My Revision

"Twas cold, and the icy trees
Did crackle and glisten in the light;
All quiet were the animals,
And the world was silent.

"Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Beware the blackbird and shun
the fearsome beast!"

He took his jagged sward in hand:
Long time the menacing foe he sought—
So rested he by the frosted tree,
And stood awhile in thought.

And, as in cautious thought he stood,
The Jabberwock, with eyes of flame,
Came swiftly through the barren wood,
And thrashed as it came!

One, two! One, two! And through and through
The jagged blade went slash—crack!
He left it dead, and with its head
He went galloping back.

"And hast thou slain the Jabberwock?
Come to my arms, my beaming boy!
O fabulous day! Hoorah! Hooray!"
He chanted in his joy.

"Twas cold, and the icy trees
Did crackle and glisten in the light;
All quiet were the animals,
And the world was silent.


While reading this poem, I found it interesting how upon first glance it made absolutely NO SENCE. However, after substituting our own words in for the "fake words," the poem came alive to tell a story that we all were able to interpret our own way. In my translation, I read it through a couple of times and got an idea of how I wanted to rewrite it. This strategy allowed me to easily add in words that I felt would help achieve my desired outcome to the story. Once I was done, I looked to see how the other people in the class had interpreted and translated the poem. I was surprised to see a couple of similarities between mine and theirs! However, as i looked further it seemed as though at certain parts in the poem, everyone had followed a similar line of thought in their rewriting.

Content Area Specialist: History


Online Version: A Synthesis of the Research for Improving Reading in the Social Studies
PDF Version:A Synthesis of the Research for Improving Reading in the Social Studies


Suzanne E. Wade
Review of Educational Research, Vol. 53, No. 4 (Winter, 1983), pp. 461-497
Published by: American Educational Research Association


This review of the literature for improving reading in the social
studies resolves apparent conflicts among studies by examining what types
of treatments are most effective for which pupils and under what circum-
stances. The review found that providing reading and study-skill instruc-
tion in the social studies curriculum can raise achievement scores in both
reading and social studies to higher levels than what pupils would achieve
without instruction. However, only some of the treatments were success-
ful. In those that were, teachers played an important role in designing the
instructional program, were able to implement the treatment of their
choice, and/or modified it during the implementation phase. Also, treat-
ments that were multidimensional had a higher success rate than those
that consisted of only one or a few activities or materials. And finally, in
the successful treatments the teacher played an active role in the classroom
rather than relying on written overviews and exercises used by pupils
alone or in small groups. Because of these characteristics, successful
treatments could be sustained over time, a necessary condition for real
change to occur in pupils' reading and study skills.

New Media Literacies


1. Collective Intelligence
2. Negotiation
3. Judgment
4. Trans-media Navigation
5. Simulation
6. Performance
7. Distributed Cognition
8. Networking
9. Visualization
10. Appropriation
11. Multitasking
12. Play


In my ranking of these new media literacies, I decided that “Collective Intelligence” was the most relevant to the social studies content are of education; while play was the least relevant.

My reasoning behind this decision is based on the definition of Collective Intelligence. Collective Intelligence, which is defined as, “the ability to pool knowledge and compare notes with others towards a common goal,” is of growing significance as our world becomes more integrated with other cultures and peoples. I find that in today’s global multi-cultural world, we experience a far greater diversity in the classroom and community than ever before. This diversity bring with it differences in culture, values, ways of thinking, and historical perspectives that few have ever fully understood. This Collective Intelligence would allow classmates and teachers alike, to come together and share their experiences and pool their knowledge to develop a deep critical analysis of any historical event.

Contrary to Collective Intelligence, I regard Play as the least critical component to the study of social sciences. Play, which is defined as “the capacity to experiment with one’s surroundings as a form of problem-solving,” fails to address any significant issue related to the social sciences. While problem solving is a critical component in ones life, it holds little importance when applied to the analysis of history and its components. Play is more critical when dealing with students of younger ages, and at the lower levels of Blooms Taxonomy. However, once a student advances into the mid-upper levels of Blooms, they rarely see play used as a means of furthering ones education.
Media Literacies.doc

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