How Laws are Made graphic

A friend of ours sent us the link to this amazing graphic.

Although we usually post graphics with questions, this one lends itself to another favorite of ours: have students create questions and answers to hand out to other students in the class.

We usually allow them to pair up or choose groups of up to four and require a certain number of questions, in this case we would suggest 20.

Explain to them the different between lower level and higher level questions and delineate how many of each they need to create. This article breaks it down nicely.

For more government resources check out our PowerPoints:

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Judiciary | Presidency |Congress | Bureaucracy | Constitution

Guest Post: A New Generation of Crockett Fans

History is filled with larger-than-life figures, but perhaps none so large as some of the legendary men and women from the South and the Wild West. While it can be difficult for social studies teachers to explain the fairly complicated happenings in these areas over the past few centuries before they became more deeply integrated into the United States as whole, it would be a good idea to capitalize on some historical figures’ mythic statuses in order to draw attention from your students.

Of all legendary historical figures, Davy Crockett is one that many young students love to learn about. Crockett was not only an important political figure, he was also a brave adventurer, adept storyteller, ruthless fighter, and impassioned speech maker. Under the administration of Andrew Jackson, Crockett served as a member of the House of Representatives. Although originally a Jacksonian, he eventually came to scorn Jackson’s policies, especially the Indian Removal Act. In 1834, fed up with politics after a lost reelection bid, Crockett famously noted, “You may all go to hell, and I will go to Texas.”

Crocket fought in the Texas Revolution and took part in the now infamous Battle of the Alamo. Although Crocket is now a very respected folk hero, many “tall tales” abound in the life and times of Davy Crockett. For example, the most controversial of Crockett-related stories, is the way and under what circumstances he died. While we do know that he died in the Battle of the Alamo, some stories suggest that he surrendered and was executed, while other stories suggest that he “went down swinging,” killing several Mexicans all by himself before finally being cornered.

“Davy Crockett: King of the Wild Frontier”, a Disney movie made in 1955, is  a wonderful learning tool for teachers who want to give their students an entertaining glimpse into Crockett’s life. The theme song of the movie is a good one for younger students to learn, as it includes many of the details of Crockett’s life.

History teachers could use Davy Crockett to teach some basic concepts about history as a whole. For one, Crockett was an inveterate storyteller. As such, you can use storytelling to explain to students that history is, in many ways, a lot like a chain of stories. There are many different versions, some are not accurate while some are, and accuracy often depends on dominant ideas of the time. Davy Crockett’s death story is a prime example of how legend can get mixed up with fact such that we don’t really know what happened.

This mutable version of history is best taught through people like Crockett who were half man and half legend. For more information on Crockett, check out this site that has his full biographical sketch and other teaching resources.  For more information on teaching Texas history, check out this site.

By-line:

This guest contribution was submitted by Pamelia Brown, who specializes in writing about associates degree. Questions and comments can be sent to: pamelia.brown@gmail.com.

Braceros program, 1959

This film explains the need for Mexican migrant workers in California agriculture, including interviews with farmers and workers.

Filmed in the 1950s, it is certainly dry in parts but fascinating for students to watch as part of a class on stereotypes, immigration, foreign labor, economics, and other ideas that are still relevant to discuss today.

It would be interesting to have students compare what might be said by people in California and the US today about immigration and migrant workers.

For more on immigration during the 19th and early 20th centuries check out our Immigration and Urbanization PowerPoint. For more on the 50s check out our 1950s PowerPoint.

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