Bloom’s Revised Taxonomy in Encyclopedia of Educational Technology. Available online at http://coe.sdsu.edu/eet/Articles/bloomrev/index.htm. (June 14, 2005). There are many references to the revised Bloom taxonomy online. This site gave a clear explanation and showed the application of the taxonomy to writing objectives.
Duncan, James and David Ley.
Place, Culture, Representation. London &New York: Routledge,
1993. These essays give examples of studies of ‘cultural landscapes’ that show how places really do contain special meaning and carry historical as well as cultural messages.
Hineline, Mark L.
Sense of Place
. Available at http://helix.ucsd.edu/ (May 25, 2005). The definitions for ‘sense of place’ listed in Appendix I were taken from this University of San Diego site within the Department of Science.
Nash, Gary, Julie Jeffrey, Howe, Frederick, Davis & Winkler.
The American People: Creating a Nation and a Society.
6th Ed. New York: Longman, 2003. This survey, now in its 6th edition, approaches American history as social. The companion website is full of resources and ideas for teachers. http://occawlonline.pearsoned.com/bookbind/pubbooks/nash5e_awl/
Seamon, David and Robert Mugerauer.
Dwelling, Place & Environment: towards a phenomenology of person and the world
. Malabar, Florida: Krieger Publishing Company, 2000. This collection of essays shares the theme of thinking about ‘man’ and the environment as a relationship that reaches into ‘doing’ and ‘being’. Some of the essays shaped my understanding of the meaning of ‘language of landscape’.
Spirn, Anne Whiston.
The Language of Landscape
. New Haven: Yale University Press, 1998. Anne Spirn’s ideas about landscape as a language helped me see that this approach would help students be more aware of other points of view as well as their own responsibility in preserving the landscapes they care about.
A People’s History of the United States.
New York: The New Press, 1997. This is an excellent social history of the United States.
The resources included below are only a small sample of what is available for all the topics mentioned. I list them as examples of model websites for students to access.
. Association for the Preservation of Virginia Antiquities. Available at http://www.apva.org/jr.html (July 1, 2005). The recent archaeological finds as well as background history for Jamestown colony are available at this site, including some good photographs.
Vision in the Sky: New Haven’s Early Years 1638 - 1783
. Hamden: Linnet Books, 1989. A very readable book about early New Haven.
National Historic Landmarks Program
. Available at http://www.cr.nps.gov/nhl/. (July 2, 2005). Students can search this site for a variety of historic landscapes.
Osterweis, Rollin G.
Three Centuries of New Haven: 1638 - 1938
. New Haven: Yale University Press, 1953. Several anecdotal stories of New Haven over the centuries with ideas about where to look for more topics.
Guaman Poma Available at http://www.kb.dk/elib/mss/poma/ (July 3, 2005). Transcription of the 1615 Illustrated manuscript. Spanish students can attempt to read some of the material but all students can use the illustrations and resources to gather new insight into life in the Andean world with the arrival of the Spanish.
History Videos and Website at PBS. Available at http://www.pbs.org/history/. (July 4, 2005) The PBS materials are wide-ranging from interactive websites to specific DVDs that capture a ‘feel’ for a particular time period in history. I would recommend
and the accompanying web activities to students.
Ingerson, Alice. “What are Cultural Landscapes?” at
Institute for Cultural Landscape Studies
. Available at http://www.icls.harvard.edu/language/whatare.html (May 28, 2005). The site has several definitions of historic landscape types-good for discussion-as well as some definitions that may be helpful for students.
from the Library of Congress. Available at http://memory.loc.gov/ammem/. (June 23, 2005). Over 7 million documents, photos, maps, recordings available for searching. The site includes Kid’s and Teacher pages as well as special collections and the search page for the collection. We could limit our unit to use of this resource and find excellent primary source materials for almost any topic.