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Purdue Writing Lab for help with MLA Formatting 

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Purdue Writing Lab for help with MLA Formatting 

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MLA Formatting and Style Guide - Purdue OWL® - Purdue University

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MLA (Modern Language Association) style is most commonly used to write papers and cite sources within the liberal arts and humanities. This resource, updated to reflect the MLA Handbook (9th ed.), offers examples for the general format of MLA research papers, in-text citations, endnotes/footnotes, and the Works Cited page.

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Thesaurus.com - The world’s favorite online thesaurus!

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Thesaurus.com is the world’s largest and most trusted online thesaurus for 25+ years. Join millions of people and grow your mastery of the English language.

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Bill of Rights: Scholastic by George Carey

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Bill of Rights: Scholastic by George Carey

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This breaks doen the bill of rights and chunks it to make it easier for students to understand. This is good for students in the class that may get overwhelmed by a big text like the U.S Constitution.

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This is a great resource for looking up information and for students to get lost in their own historical self intrests. This fits into my instruction beacuse it allows students to do their own historical research on a subject.

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This takes you through black achievement and history. This is good for younger students. It shows the exceptional contribution of black individuals. This would be a great read for my students during black history month.

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Purdue Writing Lab for help with MLA Formatting 

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Purdue Writing Lab for help with MLA Formatting 

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This is a great tool that can be used in a variety of ways because it is always helpful to be able to cite information correctly. This is a tool that can be used in college and beyond in their own lives.

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The Bill of Rights-the first ten amendments to the Constitution of the United States-ranks alongside the Constitution and the Declaration of Independence as one of the nation's most treasured documents. Since its adoption in 1791, the Bill of Rights has served as the cornerstone of basic American freedoms. Its laws specify the fundamental rights and most cherished liberties of the American people and protect them from the whims of popular majority opinions and abusive government officials.

The Bill of Rights became part of the Constitution of the United States on December 15, 1791. On the 150th anniversary of this event in 1941, President Franklin Roosevelt proclaimed December 15 as Bill of Rights Day. He wanted to make Americans aware of their rights and to remind them of their duties as citizens of the United States. On this day in 1991, Americans recognized the 200th anniversary of these important amendments that have proved so essential to the American political tradition.

Why the Bill of Rights Was Added to the Constitution

At the Constitutional Convention of 1787, delegates rejected a motion made by George Mason, author of the Virginia Declaration of Rights (1776), to preface the Constitution of the United States with a bill of rights. The failure to mention basic rights soon became a major issue in the subsequent debates over whether or not the proposed Constitution would be ratified, or approved.

When the Constitutional Convention ended, delegates went back to their respective states to hold their own ratifying conventions. Each state would decide for itself whether or not to approve the new framework for the American government.

The debate over the need for a bill of rights was sparked by a proposal made by a dissenting minority in the Pennsylvania ratifying convention. Some delegates believed that guarantees of certain basic rights and liberties were missing from the proposed Constitution. They called for a number of amendments that would secure a wide range of liberties, such as the free exercise of religion, freedom of speech and press, and protection against unreasonable searches and seizures. Majorities in the ratifying conventions of New Hampshire, Massachusetts, New York, Maryland, Virginia, North Carolina and South Carolina also called for numerous amendments to the proposed Constitution. Although the substance of these recommended amendments differed from state to state, most contained provisions that would limit the powers of the new federal (national) government and protect the people from inconsistent and oppressive rule.

The Anti-Federalists (those who were opposed to ratifying the Constitution) argued that the broad powers of the new federal government would threaten the powers of the individual states and the liberties of the people. However, the Federalists (those who supported ratification) argued that a bill of rights was unnecessary. Alexander Hamilton, for example, maintained that because the proposed federal government would possess only specifically assigned and limited powers, it could not endanger the fundamental liberties of the people. "Why," he asked, "declare that things shall not be done which there is no power to do? Why, for instance, should it be said that the liberty of the press shall not be restrained, when no power is given by which restrictions may be imposed?"

Nevertheless, the Federalists had to pledge their support for the addition of a bill of rights to the Constitution once the new government began operations. Otherwise they would risk endangering the Constitution's ratification in certain key states and face the possibility of another constitutional convention.

Drafting the Bill of Rights

James Madison, the "Father of the Constitution," may also be considered the "Father of the Bill of Rights." In his campaign for a seat in the House of Representatives under the new Constitution, he promised his voters that he would energetically push for the adoption of a bill of rights. True to his word, he took the lead in the First Congress in pressing for the desired amendments.

On June 8, 1789, drawing from proposals made by the various state ratifying conventions, Madison proposed to the Congress nine amendments to the Constitution, containing nineteen specific provisions (many of which are now contained in the Bill of Rights). Madison and members of a House committee then went through the complex process of drafting a bill that would secure the necessary two-thirds approval of both houses of Congress. The House and the Senate modified some of Madison's proposals, eliminated others entirely, and added some new ones as well.

As it finally emerged from Congress, the proposed Bill of Rights consisted of twelve amendments and was offered to the states for ratification. The first two proposed amendments were never ratified by the states. (One was related to the size of the House of Representatives and the other to laws regarding the compensation, or payment, for senators and representatives.) On December 15, 1791, Virginia ratified the remaining ten amendments, and the Bill of Rights officially became part of the Constitution.

What the Bill of Rights Says

The first eight amendments of the Bill of Rights set forth specific guarantees and liberties. The Ninth Amendment acknowledges that the American people have rights that are not even specified in the Constitution or the Bill of Rights. (The Federalists argued for this particular amendment, stating that it would be impossible to list all of the rights and liberties that should be protected.)

The Tenth Amendment emphasizes the national character of the United States constitutional system. It declares that the states or people retain those "powers not delegated to the United States by the Constitution."

Most people, however, believe that their most important rights are those guaranteed by the First Amendment. Commonly called "First Amendment freedoms," these are the fundamental freedoms of religion, speech, and press, as well as the right of the people to assemble and to petition a government.

Other vital provisions contained in the first eight amendments also deal with the rights of individuals. They are designed to protect people against inconsistent or abusive government, particularly in criminal proceedings.

For example, the Fourth Amendment protects individuals from unreasonable searches and seizures (either of themselves or of their property and possessions) by law enforcement officials.

The Fifth Amendment prohibits double jeopardy, which means that someone cannot be tried twice for the same crime. The Fifth Amendment also states that people cannot be compelled to testify against themselves (self-incrimination), and it guarantees "due process," which means people accused of a crime must be properly notified of the charges and given a fair hearing.

The Sixth Amendment establishes the right of an accused person to a public trial by jury. The accused also has the right to have a lawyer, to confront hostile witnesses, and to obtain witnesses in his or her defense.

Finally, the Eighth Amendment prohibits the infliction of "cruel and unusual punishments" (either mental or physical) on those convicted of a crime.

The remaining amendments (the Second, Third, and Seventh) do not cover individual rights in criminal proceedings but address other specific concerns. The Second Amendment is the most noteworthy and controversial of these remaining amendments. After noting the need for a "well regulated militia" (a body of citizen soldiers called to serve during times of emergency or war), this amendment declares that the people's right " to keep and bear Arms, shall not be infringed."

The Third Amendment prevents the government from making citizens shelter soldiers in their homes. This amendment was drafted in response to abuses by British forces during the Revolutionary War.

The Seventh Amendment was included to meet the demands of many Anti-Federalists who wanted to insure trial by jury in civil suits.

The Origins of the Bill of Rights

The Virginia Bill of Rights (proclaimed in 1776, only days before the Declaration of Independence) was the first of ten such declarations by the states during the Revolutionary War period (1775-83). All of these declarations contained provisions that eventually found their way into the national Bill of Rights. Major portions of the First, Fourth, Fifth, Sixth, and Eighth amendments, for example, can be traced directly to the Virginia Bill of Rights.

The origins of many of the other rights and liberties contained in the Bill of Rights can be found in the English tradition, dating as far back as Magna Carta (1215), a document that marked the first step toward constitutional law in England. For example, the clause in the Fifth Amendment, which declares that individuals cannot be deprived of their "life, liberty, or property, without due process of law" is rooted in Chapter 39 of Magna Carta.

England's Petition of Right (1628) and Bill of Rights (1689) further expanded individual liberties and placed increased limitations on the ruler's powers and authority. English liberties and rights, such as trial by jury and protection against self-incrimination and unreasonable search and seizure, were, in fact, included in the charters establishing the American colonies. They were considered to be the "rights of Englishmen."

Enforcing the Bill of Rights

The courts, both state and national, are responsible for enforcing the Bill of Rights, when instances of abuse are brought to their attention through proper legal channels. The Supreme Court of the United States, however, has the final word in determining whether or not the principles contained in the Bill of Rights have been violated.

Making such a determination is seldom an easy matter. The Court, for example, must answer such questions as, What constitutes "unreasonable" search and seizure? What limits can be placed on the free exercise of religion for reasons of public morality, safety, or health? Under what circumstances may speech be legally curtailed to prevent violence or property damage?

Originally, the Bill of Rights applied only to the laws and activities of the national government. It was not until after the Civil War that the Bill of Rights'provisions were applied to the states. The 14th Amendment (1868) was the first to declare that no state "shall deprive any person of life, liberty, or property without due process of law."

Today, for all intents and purposes, the fundamental rights and liberties guaranteed by the Bill of Rights apply with equal force to both the national and the state governments.

State Bills of Rights

All of the fifty state constitutions contain a bill of rights. The Illinois Bill of Rights borrows from the Declaration of Independence in stating, "All men are by nature free and independent and have certain inherent and unalienable rights among which are life, liberty, and the pursuit of happiness." Some states'declaration of rights are even far more detailed than the national Bill of Rights. The California Declaration of Rights, for example, says, "A person may not be disqualified from entering or pursuing a business, profession, vocation, or employment because of sex, race, creed, color, or national or ethnic origin."

The Canadian Bill of Rights

The Canadian Charter of Rights and Freedoms, officially proclaimed by the Canada Act on April 17, 1982, applies to both the national and provincial governments. Sections of the charter deal with distinctly Canadian concerns, such as declaring the French and English languages to have equal status in official government proceedings.

The charter details major rights and liberties under the headings of Fundamental Freedoms and Legal Rights. The fundamental freedoms correspond to those found in the First Amendment in the American Bill of Rights, but they are more extensive. In addition to freedom for the press and media, peaceful assembly, and freedom of speech and religion, they include freedom of association, conscience, thought, belief, and opinion.

The legal rights of the charter are similar to those found in the Fourth, Fifth, Sixth, and Eighth amendments in the American Bill of Rights. These include, among others, protection against self-incrimination, double jeopardy, unreasonable search and seizure, and cruel and unusual punishment.

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The Bill of Rights-the first ten amendments to the Constitution of the United States-ranks alongside the Constitution and the Declaration of Independence as one of the nation's most treasured documents.

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The Highest Tribute: Thurgood Marshalls Life, Leadership and Leagacy by Kekla Magoon

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The Highest Tribute: Thurgood Marshalls Life, Leadership and Leagacy by Kekla Magoon

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This is a childrens book that takes students through the main events of his upbringing. It shows what inspired him as an civil rights activist and how he became a member of the supreme court. He fought for equality of all peoples. This would apply to a Civil Rights unit.

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Free to Use and Reuse: Native American Heritage Month

Selected images represent the historical experiences and achievements of indigenous peoples across North America. A formal celebration of Native American heritage occurs each year in the United States in November. Unless otherwise noted, the images here are from the Prints & Photographs Division.

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The world's largest library. View historic photos, maps, books and more. Contact experts for help with research. Plan a visit. Home of U.S. Copyright Office.

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This is a great greek tale to get students intrested into the lore of Greek Mythology. This shows the believes and the worship of these Gods by the Greeks through this novel.This is great at peaking students intrests in Greek literature.

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This brakes down and chunks the Constitution into more managable parts for Students. This is great for students that maybe stressed over the constitution and will allow for students to get the big idea of it.

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This is a great tool for looking up better words that are synonyms for the word you are thinking of. This allows a student to expand their vocabulary and to learn better words.

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This is a story that shows the struggles different students with dissabilities face in a collection of different stories. This can teach students acceptance and allow for them to have a new understanding of students with disabilities. This is as great read anytime for students in my class.

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This is a great resource novel showing the struggles of blacks during a era of slavery and racial tension. This is a great book providing students background on slavery and the era that is being studied. It shows peoples perspective of slaves from back when this book was written.

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Play Blooket
Blooket is like Kahoot but more engaging for students as there is fun challenges and games to race to complete the answers

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This is my research that I completed throughout the semester. This required surveys and the collection of data in order to prove teacher and student preference of in person vs online classes.

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In the readings in particular,  “We apprentice young people into the knowledge base of

our subject, convincing them in the process that we know something worthwhile. In other words,

we draw on our credibility as teachers to facilitate learning. (356, Nancy Frey, Douglas Fisher,

John Hattie)”  This statement from the readings was really important to me because teachers

need to be knowledgeable and well read. This is a must because we can then take a subject that

we are knowledgeable about and give the students our enthusiasm and desire for them to know

and like the subject that is being taught. Another claim that stood out to me was from the article,

Surface, Deep, and Transfer? Considering the Role of Content Literacy Instructional Strategies,

“In other words, just about anything teachers do in the classroom will cause some student growth

when compared with the absence of action. (567)”

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During National Poetry Month 2017, the Academy of American Poets received letters from over two thousand young people -fifth through twelfth graders from more than seventy public and private schools in major cities and rural areas across twenty-eight states.

These students were participating in Dear Poet, the free, multimedia education project we designed to help teachers engage their students in poetry. To participate, young people watch videos of the award-winning poets who serve on the Academy of American Poets Board of Chancellors reading one of their poems aloud. (Between January and June this year's eleven videos-featuring Mark Doty, Linda Gregerson, Juan Felipe Herrera, Brenda Hillman, Jane Hirshfield, Khaled Mattawa, Marilyn Nelson, Alicia Ostriker, Alberto Ríos, Arthur Sze, and Anne Waldman-were viewed over ten thousand times.) After watching the videos and reading the poems, students write letters to the featured poet of their choice. The poets write back to select letters, and the correspondence is published on Poets.org. In the letters we received this year, many of these young people shared that, while they were initially resistant to poetry, they found themselves surprised and excited to read contemporary poems that felt important to them. (Learn more about the current Dear Poet project and how to participate.)

Michael, an eighth grader in the Texas Rio Grande Valley, wrote to Alberto Ríos, "I am not the biggest fan of poetry, but as you read ' Refugio's Hair,' I felt like a child again, listening to a story of a captured memory. I was reluctant to complete this project at first, but hearing your poem changed my perspective of poetry."

Michael's classmate Simran, writing to Jane Hirshfield, suggested why Dear Poet might be so engaging: "Watching you read your poem was very beautiful and as you read your poem, it changed my entire perspective on this piece of literature. I believe that when an author reads their own poem, it can change the poem entirely....I just want to thank you so much for being part of the Dear Poet project and for being willing to correspond with teens across the U.S."

Through Dear Poet's videos and letters, young readers are able to engage with poetry in a particularly intimate and individual way. The project also introduces teachers and students to contemporary poets whose work they might not otherwise encounter and to poems addressing a wide range of topics relevant to young people today. In their letters, students often note their personal connections to a poet's work, pointing to what in a particular poem speaks to them and why.

Colten, a ninth grader in Milwaukee, Wisconsin, responded to Arthur Sze's " The Shapes of Leaves," a poem that touches on deforestation and habitat loss. Colten wrote, "I've never read something that made me experience the situation both emotionally and critically. I think this is why your poem resonated with me so much."

Saba, a student in Mays Landing, New Jersey, was drawn to Juan Felipe Herrera's poem " You Can't Put Muhammad Ali in a Poem," which stood out to her because it celebrates "someone who made me have confidence in myself and made me love myself for who I am." She wrote, "Being a Muslim, I always felt as if I was below others, it affected me most when I was younger.... Muhammad Ali was someone I saw who was proud of his religion."

Linda Gregerson received over two hundred letters in response to her poem " Prodigal," in which she addresses the subject of self-harm. Tyler, a tenth grader in Pembroke, New Hampshire, wrote, "Your poem allows anyone who reads it to know how serious this issue is. It allows people, like me, to want to help out in any possible way." In her letter back to Tyler, Gregerson wrote, "Certainly, turning outward to help others, as you describe, is the most positive thing to be made of personal hardship."

A twelfth grader in Berthoud, Colorado, Nina, pointed to another especially powerful role poetry can play in the lives of young people. She wrote to Jane Hirshfield, "My aunt is dying....After spending my spring break with her, I came back to school and was handed your poem, ' It Was Like This: You Were Happy ' in Senior English. I have never connected with something so much."

In fact, more students responded to Hirshfield's poem, a gentle reflection on the end of a life, than to any other. Their letters to her speak of grief, and comfort, and an evolving understanding of both happiness and loss. Hirshfield's letters in response-like the other poets' replies to letters they received-were kind, encouraging, and deeply unique. She wrote to Guadalupe, a twelfth grader in San Antonio, Texas, "One of poetry's amazing powers is that in words new ways of feeling can pass from one person to another, between you and me, alive at the same time, and also over a thousand years and across languages and cultures."

This, too, is the power of Dear Poet, which narrows the field of poetry-often daunting to students and educators-into a single connection between a poet and a young reader, who could be anywhere, and who has the rare opportunity to write back.

This article was originally featured in the Fall-Winter 2017 issue of American Poets.

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During National Poetry Month 2017, the Academy of American Poets received letters from over two thousand young people -fifth through twelfth graders from more than seventy public and private schools in major cities and rural areas across twenty-eight states. These students were participating in Dear Poet, the free, multimedia education project we designed to help teachers engage their students in poetry.

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Linear progression is important for readers in order to develop more understanding of the material that is being read. Also, another important thing that stuck out to me was metacognition

with the 3 different levels, surface, deep and transfer

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Kahn Academy for educators and students to be prepared for certain tests and curriculum

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A required part of this site couldn’t load. This may be due to a browser extension, network issues, or browser settings. Please check your connection, disable any ad blockers, or try using a different browser.

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Atlas for this week was helpful as I got to observe a video on Constructing Arguments about the Impacts of the American Civil Rights Movement. This is for the 11th grade and it was beneficial to see how a teacher handles a sometimes difficult topic to discuss with students. I think that broaching hard topics is something that every teacher should learn how to do and so it is imperative that I learn from lessons of how other teachers handle this.

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The importance of multimodalities for submitting things is something that I learned can be applied to history. Content knowledge of material for teachers is something that I also learned from the readings. The importance of enthusiasm in an online environment is the most important thing that I learned because students are easily distracted. It is important to allow for extra time and collaboration. For History teachers in particular the importance of using jamboard and not just doing handouts, especially in a virtual environment was what I learned the most about how to make it relevant to students.

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What is normal truly going to look like in 2021?
How will education be forever changed?
How will student outcomes change based on peers that are older and did entirely in person schooling?

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The ability to synthesize information as educators and to chunk heavy content is what I learned in terms of allowing students to understand complex terms. Sometimes even breaking down vocabulary based on expectations for grade level is also important.

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Wonder

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I am Sam is a great film that I discovered which can help increase acceptance among people that may have disabilities.