recording for those who missed it allowing both synchronous and asynchronous learners to fully participate. I have also created a template for learners to use as the framework for the progress report that they edit and present to their parents, ensuring that they have the quick resources at hand to know exactly what is expected of their presentation. Sutori allows such flexibility over Google Classroom, and I am working on simplifying our Google Classroom experience and moving as much as possible over to Sutori. Thank you for creating such a frictionless experience for me and my learners!

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Hello! My name is Melissa, and I am teacher in Vermont. I recently won a grant through the Rowland Foundation to work on expanding our place-based education opportunities into a flexible pathway to graduation. I plan to use Sutori to track the project implementation for both my colleagues and the community at large to see our work. I look forward to adding collaborators in future years to create an more robust representation of our work. Thank you to this platform for a fun, creative, and interactive forum to use and navigate.

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Kristen---Professor in Teacher Education 

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Kristen---Professor in Teacher Education 

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Hello! I am an associate professor in an educator preparation program in Missouri. A colleague recommended that I try Sutori when I told her that I wanted to find a more engaging platform for my students to use in sharing their research and learning. Though I am a fairly new user, I am finding that it is super user-friendly and highly engaging and interactive. I am using it in my online classes, in which I rarely meet my students face-to-face. I feel it is enhancing the collaboration and excitement in my course, and I cannot wait to find additional ways to use it to inspire future teachers.

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Me chamo Daniela da Silva sou professora no Brasil na área de educação profissional e tecnológica, estou desenvolvendo um produto educacional destinado a professores para orientação na criação e elaboração de conteúdos. Tudo que conheci até o momento é muito instrucional e intuitivo para ser utlizado.

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Spanish Language teacher in a Public High school in Umbertide - Italy  https://school-education.ec.europa.eu/en/networking/people/n0099x65

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Hola.  Soy profesora de diseño y he explorado la herramienta Sutori para compartir discusiones y conceptos.  Esto ayuda a verificar y repasar contenidos.  Es fácil y practico de utilizar.  Cuando creas el contenido puedes compartir, acceder rápido y bajar la información en PDF.  Si tuvieras que presentar, ya Sutori tiene hecha la presentación.

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Hi! I teach history in high school. I live in Zagreb, Croatia. I love Sutori and I often use it in regular classes, but also in eTwinning projects. It's a great tool for student collaboration and perfect for historical topics!

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Sutori is one of the most innovative and practical applications for students and teachers. I use Sutori for presenting my lessons because I rely on multimodal and multi-genre practices to connect literacy to the relevant world that we are all a part of. I especially love all the ways that students can elevate their writing with hyperlinks, videos, audio, and more! Sutori is by far one of the best applications I have used in my 22 years of teaching.

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I'm Mrs. Valles, a 10th grade teacher in Texas! I use Sutori to help with chronology in my AP classroom. It's a huge help as we cover a lot of history in so little time. Students can get confused as to what dates go where and having them work with Sutori really helps their process. Ever since I started using Sutori, I've had success in my student's chronology understanding.

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I'm Elaine Hughes, an 8th grade ELA and SS teacher in eastern North Carolina, US.  I use Sutori in my classroom to help extend student learning and create cool and unique projects with students.  The kids really love the interactive features and the amount of creativity they can add to their presentations.  The format is easy for students to use and navigate.  It is also a breeze for teachers to check in on how their students are doing on their assignments.

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Laurin Blanks from the Appalachian Mtns in Western North Carolina, USA

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Laurin Blanks from the Appalachian Mtns in Western North Carolina, USA

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Greetings my peeps! My name is Laurin Blanks, and I've taught high school English for twenty years (which is literally insane to think about). I teach in a low-income, rural school in the beautiful, blue-green Appalachians. My kids are predominantly from farming families, and these guys work hard at home and in school!

I used Sutori last year with great success. My kids loved it! The information they got was so dynamic and engaging. I really need them to be able to use it this year as well (particularly with my kids who are visual learners and my ESL kids).

I talked Sutori up last year to my fellow teachers and administrators. I would be delighted to get them to sign up. I know they will be hooked!

Please keep doing the good work, Sutori folks. It makes a world of difference. :)

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Hi! My name is Jennifer Studnicky, and I am an English teacher in The American School of Las Palmas in Spain.  Our primary language of instruction is English, and this is a second language for the overwhelming majority of students in my school.  Using Sutori has allowed my students to become engaged during class through the use of interactive features of the program. It has allowed them to take educational risks and spawned their curiosity with so many topics.  Because Sutori is not the traditional “paper and pen,” my students enjoy it so much!

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Hi! My name is Jennifer Studnicky, and I am an English teacher in The American School of Las Palmas in Spain.  Our primary language of instruction is English, and this is a second language for the overwhelming majority of students in my school.  Using Sutori has allowed my students to become engaged during class through the use of interactive features of the program. It has allowed them to take educational risks and spawned their curiosity with so many topics.  Because Sutori is not the traditional “paper and pen,” my students enjoy it so much!

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Hola!! I am Señor Lyons, I use Sutori to help my students take a topic relating to Spanish culture and grow it into something they can use as a guide throughout the unit. It also helps them with student choice on topics they want to research.

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Mi chiamo Antonetta Cimmarrusti , sono una pedagogista , lavoro nella scuola pubblica di 1 ciclo e 2 ciclo.In particolare mi occupo di organizzare tra le tante altre attività di laboratori formativi di Storitelling digitale.Con i miei studenti stiamo eplorando le potenzialità di Suturi per dare loro la possibilità di raccontare , raccontarsi per una crescita personale e per creare in classe un clima sereno.

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Hi!  My name is Esti, and I teach Middle School.

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Sutori is great! I've used it for self-paced lessons - attached resource sites, check-ins, images, audio, and even a Padlet and a Kahoot game. I've also made templates for student projects, both independent and collaborative.

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I teach both middle school students and college freshman, and I use this fabulous platform for both groups of learners. I love the interactive, attractive, and engaging format. So far, I have used it mostly to share information for investigation (flipped learning and in class learning), but I intend to find other ways to use this platform this year.

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My favorite tool in the class. I teach Middle school Judaic Studies. opinion, timelines, creativity, an excellent tool overall 

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My favorite tool in the class. I teach Middle school Judaic Studies. opinion, timelines, creativity, an excellent tool overall 

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Hi - Im Julie and I teach social studies 6-12 in the great state of Texas! This is such an awesome tool to get organized and to amass content logically in one space!

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Hey, my name is Małgorzata Ira, I'm from Poland. I discovered Sutori recently, but I am delighted with it. A powerful, intentional tool for presenting developed materials, preparing classes, creating project journals. We run international eTwinning projects and this tool is WONDERFUL. I would like to use it in the future, I think it is very useful. 

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Hey, my name is Małgorzata Ira, I'm from Poland. I discovered Sutori recently, but I am delighted with it. A powerful, intentional tool for presenting developed materials, preparing classes, creating project journals. We run international eTwinning projects and this tool is WONDERFUL. I would like to use it in the future, I think it is very useful. 

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https://www.sutori.com/story/geniallny-projekt-etwinning--KKH5BQW7XGUMeWWbcUnRLDw5

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My name is Arianna Pisapia and I'm a teacher, a webdesigner, a trainer and ... a writer ;)
I love using technology in my teaching sessions as I believe that technology enriches learning. I have used Sutori to describe a wonderful city, Salerno. Here it is

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Hi all! I'm Adele Leccia, art and special needs teacher at High School in Italy.
I love Sutori because it is very simple to use. It helps a lot in studying all students, especially disabled and dyslexic people thanks to its schematic nature

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Docente di Lettere nella scuola secondaria di primo grado ad Aprilia (Lt) Italy, animatore digitale, Google Certified Trainer e Co-Leader di GEG Italia. Uso Sutori per lezioni interattive e coinvolgenti.
Twitter
Facebook

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Hi everyone🥰
I am a highly motivated English and Italian foreign language teacher trainee with wide-ranging expertise in improving my learners' language skills using digital platforms.
Sutori is not only useful for my own studies, but also perfect for creating amazing lesson plans and enjoyable exercises for my students.
#thankyousutori ❤️

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Julie Oldham. Social Studies, Tarrant Co JJAEP - Ft Worth ISD 

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Julie Oldham. Social Studies, Tarrant Co JJAEP - Ft Worth ISD 

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Hello - I teach Middle and High School Social Studies (6-12) and the pandemic has made me much more aware of opportunities like Sutori's time line feature and the ability to manage projects for the asynchronous learning and class flipping that might reoccur if another outbreak occurs. Plus I'm loving its ability to fit into my Canvas program, as it will alleviate some frustration with technology!

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Eu sou Fernanda Monteiro, da Universidade de Brasília, Brasil

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Eu sou Fernanda Monteiro, da Universidade de Brasília, Brasil

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Comecei a usar o Sutori para construir a evolução histórica do meu tema de pesquisa e achei fascinante! Agreguei textos, vídeos e imagens que permitem aos alunos e demais interessados no tema compreenderem sua evolução e potencialidades. Vejo aplicação do Sutori em diversas outras estratégias educacionais!

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My name is Andrew Mills, and I teach in Virginia! I currently use Sutori to make memorable timelines for my world history classes. Students are able to grasp chronology much more easily when I use Sutori! Additionally, I am in the process of planning student-centered projects, where students use Sutori to create their own timelines. I hope to implement this in the coming months!

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Usar o sutori tem sido incrível para pensar novas formas de ensinar. Eu conheci o sutori através da formação de multiplicadores do Educamídia e adotei essa ferramenta para a vida profissional. Agora estou criando minha história aqui sobre o conceito de capacitismo e o preconceito contra pessoas com deficiência.

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Rosellen Messina, Department Head of History and History teacher, Fusion Academy

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Rosellen Messina, Department Head of History and History teacher, Fusion Academy

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I teach at a private school called Fusion Academy that educates diverse learners from 6th grade to 12th grade in a one-to-one format. I found Sutori and love it! I use it for my classes and have had fun switching my materials from our company's LMS to Sutori. I add videos, the multiple choice quizzes, and am starting to think about the voice recordings too. I have found it to be very user friendly and have mentioned it to our assistant director as a possible upgrade for technology and virtual teaching. It's interactive and visually appealing, and I use it for department meetings as well. Thanks for making such a great website!

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Daniela Di Donato, Italian Teacher and Digital Media in Bologna (Italy)

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Daniela Di Donato, Italian Teacher and Digital Media in Bologna (Italy)

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I'm teacher and i live in Rome, but I 'm working in Bologna (https://liceosteam.it/).
I'm a Teacher trainer about inclusive digital teaching and formative assessment. I'm PhD Student for Department of developmental psychology and educational research

Sapienza University of Rome.

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Edson "House" Magana, Clinical Assistant Professor, Arizona State University

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Edson "House" Magana, Clinical Assistant Professor, Arizona State University

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Peace and blessings all! I am artist, educator and student in the field of Hip Hop culture. I started using this for a history class at the community college level and am now launching a new History of American Hip Hop dance course. I was glad to see that sutori continues to evolve. I am hoping to apply Sutori to not only my lecture courses but also my movement courses. I am always looking for new and creative ideas. I am hoping to be able to connect and reach out to you all for some help.

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YOUSSEF AYOUB, Computer Science Teacher 

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YOUSSEF AYOUB, Computer Science Teacher 

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I am a 10th grade Computer Science teacher in Morocco. I was planning to take place where the students could put together an interactive timeline and I came across this site. I joined Sutori and have been getting my students to use the program. I like the different templates, and also like the ability for the students to create projects and their own stories within the program. The students could work through a story and get the information in different formats (text, video, pictures.). Thank you for this amazing opportunity

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Mary Ellen Wessels, Middle School Humanities Teacher

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Mary Ellen Wessels, Middle School Humanities Teacher

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I use Sutori in my History Club, my History / Social Studies work, and I will be starting to use it more for ELA as well! I love how easy it is to create really beautiful looking timelines and stories. We are an arts integration school so being able to upload student artwork or recordings is especially nice! I can't wait to explore using Sutori more widely and to be inspired by you all!

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April DeBord, instructional technology facilitator and Spanish teacher

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April DeBord, instructional technology facilitator and Spanish teacher

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I love sharing new and awesome tools with teachers in my day job as a technology facilitator and I love using those tools as I teach Spanish virtually at night to high school students. I have always wanted a tool that helps me share things on one page for students without the multiple clicks that have to happen in many tools. I love that I can embed it and share with students and it just makes sense.

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Hola! I am a Spanish teacher in Idaho who was recently introduced to Sutori. I am using Sutori to bring together media from diverse sources so my students can hear from a variety of native speakers. Sutori's tools are awesome! I love being able to embed Quizlet sets and formative assessments.

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Greetings! I'm an urban educator who found Sutori on our district's Clever interface. I am thrilled that Sutori offers an interactive way to tell stories! Students will be able to create their learning content in visuals that make sense to them. I am eager to watch them create!

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Hello. I was recently introduced to Sutori to solve the problem of teaching with no comprehensive LMS. Sutori has been such a problem solver. I can create a presentation that holds all of my student’s resources for the week. The small quizzes and call outs are really nice as well. They add immediate interactivity to a lesson.

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I am an online history teacher. I love that Sutori enables me to embed everything in one place for my students and then i can embed the Sutori timeline in my LMS!

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Hi, I am Yoly. I teach Second Grade in Rancho Cordova, California. I have been using Sutori for digital lesson planning and timelines in Social Studies. I llove how all my links are embedded visually in my lesson plans. I am looking forward to using Sutori in other subjects, like Science and Engineering.

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Hi, I am Yoly. I teach Second Grade in Rancho Cordova, California. I have been using Sutori for digital lesson planning and timelines in Social Studies. I llove how all my links are embedded visually in my lesson plans. I am looking forward to using Sutori in other subjects, like Science and Engineering.

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Hello! I'm a Northern VA high school fine and graphic arts teacher, going on my 9th year, 100% virtual. I was just introduced to Sutori from a colleague last week. I am excited about the interactivity and accessibility. I am a quick learn usually with digital applications and already know the premium features would be something that would be beneficial for my students purposes.

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Hey, y'all, I'm Lisa! I am a 15 year English educator teaching in the NoVA area. I have used the basic features of Sutori to introduce my class to its multimedia nature for sharing our stories re: selves and literature, but I CANNOT WAIT to use the expanded premium features, especially since my county is 100% distance learning to start the year!

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Hi, I’m Ildikó from Hungary. I have been using Sutori since April 2020. I teach children age 6-10. My subject are hungarian literature, grammar and arts. I was looking for a platform, which easy use to kids and parents too. My colleagues recommended this site. I really like to use Sutori, because I can uplode pictures, audio files and videos. I can structure the lesson very well.

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Hi everyone!
My name is Ottilia Csörgő.
I teach at elementary school: Maths, Reading, Drawing, Technics. I like using gamification  methods for example: Sutori software.
I have a youtube channel: https://www.youtube.com/channel/UCeBxa_OHhHvGQGl1YxscI3w?view_as=subscriber and lot of facebook professional groups in educational fields.

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Dear Surori teachers! I'm Andrea Roznyikné Gyémánt.
I teach in Hungary in all grades of primary school (ages 6-14).I am currently teaching several subjects to 4th graders (Hungarian language, mathematics, science, drawing, technique, music) and 5-8th grade music. I have been using Sutori since April 2020. I was looking for a platform, which easy use to kids and parents too.This site was recommended by an facebook group of teachers. I really like to use Sutori, because I can uplode pictures, audio files and videos. I can structure the lesson very well.I'd like to use Sutori in the future as well.

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Randy Rebman from Saint Louis, MO/United States.

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Randy Rebman from Saint Louis, MO/United States.

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I teach English as a second language courses to international students at Saint Louis University. I have been looking for a platform that allows me and my students to use different types of media for instruction and learning activities. Sutori allows me to do this and practice Universal Design for Learning principles.

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Hi! I'm Agnes from Hungary. I teach in a primary school (ages 6-10). I'm usin sutori since the schools closed in Hungary, and really like it. Sutori is the easiest to use, its simple and my students like it too. Its a great possiblility to collect the different exercises and links, videos.

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Hi, I’m Ildikó from Hungary. I have been using Sutori since April 2020. I teach children age 6-10. My subject are hungarian literature, grammar and arts. I was looking for a platform, which easy use to kids and parents too. My colleagues recommended this site. I really like to use Sutori, because I can uplode pictures, audio files and videos. I can structure the lesson very well.

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Hi, I’m Ildikó from Hungary. I have been using Sutori since April 2020. I teach children age 6-10. My subject are hungarian literature, grammar and arts. I was looking for a platform, which easy use to kids and parents too. My colleagues recommended this site. I really like to use Sutori, because I can uplode pictures, audio files and videos. I can structure the lesson very well.

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Hi, I'm from Hungary, I teach children from age 6 to 14 in an elementary school. I teach at the moment writing, reading, musik, and German language. I'm glad to use Sutory in the "virus-time", because it's spectacular, motivational, easy to use for me and for the children. They love Sutorys, the many materials at one place! I shared this platform with my colleges too. I'd like to use Sutori in the future as well.

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Hi everyone, I am  Ágnes Ilona Pók from Hungary. I have been using Sutori since end of April 2020. I met this during the coronavirus season. I love it very much and the students like it too. I would like to use it in the future I think is very useful. I have published 2 presentation on the Sutori users' site. I would like to us it further but the school where I work does not support its usage. I would be grateful if I could have access for free to this platform for a year.

https://www.sutori.com/story/a-nepkolteszetrol-tanultuk-2-resz--1LJ9skJsx91pNoh4VY5grKaw
https://www.sutori.com/story/a-fogalmazas-kesziteserol-tanultuk--cRzywLLAzdU8LWBUnG7uzBfR

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Dear Sutori teachers! :)I am Ildikó Líbor and I teach children between the ages of 6 and 10 in a primary school in Hungary. I teach Hungarian grammar, literature, mathematics and art. Due to the coronavirus, digital education had to be switched to in Hungary. Sutori has proven to be an excellent platform because it is easy to use and very illustrative for both children and teachers. I can structure the lesson very well, I can place a lot of illustrative materials and games. An excellent platform for self-directed learning. They are loved by children and are also very much liked by parents because their children can progress independently with the curriculum.I am very grateful to have had the opportunity to use it and I hope it will continue to do so in the future!

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Dear Sutori teachers! :)I am Ildikó Líbor and I teach children between the ages of 6 and 10 in a primary school in Hungary. I teach Hungarian grammar, literature, mathematics and art. Due to the coronavirus, digital education had to be switched to in Hungary. Sutori has proven to be an excellent platform because it is easy to use and very illustrative for both children and teachers. I can structure the lesson very well, I can place a lot of illustrative materials and games. An excellent platform for self-directed learning. They are loved by children and are also very much liked by parents because their children can progress independently with the curriculum.I am very grateful to have had the opportunity to use it and I hope it will continue to do so in the future!

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Dear fellow Sutori teachers! :)
I'm Kati Rostásné and I teach children from the ages of 6 to 10 in an elementary school in a town in the southern part of Hungary. I teach hungarian grammar, - literature, and art at the moment. When the schools had closed in Hungary, I've started looking for a platform which is easy to use for both the children and the teachers. That's when I found Sutori! It made my job a lot easier in these difficult times as I can arrange everything in the curriculum I'd like the children to access when studying.
I'm very grateful for this platform and I hope I can use it in the future too!

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Hi!
I am Katalin Szabóné Tóthi from Nagydorog, a small village in Hungary. I teach math and computer science at my school. I use the sutor mainly in my math class. It’s a great opportunity to virtually guide students through a 1-1 lesson if I can’t do it in person anymore
I regularly share the sutures I make with my students and colleagues.
Thank you very much for the opportunity, I hope I will have the opportunity to continue to use.

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Dear All! My name is Angéla Pénzes and I live in Mátészalka, in a small town, in Hungary.
I really like using Sutori, because it is very easy to use and my students can also use it easily. I like it because I can summerize my thoughts, my ideas, I can create a whole lesson in one page. I can upload videos, pictures, so I can organise a complete lesson. I can explain them everything, I can give examples, create great tasks and my students can follow the lesson and can comment, give feedback, ask me questions. Sutori is very useful also for project work. We take part in different projects and we can use Sutori for collaboration too. I hope I can use it for a longer period because I think it could help our work, and it would a very useful platform for our international projects too. Thank you for your help throughout the coronavirus and online teaching, which was very difficult not only for students, but for teachers too.

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Hi! I'm Agnes from Hungary. I teach in a primary school (ages 6-10). I'm usin sutori since the schools closed in Hungary, and really like it. Sutori is the easiest to use, its simple and my students like it too. Its a great possiblility to collect the different exercises and links, videos.

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Hi everyone!I'm Nóra Szabó Galántháne and I'm a classroom teacher in a small town in Hungary. I teach german language, PE, scince and arts. I'm using Sutori since the schoolclosings in March and I'm very pleased with it. Its very simple to use and my students like it too. Its a great way to collect and present exercises and links, videos and texts to students.

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Hi everyone!
I'm Nóra Szabó Galántháne and I'm a classroom teacher in a small town in Hungary. I teach german language, PE, scince and arts.
I'm using Sutori since the schoolclosings in March and I'm very pleased with it. Its very simple to use and my students like it too.
Its a great way to collect and present exercises and links, videos and texts to students.

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My name is Zita, and I'm from Romania. I live in a Hungarian town and I teach in elementary school in a small village about 12 kilometres away from my town. We are a minority in the country.
I teach almost all the subjects (except for English, physical education and religion classes) for the kids in my class, starting from geography, mathemathics, history, grammar,  etc., so this platform was very helpful for me during these hard times.
I discovered Sutori in March, and I use it for all the subjects. Something, that is important to mention, is that children like this specific type of online learning, because they don't have to face the raw and dry material, but they can study playfully. I recommended Sutori to a great number of my colleagues, and I think it is a very useful and helpful platform for online teaching.

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Hi everyone,

I'm the digital learning coordinator at St Catherine's school Bramley. I'm interested in tech for equity, and in students metacognition and reflection. I teach teachers to use tech for learning, and enjoy sutori's collaboration and sequencing features.

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I am Maile Springer, I teach mutli-subjects in a small rural school in California. With the closure of school I was searching for an easy way for my students to share and collaborate with each other remotely. In the two months since we closed, I have tried many tools. This is by far the easiest to use. I really like the format, and feel able to modify it for many different tasks.

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Hi, my name is Gabriella. I'm a science teacher and  Hungarian language teacher in an elementary school. I teach classes for young children.I live in Hungary, in a small town, 50 kilometers south of Lake Balaton. I recently got to know Sutori. I would like to use it with students for distance learning activities. I love that very nice things can be created. Its wonderful to have everything in one place.  I can only recommend it to everyone. :)

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Hi,  my name is Cintia Borbély. First of all, I apologize if my sentences are not grammatically correct, I live in Hungary. I use Sutori in several places. At my workplace, I give lectures and classes for young children. By the way, I am studying to be a teacher at the university and I am also a teaching assistant in the subject of “Informatics in Pedagogy”. In all three cases, Sutori is very useful. I can use it in lectures when I teach kids, but I also tutor my university groupmates here, for example, I put a lesson in math here and make videos for it. I also teach the use of Sutori at university as a teaching assistant, so that our prospective teachers will know the interface and will be able to use it. I get feedback from everyone that they really like using it and it is much simpler and more beautiful than Powerpoint for example. I love that very nice things can be created with it in moments.  I can only recommend it to everyone.

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Aloha from the island of Maui, Hawai'i! I am currently a Natural Science/Biology Teacher  in Maui, and in an effort to help my students become more keen observers of the world around, I am trying to use new tools to make recording these observations more accessible. I am finding that sutori has helped make observation notebooks a bit more interesting and technologically advanced. I am looking forward to using this tool more in the next academic year to help my students become Science Rockstars!

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Hi, my name is Tatiana and I am a math and English language teacher in primary school. I work in Italy, in a small town near Milan. I have just know sutori. I want to use it with my students for distance school activities. I need a place in which share all my activities for an online course and for my students to learn. I like sutori.

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My name is Elizabeth Jones and I am an English and Media Studies teacher at St Dominic's Catholic College in Henderson Auckland. I would love to be an ambassador for Sutori. I have just created a two week distance learning unit for the novel "To kill a mockingbird" by Harper Lee. It is wonderful to have everything in one place. My students are so excited about the work.

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My name is Kristin Oropeza. I'm currently a Technology TOSA in Southern California. I work with teachers and students in grades TK-5th. I have just started exploring Sutori and the applications it could have with our 1:1 Chromebooks - I look forward to learning more on how I can integrate it into our technology lessons.

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I am a lecturer teaching Writing and Rhetoric at the University of Mississippi. I use Sutori in open pedagogy projects for my students. They create media rich lessons and assignments for use by other students. I really enjoy the app's flexibility. Students enjoy being able to integrate their Flipgrid videos into presentations and work within groups. 

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I am a lecturer teaching Writing and Rhetoric at the University of Mississippi. I use Sutori in open pedagogy projects for my students. They create media rich lessons and assignments for use by other students. I really enjoy the app's flexibility. Students enjoy being able to integrate their Flipgrid videos into presentations and work within groups. 

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I am a high school AP European Teacher and I am looking for more ways to keep my students engaged as they're interacting with the content. I think Sutori is one of the best way for them to keep the timelines of their units together. I hope to get other teachers on board with this since we are going 1:1 with technology in the next year.

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I'm an EFL teacher in the Netherlands. This year I'm gamifying one of my classes. The pupils team up in clans and those clans will compete against eachother throughout the year. They do this by completing challenges and quests.

Each week they will need to write a blog about what they've learned and what happened in the game (in character). Sutori seems to me the perfect platform to do this on!

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I am a Animation Lecturer in the UK. I have been using Sutori to embed all of my interactive teaching content and materials into one interactive presentation and then embedding this in my universities LMS for each module I teach. I find it great for keeping things organised.

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I am a high school visual arts and art history teacher outside of the DC area. I stumbled onto this during research and started to play around with the format. I have been on it for the rest of the weekend utilizing the application for all of my preps. From unit building, timeline making and student presentations this has been a very user friendly format and I am looking forward to turning other people onto it.

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I'm a high school Family Consumer and Sciences teacher in Mesquite, Texas.

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I am a 6th grade Social Studies teacher in Georgia. I was looking for a place where the students could put together an interactive timeline and I came across this site. I joined Sutori and have been getting my students to use the program. I like the different templates, and also like the ability for the students to create projects and their own stories within the program. I have used it for timelines, Vocabulary, and used it for when I was absent. The students could work through a story and get the information in different formats (text, video, pictures.) I am thinking of creating a country project that will be ongoing throughout the year. Great program, and I am excited to see what else my students can do with it!

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I am a high school biology and chemistry teacher in Honduras. I am using Sutori to connect my students to the UN Sustainable Development Goal of Climate Action. Our project this year is to connect all of the chemistry content that we are studying in the course to climate change. We want to understand the role of chemistry in the causes, effects and reduction of climate change. Each quarter we will revisit Sutori to add our findings.

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I am a Freshman at WAHS Albany, OR. I love writing stories and learning about new things. I have lots of ideas. Sutori is such a fun way to make a presentation. Currently I'm working on a research project (How Does Trauma Affect Teens And Children) and Sutori made it easy.

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I am an 8th grade Social Studies Teacher in Loves Park, IL. I have recently dabbled in Sutori based on its high praises from my Podcast co-host, Tom F, and I am looking to expand upon my daily/weekly usage. We discussed Sutori on Ep. 15 of our podcast this season, and I have already adapted a few lessons using Sutori as a digital learning space for students to explore multiple pieces of content!!!

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Podcast: Play in new window | Download

Subscribe: Apple Podcasts | Google Podcasts | Stitcher | RSS | More

We love tech AND when we come across some instructional tech that has transformed our students learning and our teaching. Sutori.com is that tool right now.

The awesome creators of Sutori have shared a promo code with us too. You can get $20 off a subscription by typing in twenty in the promo box. Sutori offers the ability to make what they call "Stories." These stories look like a timeline, but allow for embedding so many features. You can use items from quiz questions and forums for audience participation to embedding Quizizz, other GoogleSlide presentations, pictures, etc. Have a listen to the ways we are using this in our classroom and why it is worth the subscription. Additionally we talk about how you can earn a scholarship from Sutori to pay for the subscription too by becoming a Sutori Storyteller.

The features of this platform are endless. When creating a timeline use all of these features to enhance your presentation and challenge your audience.

Screenshot of the options you will see when adding to your timeline.

Tags Posted on blog, education, educator, freesmeier, professional development, tassoni, teacher, teaching, tlap, two teachers, twoteachers

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Episode 15: Sudden Enlightenment - Two Teachers

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We love tech AND when we come across some instructional tech that has transformed our students learning and our teaching. Sutori.com is that tool right now. The awesome creators of Sutori have shared a promo code with us too. You can get $20 off a subscription by typing in twenty in the promo box.

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Hi, I'm a year 6 teacher at ESF Discovery College in Hong Kong. Sutori has been a valuable learning tool that enhances our one to one laptop program.

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I am the 10th grade Humanities teacher at Independence high school in San Francisco as well as our sites Digital Learning facilitator. I am so far loving Sutori! It's a great way to curate multimedia content in a user friendly way.

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Hello,
I am a 8th grade Social Studies teacher from Elm Grove Wisconsin. I use Sutori for all of my favorite tasks. My students enjoy the flexibility. I enjoy using it to piece together all of the many teaching tools I have already created.

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Hi, I'm a college instructor in Mississippi. I teach mostly first year composition along with some upper level digital media writing classes. I've used Sutori in a number of my classes and I love how engaged students are with it and how easy it makes organizing their research.

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Hi!
I´m a educator at Post Bellum, a non-profit organization in Prague, Czech Republic. The main goal of this organization is a project called "Memory of Nations", which is one of Europe's most extensive collections of life stories. It has been publicly accessible since 2008 as a database of testimonies of witnesses of 20th century events who survived the two totalitarian regimes - nazism and communism. The stories illustrate how these regimes impacted individual lives, and allow for uncovering of their substance. Same goals we try to transform to education field. Therefore I work in the project called "Tell A Story" for pupils from 9 to 19 years. The project has different outputs according to different age of participants. The main think is that young people should be interested in recent history, ist continuity and discontinuity and impact that has on their lives.
When I discovered Sutori, I knew,  this is the right tool for presenting their discoveries.

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Hi everyone! I am from California but live in Atlanta Georgia. I am a veteran of the military and do a LOT of community work teaching workshops and training others.
I am a community based educator and teacher of multiple topics primarily those about women veteran and advocacy. I am not formally in a school system. I have adult audiences and civic engagement programs for schools. I am currently creating a timeline of varying service eras of women of color and notable historic figures who were women and served in the past couple of hundred years. I plan to use this in a direct learning workshop and in support of gaining more history narratives of women who served while at the same time educating students in elementary, middle and high school during times they want to honor military veteran.
I discovered Sutori while working on an Instructional Design timeline and love the ease of the product. I am considering using it for our Ambassador experiential learning program for our women veteran. I want to know the ins and outs to using Sutori. Thank you all for your contributions to this platform. There are so many great ideas here.

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Hi everyone! I have been working on (still a work in progress) a Cold War presentation that would be a  resource to support an outside reading -- this is for grade 11 AP US History and Year 2 IB History students in TX. I am planning for this "deep dive" to lead to students writing a long essay based on one of the two following prompts:
A. To what extent is the Cold War a break from the normal foreign policies of other eras?

Or

B. What lessons can be used from Cold War era crises that the United States should incorporate into foreign policy actions today?

I'm very excited to see your work and to learn from your examples. I'm new to the Forum and the template, so please forgive my goofs and errors. Any constructive feedback would greatly be appreciated I hope that you all have a great finish to your school years!

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Towards the Cold War

The End of the Second World War laid the groundwork for the struggle between democratic and communist superpowers for dominance in international affairs. The Allies were reluctant partners in their war against fascist aggression and the negotiations during wartime would continue to define foreign policy in the decades to follow. Beginning with the Atlantic Charter, the United States and Britain outlined a new collective security organization that would prevent future conflicts. During the war, the leaders of the Allied Powers met to continue to plot a unified strategy and plans for governance after the war. In 1943, Roosevelt and Churchill gathered in Casablanca to agree on the attack of Italy first and the acceptance of "unconditional surrender" of the Axis Powers. This was followed by the Tehran Conference that included Stalin in their plans to liberate France in 1944. The Yalta Conference in February of 1945 outlined the goals for post-war negotiations by agreeing to divide Germany into four occupied zones administered by government officials from France, Britain, the Soviet Union, and the United States that held free elections. Finally, in Potsdam during July of 1945, the Allies agreed to hold Japan accountable until to unconditional surrender and to hold war crime trials at the conclusion of WWII.

Potsdam Declaration courtesy of the Asia for Educators website curated by Columbia University.

(See p. 1-2 of Reading #17)
In your composition book: Identify the main ideas of the Allied press release regarding the unconditional surrender of Japan.

On August 6, 1945 the United States detonated the first of two atomic bombs on mainland Japan. The second was detonated two days later on Nagasaki.

"From Stettin in the Baltic to Trieste in the Adriatic an iron curtain has descended across the Continent. Behind that line lie all the capitals of the ancient states of Central and Eastern Europe. Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest and Sofia, all these famous cities and the populations around them lie in what I must call the Soviet sphere, and all are subject in one form or another, not only to Soviet influence but to a very high and, in some cases, increasing measure of control from Moscow. Athens alone -- Greece with its immortal glories -- is free to decide its future at an election under British, American and French observation. The Russian-dominated Polish Government has been encouraged to make enormous and wrongful inroads upon Germany, and mass expulsions of millions of Germans on a scale grievous and undreamed-of are now taking place. The Communist parties, which were very small in all these Eastern States of Europe, have been raised to pre-eminence and power far beyond their numbers and are seeking everywhere to obtain totalitarian control. Police governments are prevailing in nearly every case, and so far, except in Czechoslovakia, there is no true democracy." -- Winston Churchill at Westminster College in Fulton, Missouri on March 5, 1946
In your composition book:
H APPY the above political cartoon regarding the "iron curtain".

"Our policy is directed not against country or doctrine, but against hunger, poverty, desperation, and chaos."

--Secretary of State George Marshall outlining the "Marshall Plan" at Harvard graduation -- June, 1947

Reading #17 p. 5

Quiz

Which action best explains the postwar effects of this image of a French Steel Plant shown in this photograph?

The United States and the Soviet Union created an alliance after World War II.

The United States gave economic assistance through the Marshall Plan.

U.S. leaders created the United Nations.

The Soviet Union established the "Iron Curtain" after World War II.

The Soviet Union detonated their first atomic bomb in September, 1949, beginning the nuclear arms race.

(Reading #17 p. 6)

Did you know?

Some soldiers trapped at the Chosin Reservoir ("Frozen Chosin") were able to survive because of Tootsie Roll candy.

Forum
In your composition book: Using 15 - 25 words -- summarize the United States foreign policy under President Truman.
If you would like, you can share your response into the forum for further discussion or questions over the Truman Doctrine.

In your composition books, answer the following prompts using claim, reasoning, and evidence:

A. Evaluate the success of the Truman Doctrine in containing the spread of Communism.

B. Identify ONE example of that the US government supported the Truman Doctrine.

C. Compare the Truman Doctrine to the foreign policy of another administration prior to the Second World War.

Secretary of State Dulles promoted Eisenhower's strategy of "massive retaliation", the use of all available resources if attacked. In 1954, Dulles discussed with the various representatives at a NATO conference that "nuclear weapons must now be treated as in fact having become conventional", and the threat of the US possibly using these weapons would serve as a deterrent.

(Reading #17 p. 11)

On April 7, 1954, President Eisenhower introduces the "domino theory" in regards to Southeast Asia.

Eisenhower Doctrine delivered in a speech January 5, 1957:

"Under all the circumstances I have laid before you, a greater responsibility now devolves upon the United States. We have shown, so that none can doubt, our dedication to the principle that force shall not be used internationally for any aggressive purpose and that the integrity and independence of the nations of the Middle East should be inviolate. Seldom in history has a nation's dedication to principle been tested as severely as ours during recent weeks.

There is general recognition in the Middle East, as elsewhere, that the United States does not seek either political or economic domination over any other people. Our desire is a world environment of freedom, not servitude. On the other hand many, if not all, of the nations of the Middle East are aware of the danger that stems from International Communism and welcome closer cooperation with the United States to realize for themselves the United Nations goals of independence, economic well-being and spiritual growth.

If the Middle East is to continue its geographic role of uniting rather than separating East and West; if its vast economic resources are to serve the well-being of the peoples there, as well as that of others; and if its cultures and religions and their shrines are to be preserved for the uplifting of the spirits of the peoples, then the United States must make more evident its willingness to support the independence of the freedom-loving nations of the area."

In your composition books, answer the following prompts using claim, reasoning, and evidence:

A. Identify the characteristics of Eisenhower's "New Look"..

B. Identify ONE example of how the US government supported Eisenhower's foreign policy.

C. Evaluate the response of the US government to ONE Cold War crisis during Eisenhower's two terms.

References Used:

Dobbs, Michael. "The Day Adlai Stevenson Showed 'Em at the U.N." The Washington Post. February 05, 2003.

Engel, Jeffrey. "Ronald Reagan and the End of the Cold War", Lecture, The Cold War, Texas Tech University, Lubbock, June 16, 2017.

Foner, Eric and John A. Garraty Eds. The Reader's Companion to American History. Boston, MA: Houghton Mifflin Company, 1991.

Gaddis, John Lewis. The Cold War: A New History. New York: Penguin Publishing, 2005.

Henretta, James A., Eric Hinderaker, Rebecca Edwards, and Robert O. Self. America's History For the AP Course. Eighth ed. Boston, MA: Bedford/St. Martin's, 2014.

Kennedy, David M., and Thomas A. Bailey. The American Pageant. Tenth ed. Vol. 1. Lexington, MA: D.C. Heath and Company, 1994.

"Library." Central Intelligence Agency. March 01, 2016. Accessed March 11, 2018. https://www.cia.gov/library/.

Meacham, Jon. "The Strength of Humility." Vanity Fair. October, 2017. Pp 158-61.

Milam, Ron. "The American War in Vietnam" Lecture, The Cold War, Texas Tech University, Lubbock, June 15, 2017.

Newman, John J., and John M. Schmalbach. United States history: preparing for the advanced placement examination. Revised ed. New York: AMSCO School Publications, INC., 2004.

"Historical Documents." Office of the Historian at the Department of State. Accessed March 11, 2018. https://history.state.gov/historicaldocuments

Oshinsky, David. "Cuban Missile Crisis." Lecture, The Cold War, Texas Tech University, Lubbock, June 14, 2017.

Rogers, Keely and Jo Thomas. The Cold War: Superpower tensions and rivalries. London: Pearson Education Limited, 2015.

Shi, David E., and George Brown. Tindall. America: a narrative history. Seventh ed. New York: W.W. Norton & Company, 2007.

Suri, Jerami. American Foreign Relations Since 1898: A Documentary Reader. West Sussex, United Kingdom: John Wiley & Sons, Ltd, 2010.

Suri, Jerami. "The Politics and Diplomacy of Detente" Lecture, The Cold War, Texas Tech University, Lubbock, June 15, 2017.

Wood, Ethel. AP United States history: an essential coursebook. 2nd ed. Reading, PA: WoodYard Publications, 2014.

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Towards the Cold War The End of the Second World War laid the groundwork for the struggle between democratic and communist superpowers for dominance in international affairs. The Allies were reluctant partners in their war against fascist aggression and the negotiations during wartime would continue to define foreign policy in the decades to follow.

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Hi! Iam a philosophy teacher at Çubuk Bey Anatolian High School, in Turkey. I just met Sutori and very liked it. Digital material in my branch is much less then other branches. I think the Sutori will bring vitality to the materials related to my branch. So I am very excited.

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HI I am chemistry teacher from Serbia

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Hi!, I'm Lola from Gran Canaria in Spain. I teach English at a Secondary school in Las Palmas de Gran Canaria. I'm also in charge of the CLILL programme at my school and I'm devoted to Eramus+.

I discovered Sutori when I was looking for tools to make my students improve their presentations while collaborating.

I konw there is a lot to learn about the possibilities Sutori has to offer, but here is my first attempt.

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To print the story please do so via the link in the story toolbar.

She became the first female Olympic tennis champion as well as the first individual female Olympic champion

EARLY DAYS

1. 22 September 1870

2. Waldham Lodge, Ealing, Middlesex, England

3. youngest of six children

4. Ealing Lawn Tennis Club

5. hockey

She played tennis in long skirts and had only two rackets.

CHAMPIONSHIPS

1st open single - 1893

1894 to 1901 she won the women's singles title at Wimbledon four times.

1901 she married and had two children (1903 and 1905.

She won Wimbledon again in 1908.

CURIOSITIES

At age 26 she lost her hearing and became totally deaf and in later years she lost most of her sight.

37 years and 296 days old.

Cooper was the second - and one of only four women - to win the ladies' singles titles at Wimbledon after becoming mothers.

Charlotte's Accomplishments

In 1900, at the Summer Olympic Games in Paris, Cooper became the first woman in history to win a First Place Prize in tennis, but she did't get a medal.

QUOTE
"Winning my first championship of the Ealing Lawn Tennis Club at the age of 14 was a very important moment in my life. How well I remember, bedecked by my proud mother in my best clothes, running off to the Club on the Saturday afternoon to play in the final without a vestige of nerve (would that I had none now!), and winning-that was the first really important match of my life."

90 year old at 75th Wimbledon championship celebration

https://mumsemployability.me.uk/blog/celebrating-women-in-history-first-to-win-an-olympic-gold-medal-charlotte-cooper/

https://www.sterryworldwide.com/charlotte2.htm

https://www.tennisfame.com/hall-of-famers/inductees/charlotte-cooper-sterry

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She became the first female Olympic tennis champion as well as the first individual female Olympic champion EARLY DAYS 22 September 1870 Waldham Lodge, Ealing, Middlesex, England youngest of six children Ealing Lawn Tennis Club hockey She played tennis in long skirts and had only two rackets.

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Hi!
I am science teacher in Italy. I love sutori, I used it in different formation courses and it give me the possibility to have high marks! I would like to use it also with my guys!!

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Hi I'm Anissa and I teach high school World History and Economics in Texas. I'm still learning about Sutori, but I used it recently for my students to learn about the Industrial Revolution. I would like to use it soon for WWI and WWII. I want to make sure that my students create their own this time to get them engaged.

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Hello, I am Sophie, I teach English as a foreign language in France. I am also a trainer in IT and in both cases, I use Sutori on a regular basis. It's a very good tool for student thanks to it many features in collaboration possibilities
Here is a link to one of the Sutori I use in class.

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To print the story please do so via the link in the story toolbar.

AFTER THE SEA ROSE

BY M.F.W.CURRAN

Read the following extract from an apocalyptic novel, then draw the scene depicted! Chapter 1

"Under a white sun, we sailed across a submerged world. Below these waters were the towns, fields and hills of our ancestors. The ruins of the old world formed islands that were dangerous for we who fished the sea around the Isles of Sheffield. Before us, rising silently from the black water like giant robots was a field of old electricity pylons. To reach the best fishing grounds, we had to navigate this obstacle. Some pylons were leaning dangerously to one side as the salt water rusted their metal, others had fallen completely. Those were the most dangerous ones -- their sharp steel hiding under the water, were able to transpierce the thin hull of our boat like it was paper. Our boat, the Orpheum Lass, was made from the recycles wrecks of other vessels by the shipbuilders of Sheffield."

Did you know?

Dystopia: A futuristic, imagined universe in which oppressive societal control and the illusion of a perfect society are maintained through corporate, bureaucratic, technological, moral, or totalitarian control. Dystopias, through an exaggerated worst-case scenario, make a criticism about a current trend, societal norm, or political system.

Forum

According to you, what happened to the country depicted?

Listen to this MP3, chapter 4 of the same novel and draw the scene once again. Pay attention to the details, but it doesn't have to be a work of art!

Click on the above picture to play.

Did you know?

Characteristics of a Dystopian Society

*Propaganda is used to control the citizens of society. *Information, independent thought, and freedom are restricted.

*A figurehead or concept is worshipped by the citizens of the society.

*Citizens are perceived to be under constant surveillance.

* Citizens have a fear of the outside world.

*Citizens live in a dehumanized state.

*The natural world is banished and distrusted.

*Citizens conform to uniform expectations. Individuality and dissent are bad.

*The society is an illusion of a perfect utopian world.

a medieval donjon

a lighthouse

a skyscraper

In the previous question, you chose an answer, use the collaborative board above to justify your answer.

Pick up the words or expressions showing that this is a place long abandoned.

Forum

At what moment is the sense of danger introduced?

Imagine who "they" could be at the end of the passage.

Chapter 5

I remember someone pulling me along the road as we hurried away. I remember hearing someone shout to Alain to hurry up, and then briefly seeing Alain running after us, pulling the car roof with him. "Drop it, man!" Jerry called to him.

But Alain didn't. He struggled on after us. And then, behind him, the first of the Inside Out Man appeared. He was like something from hell: skeletal and hairless, with sun-burnt skin and piercings all over his body. In his hand was a wooden club with rusty nails sticking out from it. The Inside Out Man swung the club down at Alan's skull with an audible "thunk" sound.

Big Joe was shouting at us to run. There was an old factory not far away. It was burnt out, like the farm we had seen down the road. (...) Around us on the ground were the bones and skulls of people. So many bones.

I gasped and wanted to run, but Jerry held me back. "Calm down", he whispered to me.

"They are all dead", I said.

"And you will be too if you run now, kid", Jerry whispered. He put a finger to his lips and smiled gently.

The Inside Out men were prowling the courtyard, sniffing the air like animals. Some ran their fingers over the footprints we 'd made, like blind men reading braille. They were the most fearsome things I had ever seen in my life, all red eyes and sharp teeth. To think they were once human.

Did you know?

"remember" + ING form (gerund) means: "to recall an action that happened before the thought."

"I remember hearing"= "je me souviens avoir entendu."

The group is being attacked

They have found some help

They are lost at sea

Zombies

Cannibals

thieves (voleurs)

Did you know?

The Dystopian Protagonist

*often feels trapped and is struggling to escape. *questions the existing social and political systems. *believes or feels that something is terribly wrong with the society in which he or she lives.

*helps the audience recognizes the negative aspects of the dystopian world through his or her perspective.

Listen and sum up what's happening in that chapter.

Forum

Explain what's happening in the passage and justify your choice (use the "share your opinion" button).

Chapter 9

"Help me! oh dear god, help me! I can't move!"

My eyes opened. At first I could not see a thing as the light was too strong. My skull felt as though it was going to burst open.

"Please, someone! PLease!"

There were more voices now. They were all around me. I tried to move my arms, but couldn't. They were crushed tight against my body, almost folded around me. My legs were the same.

"Big Joe! Oh, God! Big Joe, where are you?"

I recognised that voice. It was Beck's. I opened my mouth to speak, but my throat was too dry. As the sun beat down from a bright blue sky, my eyes adjusted to the light and I saw I was looking through a fine wire mesh, with my legs and arms pressed tightly around me. I was lying in a cage only just big enough to hold a man.

'Help me! Help me! 'came a cry. It sounded like Billy. I looked to one side and through the wire mesh I could see Marty in a cage next to mine.(...) "The bastard drugged us,' Marty said 'I can't move, can you?'

'No,' I replied, 'where are the others?'

'Like us', Marty replied. 'One in each cage.' (...)

I looked up and could just see Dimbleby standing on his porch, wearing a hat and a beatific smile.

'Come on, lads, calm down,' he called out to us (..) don't be afraid, it's painless. I promise. We are all the same, after all. When we go, we feed the ground, the grass and the bushes. Food for the worms, food for the earth.'

Did you know?
Grammar "It was going to..." "I was looking through..." "I was lying..." Was/were + ING =
For something which continued before and after another action, or a particular time.

To show that something continued for some time.

It corresponds to the "imparfait" in French.

Forum

What might happen next? In a short paragraph, wirte the end of the passage. (use the "share your opinion" button)

Read the following extract from an apocalyptic novel, then draw the scene depicted! Chapter 1

"Under a white sun, we sailed across a submerged world. Below these waters were the towns, fields and hills of our ancestors. The ruins of the old world formed islands that were dangerous for we who fished the sea around the Isles of Sheffield. Before us, rising silently from the black water like giant robots was a field of old electricity pylons. To reach the best fishing grounds, we had to navigate this obstacle. Some pylons were leaning dangerously to one side as the salt water rusted their metal, others had fallen completely. Those were the most dangerous ones -- their sharp steel hiding under the water, were able to transpierce the thin hull of our boat like it was paper. Our boat, the Orpheum Lass, was made from the recycles wrecks of other vessels by the shipbuilders of Sheffield."

Did you know?

Dystopia: A futuristic, imagined universe in which oppressive societal control and the illusion of a perfect society are maintained through corporate, bureaucratic, technological, moral, or totalitarian control. Dystopias, through an exaggerated worst-case scenario, make a criticism about a current trend, societal norm, or political system.

Forum

According to you, what happened to the country depicted?

Listen to this MP3, chapter 4 of the same novel and draw the scene once again. Pay attention to the details, but it doesn't have to be a work of art!

Click on the above picture to play.

Did you know?

Characteristics of a Dystopian Society

*Propaganda is used to control the citizens of society. *Information, independent thought, and freedom are restricted.

*A figurehead or concept is worshipped by the citizens of the society.

*Citizens are perceived to be under constant surveillance.

* Citizens have a fear of the outside world.

*Citizens live in a dehumanized state.

*The natural world is banished and distrusted.

*Citizens conform to uniform expectations. Individuality and dissent are bad.

*The society is an illusion of a perfect utopian world.

a medieval donjon

a lighthouse

a skyscraper

In the previous question, you chose an answer, use the collaborative board above to justify your answer.

Pick up the words or expressions showing that this is a place long abandoned.

Forum

At what moment is the sense of danger introduced?

Imagine who "they" could be at the end of the passage.

Chapter 5

I remember someone pulling me along the road as we hurried away. I remember hearing someone shout to Alain to hurry up, and then briefly seeing Alain running after us, pulling the car roof with him. "Drop it, man!" Jerry called to him.

But Alain didn't. He struggled on after us. And then, behind him, the first of the Inside Out Man appeared. He was like something from hell: skeletal and hairless, with sun-burnt skin and piercings all over his body. In his hand was a wooden club with rusty nails sticking out from it. The Inside Out Man swung the club down at Alan's skull with an audible "thunk" sound.

Big Joe was shouting at us to run. There was an old factory not far away. It was burnt out, like the farm we had seen down the road. (...) Around us on the ground were the bones and skulls of people. So many bones.

I gasped and wanted to run, but Jerry held me back. "Calm down", he whispered to me.

"They are all dead", I said.

"And you will be too if you run now, kid", Jerry whispered. He put a finger to his lips and smiled gently.

The Inside Out men were prowling the courtyard, sniffing the air like animals. Some ran their fingers over the footprints we 'd made, like blind men reading braille. They were the most fearsome things I had ever seen in my life, all red eyes and sharp teeth. To think they were once human.

Did you know?

"remember" + ING form (gerund) means: "to recall an action that happened before the thought."

"I remember hearing"= "je me souviens avoir entendu."

The group is being attacked

They have found some help

They are lost at sea

Zombies

Cannibals

thieves (voleurs)

Did you know?

The Dystopian Protagonist

*often feels trapped and is struggling to escape. *questions the existing social and political systems. *believes or feels that something is terribly wrong with the society in which he or she lives.

*helps the audience recognizes the negative aspects of the dystopian world through his or her perspective.

Listen and sum up what's happening in that chapter.

Forum

Explain what's happening in the passage and justify your choice (use the "share your opinion" button).

Chapter 9

"Help me! oh dear god, help me! I can't move!"

My eyes opened. At first I could not see a thing as the light was too strong. My skull felt as though it was going to burst open.

"Please, someone! PLease!"

There were more voices now. They were all around me. I tried to move my arms, but couldn't. They were crushed tight against my body, almost folded around me. My legs were the same.

"Big Joe! Oh, God! Big Joe, where are you?"

I recognised that voice. It was Beck's. I opened my mouth to speak, but my throat was too dry. As the sun beat down from a bright blue sky, my eyes adjusted to the light and I saw I was looking through a fine wire mesh, with my legs and arms pressed tightly around me. I was lying in a cage only just big enough to hold a man.

'Help me! Help me! 'came a cry. It sounded like Billy. I looked to one side and through the wire mesh I could see Marty in a cage next to mine.(...) "The bastard drugged us,' Marty said 'I can't move, can you?'

'No,' I replied, 'where are the others?'

'Like us', Marty replied. 'One in each cage.' (...)

I looked up and could just see Dimbleby standing on his porch, wearing a hat and a beatific smile.

'Come on, lads, calm down,' he called out to us (..) don't be afraid, it's painless. I promise. We are all the same, after all. When we go, we feed the ground, the grass and the bushes. Food for the worms, food for the earth.'

Did you know?
Grammar "It was going to..." "I was looking through..." "I was lying..." Was/were + ING =
For something which continued before and after another action, or a particular time.

To show that something continued for some time.

It corresponds to the "imparfait" in French.

Forum

What might happen next? In a short paragraph, wirte the end of the passage. (use the "share your opinion" button)

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AFTER THE SEA ROSE BY M.F.W.CURRAN Forum What might happen next? In a short paragraph, wirte the end of the passage. (use the "share your opinion" button) Did you know? Grammar "It was going to..." "I was looking through..." "I was lying..."

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Hello. I am new here, but discovered that sutori could really help me when preparing PBL classes.

I am physics teacher from Serbia.

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Hi! I am a Web & Digital Design Pathway instructor in Atlanta, GA.  I am extremely excited about the use of Sutori as a means for my students to create Multimedia Presentations in a more innovative way. As a major advocate of usingInstructional Technology to enhance 21st Century teaching & learning environment. I am even more eager to share Sutori with my coworkers as well.

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Hey there! I’m Jessica, and I teach high school English in St. Louis, MO. Sutori is a new but exciting and potentially game changing tool for me because it combines all the big ideas I’ve concocted in my head about what I’d like tech to do for my teaching and my students if I were smart and code-y enough to do it myself! I have felt stuck many times in the past about how to answer my students’ call to make lessons more engaging when all that was at my fingertips in terms of presentation modes was Google Slides, PowerPoint, and Prezi. Those formats scream “teacher driven” and old school. Sutori is truly the first tool I’ve seen that makes me feel like I’ll be able to walk the line between giving students information so they can work with it in ways that feel most natural to them. They can view information all at once or a bit at a time. It’s visual, it allows for interaction, it makes incorporating current and relevant resources simple, and it is organized. No more having information spread across documents. It’s all finally in one place. I’m so excited to see what more I can do with Sutori this year!

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Hello! My name is Zandra Lopez from Austin, TX. I am a high school librarian and teach a college online course for the University of Texas. I started using Sutori at the end of last semester. I received some great feedback from students and I loved the results. I'm hoping to expand my use with both high school and college students. Here is a link to my first attempt using Sutori, I have a lot to learn!

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Hello! I am a full time teaching artist in Queens, NY and this is my first time using Sutori. I am partnered with the Strategic Reading teacher and teach songwriting so our students can make song summaries about their books. I also teach a choir after school.Sutori has been helping me blog/vlog my students' journey in learning music and increasing their literacy skills. My students enjoy the interactive timelines and reflecting on their work.

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Hello everyone, Mariana from Rio de Janeiro here. I am an ed tech coordinator, consultant and Google Innovator. I do a lot of PD and curriculum development, and I have been showing teachers how to use Sutori to create media-rich lessons.

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Hi! This is Maayke from the Netherlands, I teach at an international school and we love to use technology purposefully. Sutori is a great way to let students explore content. At this moment I am working on a Big History Sutori.

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I'm not sure if I'm too late to participate in the Ambassador Program. I just came across this information. Through an online source (perhaps the History Tech blog), I discovered HSTRY back in 2015 when I think was one of the Beta users. The iterations of the site and the wealth of information it provides educators allow my students to create marvelous projects to demonstrate their learning. When I assign stories from the Resources section, students enjoy learning through the short texts, videos, quizzes, photographs, etc. I use Sutori with both my 6th gr. English students and my 7th gr. U.S. Social Studies classes.

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Aloha, I'm an eLearning professional in Honolulu, Hawai'i. I teach PT with the University of Hawai'i at Mānoaʻs Learning Design and Technology Dept.

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Hello! After 32 years in the classroom both in Switzerland and the USA, I just started my first year as a digital learning specialist. I'm in charge of the media center at my school and am always looking
for innovative new digital tools for my students to interact with. I love how Sutori has a clean and simple design and yet is full of possibilities for both teachers and students!