Adult Education And Literacy Programs Some successful community involvement activities of the Union EL/civics program Successful activities from other EL/civics programs included writing a http://ok.cls.utk.edu/esl.html
Extractions: English Literacy (EL)/Civics Activities English Literacy (EL)/Civics Activities in 2004 Eight EL/Civics grants were awarded for the three-year period of FY 2002-2004. During FY 2004, the eight EL/Civics programs served approximately 941 adult learners. Fifty-eight percent of the participants are in the 25-44 year old age range. Seventy percent of the participants are Hispanic and sixteen percent of the participants are Asian. teacher in the project integrates a minimum of 25 hours of civics instruction into their existing ESL classes. Each new ESL teacher attended five training sessions during program year 2004 during which they practiced teaching methods, aligned curriculum objectives to lessons and materials, and developed unit and lesson plans. Each partner program in the consortium received curriculum materials, as well as realia to use in the classroom. In this third year of the EL/Civics consortium four new ESL teachers were trained and seven teachers trained in the previous year continued to participate in the project. At the Ada Adult Learning Center, one of the EL/Civics classes made ID cards for each class member. The students filled out the cards with their names, addresses, phone numbers and native countries. The teacher then typed the information on ID cards and had them laminated. The cards also let the reader know that the individual was enrolled in the EL/Civics class and listed the teacher as a contact person. The students found this a very helpful tool and used the cards when filling our forms, applying for jobs, or meeting new people.
The Center :: ALRC It is accompanied by a 50page teaching guide. This website offers civicslesson activities as well as links to other civics resources. http://www.thecenterweb.org/alrc/esl-pubs.html
Extractions: This ALRC video and text, produced with Beach Productions through funding from the Illinois Community College Board, is now available through the Curriculum Publications Clearinghouse, www.wiu.edu/CPC , or use this order form A Framework Comes Alive is a 24-minute video for ESOL professional development. It is accompanied by a 50-page teaching guide. The video and guide will be useful additions to ESOL program staff development. They can also serve as an in-depth resource for individual teachers who, for personal, distance or availability reasons, can't attend workshops in person. The video and text are applicable for both new and seasoned ESOL instructors. The video features the actions, reactions and insights between a teacher and his students in a real Chicago ESOL classroom with perceptive commentary from a panel of experienced ESOL teachers. The text provides teachers and trainers with additional explanations, observations, and suggestions ( see sample pages ). The video and text may be used independently by groups or individuals. For more information about the video and guide, contact
Teaching Resources - Lesson Plans - Academic Info online project providing a rich array of primary sources, professionaldevelopment tools, and interactive activities to help in the teaching of civics. http://www.academicinfo.net/edteach.html
Nigeria Project While there, they teamteach workshops for Nigerian civic organizations and library The impact of the workshops on activities of the civic and library http://slim.emporia.edu/globenet/Nigeriaproject/projectinfo.htm
Extractions: Partner Institutions Schools of Library and Information Management (SLIM) at Emporia State University (ESU), Kansas, U.S.A. Bayero University, Kano Ahmadu Bello University, Zaria The University of Maiduguri Return to Top Sponsors Bureau for Cultural and Educational Affairs College and University Affiliation Program U.S. State Department Return to Top Program Objectives For All Partner Institutions Establish telecommunication links between the institutions to facilitate communication for teaching, research, learning and program administration. Undertake collaborative funded research to investigate the impact of civics education, community analysis, information and computer literacy workshops on civil organizations in Nigeria. For Nigerian Partner Institutions Provide faculty and staff members with opportunities to expand their knowledge and skills in community analysis, information and computer literacy and global studies.
University College :: Students :: Civic Engagement Fund Tufts students will teach a set civics curriculum to middle school students in This is oriented towards providing a sense of active citizenship and http://uccps.tufts.edu/02_Student/cef.html
Extractions: @import url("../modern_styles.css"); Citizenship and Public Service Scholars Civic Engagement Fund Freshman Orientation Activities Active Citizenship Summer ... The University College Civic Engagement Fund is an opportunity through the University College of Citizenship and Public Service, a university-wide initiative to make the values and skills of active citizenship a hallmark of a Tufts education. Our mission is to ensure that students graduate from Tufts University prepared to be committed public citizens and leaders who take an active role in building stronger communities and societies. This funding opportunity furthers the University College mission by providing financial support to students independently engaged in active citizenship work. Mentoring At-risk Youth in Research and Higher Education
Global School Network For the last 17 years, I have been in the business of teaching, learning and civics activities include incountry training and curriculum development http://www.globalschoolnet.org/award/viewCandidates/viewCandidate.cfm?id=23&back
Extractions: activities, students learn about the history of international law, how international laws are formulated, problems with enforcing them, and the process of taking a case before an international tribunal. Human rights law, crimes of war, environmental law, and business law are also addressed. In addition students learn about the role of the UN and regional organizations, the International Court of Justice, the International Criminal Court, and special tribunals. Lessons are standards based.
Extractions: Written by teachers for teachers, this rich compendium of primary materials PLUS rigorous assessments makes learning fun. Each book contains: Order the entire series for use as unit modules in your Social Studies classroom. It's a great way to incorporate history and civics standards. This project was made possible by the Una Chapman Cox Foundation.
EL Civics Curriculum - Fairfax County, VA This EL/civics curriculum espouses learner selfexpression, peer interaction The topics and activities have been designed to begin the discussion and to http://www.aelweb.vcu.edu/publications/ELCivics/overview.htm
Extractions: Curriculum Overview Introduction This EL/Civics curriculum espouses learner self-expression, peer interaction, community awareness and participation, personal research, and problem-solving. It represents an attempt to engage the adult ESOL learner in personal, meaningful English literacy instruction using a non-traditional methodology. As adult educators, we understand that adult learners' individual needs are diverse. To help meet these diverse needs, this curriculum gives instructors a flexible, integrated-skill format that they can use and adapt. As they do so, they will build a solid foundation that allows learners to take an active, responsible role in their own learning. While created for use in high intermediate and advanced ESOL and adult high school classes, the lessons vary according to their academic rigor and life skills transferability. Each instructor should adapt the lessons to the level and prior knowledge of their learners. In addition, the instructor should engage in meaningful, on-going needs assessment discussions with the learners in order to select lessons or units to study. These on-going needs assessments should drive the use of this curriculum. This curriculum is not intended to be used rigidly as a textbook. If the learners express the desire to proceed in an alternate direction to what is listed in the curriculum, the instructor should be responsive to the learners' expressed needs. The topics and activities have been designed to begin the discussion and to provide the learners with the words and technology to meet their own personal and family needs once the class has ended. This curriculum is a cornerstone for future learner development and personal growth.
Extractions: Making Sense of Census 2000 This teaching guide will help you to: * bring the census to life for your students * teach skills that correlate with national standards * fulfill curriculum requirements * demonstrate the importance and many benefits of the census * navigate the U.S. Census Bureau Web site This is Your Future. Don't Leave It Blank. SCOPE AND SEQUENCE STRAND 1: MAP LITERACY LESSON: Greater States(Grades K-2) OBJECTIVE: Students will learn how to use a map key and will practice comparing mathematical values. CURRICULUM CONNECTIONS: Geography, Math SKILLS: Reading map keys, comparing mathematical values STANDARDS*: Patterns and Relationships, the World in Spatial Terms, and People, Places, and Environment. LESSON: Kids Count(Grades 3-4) OBJECTIVE: Students will read a special map and practice place value. CURRICULUM CONNECTIONS: Geography, Math, Civics and Government SKILLS: Reading a special purpose map, using place value STANDARDS*: Geometry and Spatial Sense, Place Value, Places and Regions. STRAND 2: COMMUNITY INVOLVEMENT LESSON: Where You Belong/Group OBJECTIVE: Students will identify the different groups Needs(Grades K-2) to which they belong and explore group needs. CURRICULUM CONNECTIONS: Civics and Government, Art SKILLS: Recognizing relationships STANDARDS*: Individual Development and Identity, Individuals, Groups, and Institutions. LESSON: Questions for Today/Picture OBJECTIVE: Students will plan and creatively illustrate Tomorrow(Grades 3-4) their futures. CURRICULUM CONNECTIONS: Art, Civics and Government, Language Arts, and Geography SKILLS: Thinking creatively and collecting information STANDARDS*: Civic Ideals and Practices, Power, Authority, and Governance, People, Places, and Environment, Human Systems. STRAND 3: MANAGING DATA LESSON: My Favorite Birthday/Party OBJECTIVE: Students will collect and organize data into Plan(Grades K-2) simple graphs. CURRICULUM CONNECTIONS: Art, Math, Civics and Government SKILLS: Using charts and graphs STANDARDS*: Mathematics as Communication, Individuals, Groups, and Institutions. LESSON: Getting There(Grades 3-4) OBJECTIVE: Students will interpret a pictograph and then create their own. CURRICULUM CONNECTIONS: Math, Civics and Government SKILLS: Using charts and graphs, computing whole numbers STANDARDS*: Whole Number Operations, Mathematics as Communication. *NCSS Social Studies Standards, NCTM Math Standards and * NCSS Social Studies Standards, NCTM Math Standards and the Geography Education Standards Project Geography Standards. TABLE OF CONTENTS Map Literacy-Geography/Math/Civics and Government Lesson 1(Grades K-2) Greater States .................................. 3 Reading Map Keys/Comparing Mathematical Values Lesson 2(Grades 3-4) Kids Count ...................................... 6 Reading a Special Purpose Map/Using Place Value Community Involvement-Civics and Government/Art/Language Arts/Geography Lesson 3(Grades K-2) Where You Belong/Group Needs .................... 9 Recognizing Relationships Lesson 4(Grades 3-4) Questions for Today/Picture Tomorrow ............ 12 Thinking Creatively/Collecting Information Managing Data-Art/Math/Civics and Government Lesson 5(Grades K-2) My Favorite Birthday/Party Plan ................. 15 Using Charts and Graphs Lesson 6(Grades 3-4) Getting There ................................... 18 Using Charts and Graphs/Computing Whole Numbers Additional Resources/State Population Chart ... Inside Back Cover These lessons have been stepped to help you teach and apply this material to the appropriate grade level for your class. How to Use This Guide The lessons in this guide introduce students to Census 2000 with high-interest, grade-level appropriate activities designed to meet your curricular needs. Students will learn what a census is and why it's important to them, their families, and the community. * Lesson planning at a glance: Your Scope and Sequence(on the inside front cover) provides an at-a-glance summary of the lessons in this book. These lessons are designed to support your classroom goals, and are divided into three learning strands: Map Literacy, Community Involvement, and Managing Data. The Scope and Sequence identifies skills, objectives, national standards, and curriculum areas for each lesson. Map, computer, and library icons allow you to quickly see which lessons interface with the We Count! map, and those that offer enhancements using Internet and library resources. * Customized for your classroom: Each lesson in this guide consists of a teacher lesson plan and two reproducible activity pages. Because young students possess a vast range of developmental and cognitive skills, the lessons in each strand have been stepped (one lesson aimed at grades K-2; one lesson aimed at grades 3-4), allowing you to tailor your teaching to the individual needs of your students. In addition, depending on your needs, the We Count! map can be hung on the wall, or placed on the floor of your classroom. * Before you begin: This teaching guide is based on a unifying concept: The census helps us learn about ourselves and others. Before you begin using the lessons, write this concept on the board. Explain that information gathered by the census helps us learn more about the people who live in our country. * Extension Activities: Many lesson plan pages contain one or more Extension Activities designed to enhance students' understanding of the census beyond the classroom. These activities often make use of the vast stores of information available at the official U.S. Census Bureau Web site(see below) and will make it possible to incorporate updated Census 2000 information into lessons. * Using the Web site: The U.S. Census Bureau Web site (www.census.gov) is easy to use and can provide students and teachers with updated state population counts. For example, start on the home page, click on "Estimates" under the box labeled "People." In this category, choose "States." Students can work with the data found on screen or print it out for easier use. In addition, teachers can access the lessons from all three Census 2000 Teaching Guides (K-4, 5-8, and 9-12) on the Census Bureau Web site. The Census 2000 questionnaire may also be viewed on this site.
IEARN : News I*EARN civics (Community Voices Collaborative Solutions) is a project funded of mainstream teaching and learning activities that is classroom teaching, http://www.iearn.org/events/event_cairo2000.html
Extractions: iEARN CIVICS - CAIRO, November 10-14, 2000 I*EARN for Beginners. Getting started in iEARN projects, overview of online forums and website, reading and posting the online project forums, getting involved in projects, integrating projects into the curriculum. Local Organizational Development. This workshop will focus on how to develop a sustainable iEARN program in your local community or country, and will also provide a general overview of the structure of I*EARN as an international network.
Past Issues - November/December 2001 Teaching civics after September 11 and responsibilities of adults, are morelikely to participate in political life through voting and other activities. http://www.edletter.org/past/issues/2001-nd/civics.shtml
Extractions: November/December 2001 Teaching Civics after September 11 Will the swell of patriotic expression translate into better civics teaching and learning in U.S. schools? By David T. Gordon If there is a silver lining to the awful events of September 11, it may be found in the way Americans have responded. Across the United States, the terrorist attacks on New York and Washington, DC, have refreshed a spirit of community and appreciation for the democratic ties that bind a multiethnic, multiracial, multireligious nation of 280 million. There have been some ugly exceptions, including threats against Arab Americans and Muslims, but such incidents have been relatively rare. For the most part, tolerance, generosity, and unity have prevailed. Interestingly, the U.S. institutions best prepared to deal with the shock of September 11 may have been K-12 schools. Following a rash of deadly school shootings, many schools already had crisis-intervention plans in place to comfort and counsel fearful students in case of another Columbine. At the same time, the spread of anti-bullying programs and multicultural curricula in the 1990s laid important groundwork for teaching tolerance and discouraging the stereotyping of Arab and Muslim children. Schools have also led the way in a national resurgence of patriotic expression. The national anthem and the Pledge of Allegiance are back in places like New York City, where they long ago had fallen out of favor. On October 12, school kids from Hawaii to Maine recited the Pledge in unison, led by U.S. Education Secretary Roderick Paige. Across the country, children have been drawing the Stars and Stripes, discussing America's global role with renewed appreciation (and some apprehension), and writing letters of encouragement to firefighters, police, and other civil servants.
Extractions: You are here - OLRC Home Site Index Contact Us Go to.... - OLRC Home - About Us - ABLE - Projects - Publications Teacher to Teacher: Using the Newspaper to Teach ESL Learners An OLRC Book Review by Sarah Nixon-Ponder, Jane M. Schierloh, and Nancy D. Padak Don't let the title of Olivares's book lead you astray! His book has much more to offer the ESL teacher than tips on how to use the newspaper in instruction (although it certainly does do that as well). The first half of this readable, little book summarizes the research on second language acquisition and learning. We offer you some highlights from the book to help you decide whether you will want to have it in your professional library. THE BEST WAY TO TEACH SECOND-LANGUAGE LEARNERS For many years the audiolingual approach dominated the field of second-language learning. It emphasized drills of "scripted interactions" (p.8) and stressed structure over content, form over meaning. About 20 years ago, researchers began challenging this approach. They have demonstrated over and over again that "in order to learn any new form of communication it is more important to understand the message (the content) first and to focus on the structure of the code (the form) later" (p. 9). What skills do ESL students need to learn?
Civics Online - [Re]Envisioning The Democratic Community These four case studies are about teaching core democratic values. As aculminating activity, students constructed an online museum where they linked http://www.civics-online.org/teachers/cases.cfm
CAELA EL/civics Resources Health Literacy Resources Adult ESL Practice in the NewMillenium New FAQs on Adult ESL Learners and Teaching Adult ESL http://www.cal.org/caela/
Extractions: Instructional Tools Program ... Staff members at the Center for Adult English Language Acquisition (CAELA) at the Center for Applied Linguisitics are pleased to welcome you to CAELA's redesigned Web site. The paths to our resources have been reorganized and are accessible by the left navigation bar, quicklinks with a drop-down menu, and a search feature at the top of this page. We have added several features to the CAELA Web site, including an ESL resources database, a section about CAELA's state capacity building initiative, an events calendar, and Ask CAELA (below) The CAELA Web site is still being constructed, so watch for new developments in the coming months. CAELA staff member, Carol Van Duzer, talks about why it is important for adult ESL programs to have comprehensive and assessment and evaluation plans. Read more. Question of the Month: What are SPLs and how are they related to the National Reporting System (NRS)? Answer: The Student Performance Levels (SPLs) are descriptions of English language proficiency levels for adult non-native speakers of English. The SPLs were developed in the mid-1980s as part of the Mainstream English Language Training (MELT) project under the Office of Refugee Resettlement of the U.S. Department of Health and Human Services.
Making Civics Real: Workshop 3: Teacher Perspectives Leslie Martin Constructivist teaching is a way to help students be Handsonactivities firmly embed new ideas not only in their minds but also in http://www.learner.org/channel/workshops/civics/workshop3/teacherperspec/constte
Extractions: Home Workshops 1-8 Tools for Teaching Support Materials ... Other Lessons Teacher Perspectives: Constructivist teaching Leslie Martin: Constructivist teaching is a way to help students be successful in a variety of areas. I have several goals that I have to attend to. I teach a course that has a state-required test and when they go to take the test, they have to know certain concepts, certain vocabulary terms, most of which they have never seen before [this class] or they may not know what they mean in the technical sense. I also have a goal of making my students successful as people. Learning new interpersonal skills, learning new ways of thinking about things, new ways of feeling about things. I can lecture [and] give notes, [and] I do sometimes, but the hands-on activities, the building activities, the activities that make students think about what they feel, what they think, and why they think, give them that internal analytical piece to say who am I and why am I this way and where am I going. I believe that to build on knowledge, to lay groundwork, we need to have hooksthings we already know and understand deeply. Sometimes students come to me and they have many, many hooksa little coat rack of hooksand they can quickly string together the concepts and put them between what they already know, building on their knowledge. Constructivist strategies [help them tie what they learn] to real-life experiences. I believe that part of what teaching is about is reaching your head and your heart, and that once you feel something and experience it, you understand it.
Extractions: contact us site index search: teachers students parents alumni ... U.S. Immigration Policy Goal: Students will examine current immigration policies in the United States, at both the state and federal levels. Students will consider a variety of viewpoints on several controversial issues related to immigration, and discuss these issues in light of past, current, and proposed legislation Objectives: Students will be able to: Trace the history of immigration policy in the United States, from 1882 to the present, citing specific legislation Identify the major trends in immigration patterns, including origins and numbers of immigrants and reasons for coming to the United States List the main reasons given in support of further restrictions against immigration, summarizing each argument List the main reasons given against further restrictions against immigrants, summarizing each argument
Teaching About Ethnic Diversity. ERIC Digest Similarly, a valid course in government must include content about civic Emphasize learning through group activities in the classroom and the community http://www.ericdigests.org/pre-924/ethnic.htm
Extractions: Source: ERIC Clearinghouse for Social Studies/Social Science Education Bloomington IN. Teaching about Ethnic Diversity. ERIC Digest No. 32. Immigration and ethnic diversity are central characteristics of the American experience. The United States has accepted more immigrants, from more places around the world, than any other nation. During this century, the ethnic mixture of the United States has become increasingly varied, a trend that continues today with waves of new immigration from Asia and Latin America. Immigration and ethnic diversity have posed a paradox to American educators in the social studies: a paradox which is connoted in the national motto, E Pluribus Unum. How do educators depict accurately and fairly the rich ethnic diversity of the United States and also teach core values of a common American heritage? This digest examines (1) the meaning of education about ethnic diversity in the United States, (2) reasons for its importance, (3) the place of ethnic diversity in the curriculum, and (4) procedures for teaching about ethnic diversity in the United States. WHAT IS EDUCATION ABOUT ETHNIC DIVERSITY IN A FREE SOCIETY?
