Some exceptionally accessible resources related to yesterday’s earthquake in Haiti are now being developed — beyond just slideshows of the devastation. Here are the newest additions to The Best Sites To Learn About The Earthquake In Haiti:
I’ve made more additions to The Best Sites To Learn About The Earthquake In Haiti. Since I suspect I’ll be making a lot more new resources over the coming days, I won’t necessarily be writing new posts announcing them. You might just want to check that post periodically:
It’s a quasi-rant questioning why a staffperson from the Department of Education only highlighted parent involvement efforts from schools that could either pick-and-choose student enrollment and/or completely hire new staff for their school.
I’m adding these sites to The Best Online Sources For Images (neither require attribution for their photos though, of course, that would be a nice thing to do):
(NOTE: With a few exceptions, I’ll probably stop adding many new specific sites to this post since many of the links lead to special pages set up by news organizations that continually add new photos, graphics, and video resources.
I’ve got to say that among all the news organizations, I have been finding that the New York Times photo blog “The Lede” has had the best quality material, along with the most up-to-date. It has excellent multimedia resources along with short text information, and is doing a great job of scouring the web for great stuff.
I wouldn’t say it’s the best place for English Language Learners to go because the lay-out isn’t very attractive (CNN works best for student self-access), but I’d suggest teachers keep on checking The Lede for specific photo galleries and videos that they might want to show in class or specifically ask their students to view.)
I’ve just heard about the earthquake in Haiti, and it sounds terrible. I thought I’d pull together a quick list of related-sites that are accessible to English Language Learners.
I’ll be adding to it but, for now, I’ve divided it into three sections — ones on the earthquake itself, ones that provide general information on the country of Haiti, and a few that provide information on how earthquakes work.
GOOD Magazine has been holding a contest for people to design infographics related to the Haiti earthquake.You can see them all here.
Why did so many people die in Haiti’s quake? is an article from the BBC that, with text and infographics, compares the Haiti earthquake with the recent major ones in Italy and China. It’s probably not accessible to English Language Learners on their own, but there is a lot of good information there that’s worth sharing with guidance.
A Tent in Port-au-Prince is a panoramic view of life inside a tent for a Haitian family. It’s from The New York Times.
The other is from GOOD Magazine and looks far cooler, but the information is not particularly accessible (at least to me).Stephen Downes also points out that Canada’s sizable contribution is not included in it.
Major Earthquake Hits Haiti is a collection of all Washington Post photos on the disaster. The Post also has a special page on the quake that’s regularly updated.
The Atlantic shares several articles (Should We Call It ‘Looting’?) wondering if racism is involved in the use of the word “looting” in Haiti.Several of the pieces they share are quite good, though would have to be modified for English Language Learners. I particularly liked a short post from the Chicago Tribune, titled Are the ‘looters’ in Haiti really that much different from you and me? The writer asks:
What wouldn’t you do if members of your family were dying? If you thought you could save them with a little humanitarian freelance redistribution of resources?
As several of the writers mention, this brings back memories of Katrina. In fact, in our ninth-grade mainstream English classes, we give students the assignment to respond to the famous two pictures of an African-American man “looting” a grocery store, and a white couple “finding” food in a grocery store..
Just about everything in the media is highlighting the horror of the earthquake, and the misery of Haiti’s past. Here are two sites where teachers can find important and positive aspects of the Haitian tradition that can help students understand it’s important past:
Honoring Haiti After going ashore in New Orleans following an injury at sea, Haitian sailor Jean Baptiste Pointe Du Sable made his way north to avoid being captured as a slave. He established himself as an accomplished trader, and then built the first permanent home in an area around Lake Michigan called Eschikagou. This trading post was later renamed Chicago. In 1968 Du Sable was officially declared the Founder of Chicago and a stamp with his image was issued for the 150th birthday of the city. As Haiti recovers from the devastating losses caused by the earthquake, we hope you will take a moment to realize the impact this small island nation has had in so many places around the world.
Haiti’s Hidden Treasures is a video from The Wall Street Journal showing clips taken in Haiti eighty years ago of musicians in that country (when the U.S. was an occupying force).
How Haiti Saved America is an article that appeared in the Boston Globe. It recounts the role Haiti played in our country’s early history. It’s not accessible to English Language Learners, but the information is important enough for a teacher to modify portions of it. It helps provide some context for the U.S. — Haiti relationship.
“Experience The Haiti Earthquake” is an impressive interactive from the Canadian organization, Inside Disaster. It lets you virtually “experience” the quake through the eyes of a survivor, a journalist, or an aid worker.
Listen A Minute, one of several great websites for English Language Learners maintained by Sean Banville, has an extensive feature on libraries. It includes listening, reading, quizzes, and hand-outs.
I love using the Picture Word Inductive Model instructional strategy with English Language Learners, and I talk about it extensively in my upcoming book, English Language Learners: Teaching Strategies That Work.
I thought it might provide an opportunity to not only share what they published, but to also solicit ideas from readers on how you’ve used photos in the ELL classroom. Please leave them in the comments section.
Gather a range of interesting photos so that you have a different photo for each small group of 4-5 in your class. Remove and keep the captions for each, and mount each in the center of a large sheet of paper.
Put students in groups and tell them that they will be doing what’s called a “text on text” exercise. Their job will be to write comments in the space around the photo, leaving room for others’ writing as well.
Write the following four “response choices” on the board to remind students of the kinds of things they should be writing in response to the photo they receive. Tell them they may do any or all of the following:
Make a personal connection to the photo. (E.g., “Reminds me of when I visited the Empire State Building in third grade.”)
Write a question the photo brings to mind. (E.g., “Why can you see only the backs of people’s heads in this shot?”)
Write a detailed observation about the photo. (E.g., “The color red is everywhere–the sun, one person’s shoes, and the flowers and curtains in the background.”)
Make a guess as to what information the original caption of this photo imparted. (E.g., “This looks like the dedication of a memorial to someone who died.”)
Give the groups each a photo and 3- 5 minutes to write. When each group finishes, have them pass the large paper with their photo to another group, moving clockwise. When each group receives the new photo, they should add their comments to those already there. They can continue the work of adding personal connections, observations or questions, and/or can respond to previous writing as if in “conversation” with the notes left by previous students.
Continue this way until all the groups in the room have seen and commented on all the photos. (Make sure each photo is returned to the group that had it originally, as part of the fun of this exercise is reading the responses to the original comments.) Ask the class to discuss how their relationship to the photos and their understanding of what each “says” deepened as they wrote and responded to what others wrote. How true do they find the saying, “A picture paints 1,000 words?” Why?
Finally, read the captions you removed originally and have students guess which photo went with which caption.
I’ve used some versions of these ideas, but it seems to me that elements of NY Times lesson might have some potential.
As I mentioned earlier in this post, I’d be interested in hearing how other teachers have used photos effectively in their classroom, too. Please share your thoughts in the comments section.
Products Of Slavery is an amazing online visualization of products throughout the world created through using child or forced labor. It’s a “near fit” to other sites on this list, so I’m adding it here.
Speak Truth To Power is a project of the Robert F. Kennedy Center for Justice and Human Rights that includes a curriculum of seventeen lessons. The lessons include ones on genocide and human trafficking. They would have to be modified for English Language Learners, but they look useful. They include videos but, unfortunately, they’re all on YouTube, which make them inaccessible (online, at least) for most students).