'Twas brilliant and the slick players
Did charge and fly on the ice
All fascinated were the onlookers
and the men watched intently

"Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the Bubjub bird and shun
The infamous bandersnatch!"

He took his hockey sword in hand:
Long time the rival foe he sought -
So he rested by the goalie net
And stood awhile in thought.

And, as in deep thought he stood,
The Jabberwock, with eyes of flame,
Came flying down the rink,
And smiled as it came!

One, two! One, two! And through and through
The hockey sword went snicker-snack
He left it defeated, and with his victory,
He want skating back.

"And hast thou defeated the Jabberwock?
Come to my arms, by gifted player
O joyous day! Hooray! Hoorah!"
He smiled in his joy

'Twas brilliant and the slick players
Did charge and fly on the ice
All fascinated were the onlookers
and the men watched intently


As I "translated" this poem I thought that there could be a way to make it reflect more of a rivalry than a battle. The first time I read it, there were obvious word substitutes I could make to keep the same idea and just make the poem about a boy going to fight a monster, but that seemed like an easy way out. I thought that by making it about a hockey game, I could help accentuate the differences between the different versions we all created. Each of us made a different version, because we each have different ideas as to which words suit best. I think that our translations reflect ourselves and what we connect to. Each of us have our own things we find enjoyable, and for me I know its hockey. My version of the poem changes the theme from one of violence to one of a game. It makes it more light-hearted and fun. Before I translated the poem, I read the original, and read some other people's translations, to get an idea of what I was supposed to do. I noticed that at first, I had alot of similar ideas of most of them, but I decided that I didn't want to do that. I wanted to make mine original, so i chose a theme that I felt could incorporate the violence ideals while eliminating the violence. I think my poem captures the true idea of the original, without the death of the Jobberwocky.

Scholarly Article Annotated Bibliography

Article Name:

What happens when students read multiple source documents in history?


What Happens When Students Read Multiple Source Documents in History?
Steven A. Stahl, Cynthia R. Hynd, Bruce K. Britton, Mary M. McNish and Dennis Bosquet
Reading Research Quarterly, Vol. 31, No. 4 (Oct. - Nov. - Dec., 1996), pp. 430-456


Some educators (e.g., Ravitch, 1992) have suggested that students use multiple source documents to study history. Such documents could be primary sources, such as legislative bills or eyewitness accounts; secondary sources, such as editorials; or tertiary sources, such as textbooks. This study examined the processes used when high school students were presented documents about a controversial incident in U. S. history, the Tonkin Gulf Incident and its aftermath. These students were asked to read these either to describe or develop an opinion about the incident or the Senate action on the Tonkin Gulf Resolution. We were interested in (a) whether students could develop a rich, mental model of a historical event, (b) what they would do with the document information, (c) how the task influenced their processing of information, (d) how students integrated information across texts, and (e) whether students engaged in corroborating, sourcing, and contextualizing in evaluating historical materials. We found that the mental models created by these students were more internally consistent after reading at least two documents, but did not become more consistent after that. When compared to knowledgeable readers, they failed to make any growth after a first reading. Examining their notes, we found that students tended to take literal notes, regardless of the final task, suggesting that they were using the initial readings to garner the facts about the incident or the resolution. If students were asked for a description, they tended to stay close to the text. If asked for an opinion, however, they tended to ignore the information in the texts they read, even though they may have taken copious notes. Our observations suggest that high school students may not be able to profit from multiple texts, especially those presenting conflicting opinions, without some specific instruction in integrating information from different texts.

New Media Literacy


Top Tier
Distributed Cognition
Collective Intelligence
Middle Tier
Bottom Tier
Transmedia Navigation


I believe that networking, distributed cognition, collective intelligence, and judgement are the four most important skills that this list has in relation to social studies. Networking is a very skill in the Social Studies content area. History requires a lot of reading and researching, and the ability to search, synthesize, and disseminate information is a necessary one so you can quickly and easily find what you need to know. Distributed cognition is obviously important in social studies and in school in general, because you can't learn without being able to meaningfully with tools that expand your mental capacities. In social studies, group work is a very effective way to teach and convey meaning, and thats why having the ability to use collective intelligence is so necessary. Finally, having the judgement to evaluate primary sources is very important when researching in history, because you need to know the bias and figure out the credibility and reliability of the sources you are using. I believe that these four skills are very important for the development of successful learning abilities.
On the opposite side of things, I believe that visualization, appropriation, transmedia navigation, and play are the four least important skills this list has in relation to social studies. In history, the ability to interpret graphs is a useful skill, but in relation to the other ones it definitely falls short, thus visualization is not a very important skill. For social studies, appropriation isn't too important. There is not much need to meaningfully sample and remix media content, most media content are historical documentaries, which are useful in their original form. Transmedia navigation in social studies isn't that important. Most textbooks we use are about facts, not a story. Finally, the ability to experiment and play with your surroundings doesn't matter very much when learning about the past. It's not in your environment, it's already happened. I do not think that these four skills are not that important when it comes to the social studies content area.

Unless otherwise stated, the content of this page is licensed under Creative Commons Attribution-ShareAlike 3.0 License