National Council For The Social Studies Socialstudies.org Social studies educators teach students the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
SOCIAL STUDIES SOCIAL STUDIES way to kill students' interest in History is to teach "names and to some interesting comparisons and a very easy http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
Teaching For Change Multicultural Diversity Anti-Bias Nonprofit organization promoting social and economic justice by offering multicultural resources, including books, videos, and posters. Also offers http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
Socialstudies.org Teaching Resources gristmillgazette.com) from Reach And Teach.com is an online newspaper written by your class, based on a particular date, era or social issue. http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
Classroom Diversity - Social Studies Lesson Plan, Thematic Unit Vote For Us @ SitesForTeachers @ Teachnology Classroom Diversity Visit Other Diversity By - JoAnne Harmon Primary Subject - Social Studies http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
Social Studies Lesson Plans And Resources Social Studies Lesson Plans and Resources See also Curriculum Why Teach Current Events? Cultural Diversity The American Family Past http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
CITE Journal Article to consider how technology is changing the way we teach and learn. As social studies teacher understanding, multicultural respect http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
Education World Lesson Planning Center Math PE and Health Science Social Sciences Species This Earth Day, put the diversity of Five Lessons Teach Students to Reduce, Reuse http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
ARTSEDGE Lessons Lessons Standards WebLinks HowTo's. Home Teach Lessons Music Social Studies. Alexander Calder, Master of Balance http://tmsyn.wc.ask.com/r?t=an&s=hb&uid=24312681243126812&sid=343126
Extractions: by Discipline Arts Education Education Reform Foreign Language Literature and Language Arts Mathematics Science Social Studies and History by Grade K - 2 College/Adult A video workshop for K-5 teachers; 8 one-hour video programs, workshop guide, and Web site; graduate credit available This video workshop provides a methodology framework for teaching social studies, with a focus on creating effective citizens. The eight video programs feature K-5 teachers exploring social studies themes, theories of learning, teaching strategies, and ways to connect social studies to the world beyond the classroom. Led by social studies educator Mary A. McFarland, the onscreen participants reflect on fundamental issues in teaching and learning social studies through discussions, debates, and activities that can be adapted to a K-5 curriculum. With the companion Web site and guide, this video workshop provides a stimulating learning experience for individual teachers or professional development groups.
Extractions: Already a e-mail subscriber? Sign in to change your mail preferences Please note: this login does not provide access to NCSS Member features such as the article archive. NCSS Members use a separate login screen: click here. Website Help Info about this website Site Map Printer-Friendly version E-mail this page to a colleague Curriculum Standards Table of Contents Executive Summary Foreword Preface Introduction ... Thematic Strands To purchase a complete copy of Expectations of Excellence: Curriculum Standards for Social Studies , please call NCSS Publications at 1 800 683-0812. Order number BU890094, $15.00 non-member, $12.75 NCSS members. You may also send check or money order to: NCSS Publications, P. O. Box 2067, Waldorf, Maryland 20604-2067. In 1992, the Board of Directors of National Council for the Social Studies, the primary membership organization for social studies educators, adopted the following definition: Social studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.
Extractions: in partnership with Read the full article with a Free Trial of HighBeam Research As a teacher educator committed to raising issues of racial, economic, and gender equality and those related to an appreciation for diversity, I find poetry to be a powerful resource in social studies methods classes. When preparing preservice teachers for elementary and middle school levels, I find that poetry can often capture their attention and address controversial issues in a meaningful, less-threatening manner. Poets frequently share their personal experiences with cultural diversity, racism, sexism, or classism in short, potent phrases. Poems often affirm women and cultural ... Read the full article with a Free Trial of HighBeam Research
Communication Studies: Celebrating Diversity In The Communication Field Then I will situate interest in social diversity within the broader contexts of We cannot teach our students to appreciate diversity when researchers http://www.findarticles.com/p/articles/mi_qa3669/is_199807/ai_n8798970
Extractions: Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. Social diversity-and related issues such as social inequities, prejudice, and ethnocentrism-have passionately concerned me since I began my career in communication more than 20 years ago. Then, as now, I was drawn to this field because I firmly believe that communication theories, research, and teaching have extraordinary potential to diminish some of the inequities and narrow judgments that impoverish individual lives and undermine the possibilities of a healthy civil society. In my remarks I will focus on social diversity in our research and teaching. After briefly discussing different views of social diversity, I will identify three specific implications of diversity for teaching and scholarship. Then I will situate interest in social diversity within the broader contexts of our field and higher education.
Extractions: A new CD-ROM entitled "Meeting Standards Naturally" has been developed for K-12 educators to promote academic excellence and environmental literacy. This was developed by the Environmental Education and Training Partnership (EETAP) which is funded by the U.S. EPA's Office of Environmental Education. The CD-ROM explores how teaching about the environment can be used to achieve national education standards for core disciplines such as math, science and social studies. The CD-ROM also discusses what environmental literacy means and how it helps prepare students to effectively make environmental decisions that impact their daily lives. The 'Meeting Standards Naturally CD discusses what "environmental literacy" means; shows how using the environment as a context for learning can promote academic achievement and help educators meet national and state education standards; and provides 43 sample K-12 curriculum activities that demonstrate how environmental lessons can support specific grade level education standards.
Std 5: Quality Of Teaching, Diversity teaching as evidenced by their integration of diversity concepts into thecourses they teach. EDUC 336 social studies Methods, Elementary Education http://ed.isu.edu/accweb/NCATE/Standard5/Std5QualTeachDiversity.html
Extractions: College of Education faculty model best professional practices in teaching as evidenced by their integration of diversity concepts into the courses they teach. While our programs for the initial preparation of teachers, continuing preparation of teachers, and preparation of other school personnel include courses and clinical experiences that specifically target knowledge, skills, and dispositions related to diversity, faculty are committed to integrating diversity concepts into their individual courses. Therefore, faculty include learning experiences in their courses that incorporate diversity and develop a climate that values diversity. Data from annual surveys conducted with student teaching interns and graduate progam alumni indicate that faculty are indeed integrating diversity concepts into their teaching. As one of the survey items relating to the quality of the program, candidates were asked to rate on a scale from 1 (strongly disagree) to 6 (strongly agree) their level of agreement with the statement "Issues of exceptionality and cultural diversity as they relate to teaching and learning were covered in my classes." For the survey with the student teaching interns, 86% of the respondents agreed or strongly agreed that issues of exceptionality and diversity were addressed in their courses. For the survey with graduate program alumni, 88% of the resondents agreed or strongly agreed that issues of exceptionality and diversity were addressed in their courses. Summary reports for the student teaching intern survey and the graduate program alumni survey can be accessed at
Social Studies - Cultural Diversity social studies in the New Zealand curriculum the diversity angle into schoolcurricula, to develop research capability, and to teach Asian languages. http://www.decisionmaker.co.nz/directories/diversity/Socialstudies.html
Extractions: and the Indiana Professional Standards Board The unit designs, implements, and evaluates curriculum and experiences for candidates to acquire and apply the knowledge, skills and dispositions necessary to help all students learn. These experiences include working with diverse higher education and school faculty, diverse candidates, and diverse students in P-12 schools. Initial Programs: The school is committed to preparing educators who can work in schools with diverse populations. This is a major strand addressed in the mission of the school and the Principles of Teacher Education. The school accepts a broad definition of "diversity" and the programs address diversity in term of ethnicity, language, religion, gender, social-economic status, race, exceptional learning needs, and sexual preference. Candidates in the elementary program must complete a diversity elective as part of their general education coursework (see Elementary General Education Template ). In addition, candidates may elect to complete concentrations in Afro-American Studies, Anthropology, Spanish Language Studies or other areas that contain courses that address diversity (see
Extractions: Hometown : Fayetteville North Carolina Post Graduation Plans: I plan to spend a year in service with either Americorps or Public Allies. What I Liked about NC State: What I liked most about NCSU was the possibilities, the options. I had the opportunity to travel to three countries through NCSU sponsored programs; volunteer to serve my school, my state, and my international community. I had a variety of social and academic enrichment programs available to me as well as a diverse group of students, faculty, staff, etc. to interact with. If I chose to apply myself, I had a plethora of possibilities to my disposal. My advice for incoming freshman: Remain spiritually grounded. With every opportunity before you, if you do not know who you are...this entire academic experience will be in vain. Everything I have accomplished is due to the favor, direction, gifting and blessings that God has given to me through a relationship through His son Jesus Christ. Always remember on whose shoulders you stand, taking pride in your accomplishments, giving honor to everyone who helped you to achieve. Stand firm on your convictions, while continuing to be "open minded." GO TO CLASS.
Practicing The Manifest Of Diversity In The Social Studies The Pewewardy Axiom in the Manifest for diversity IÂ’m Going to teach in Kansas manifest of diversity in the social studies, our role is one of teaching http://education.nmsu.edu/ci/mce/ruchavez/publications/PracticingTheManifestOfDi
Extractions: In Research in Social Education Series, Volume IV Critical Issues in Social Studies Teacher Education Information Age Publishing Rudolfo Chávez Chávez, Regents Professor New Mexico State University Department of Curriculum and Instruction Within this essay, I will argue that meaning-making by learners in general and Learners of Color in particular is central to the learning “act” and is a form of transformational resistance. That is, Yet, to say that this how I should, or you should, work with this or that population of learners only essentializes and/or reduces such complex work into dogmatic gibberish. In turn, this misses the point of embracing the manifest of diversity and the power of a critical multicultural education that includes, shapes, and honors the cultural contexts of the Other. Teaching, argues Sondra Perl (1994) is an act of composing. Because she is a composition teacher, every class she conducts is like a composition; “the act of discovering, constructing, and shaping meaning — that gives life and form to what my students and I do” (on line). Practicing the manifest of diversity in the social studies is a pedagogical fusion for everyday transformations. This chapter then will provide how I go about creating the opportunity for transformational learning to materialize. It was close to the beginning of the fall semester, 2002. I was on my way to school behind a long line of cars on the left turning lane going to an early morning guest lecture. I turned left on the left lane of the street as the stoplight turned yellow. A fully loaded white four-wheel pick-up turned onto the far-right lane. I needed to get to the far-right lane; I slowed down and maneuvered onto the right lane behind the pick-up. Two bumper stickers on each side of the shiny chrome back bumper placed there by the driver, declaring the drivers’ perspective. The sticker on the right read:
