ASBJ Special Reports 2004 - 0404 The rest reflect the diversity now found in most American cities. She hasapproximately 35 minutes per day to teach social studies, compared with more http://www.asbj.com/BrownvBoard/brown7.html
Extractions: Joe Yoshimura looks across the classroom at a snapshot of his Cincinnati school. Sixty percent of the faces are white. The rest reflect the diversity now found in most American cities. About 35 percent are black, while the rest are Asian and Hispanic. Yoshimura is teaching his Walnut Hills High School students about the history and aftermath of Brown v. Board of Education. To the students, the 50-year-old U.S. Supreme Court decision seems more like a grainy newsreel, but Yoshimura knows these teens have firsthand experiences that can help them understand why discussions about race remain relevant. "I need for the kids to question stuff," he says. With a little prompting, Yoshimura draws his students' opinions to the surface. The Walnut Hills students talk about the surburban schools they compete against in sports and "how they're kind of like lily-white." They note the perception others have about them because they attend an urban high school, albeit one so rigorous that it requires students to pass an admissions test. "In one [game] in particular, a kid actually hit one of our black kids in the groin, and then he says the 'N-word,'" says Yoshimura, noting that the pair started fighting and both were sent to the bench.
Teaching About Ethnic Diversity. ERIC Digest Education about ethnic diversity should permeate the social studies curriculumin every grade of Banks, James A. TEACHING STRATEGIES FOR ETHNIC studies. 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?
SOCIAL STUDIES However, the surest way to kill students interest in History is to teach namesand dates . This lesson is geared mainly for the social studies lesson, http://www.pacificnet.net/~mandel/SocialStudies.html
Extractions: HAVE YOU EVER WONDERED WHAT HAPPENED TO THE 56 MEN WHO SIGNED THE DECLARATION OF INDEPENDENCE? GRADES: 5-12 With the federal mandate to teach the Constitution over the next two weeks, I thought that this piece would go well, since it involved many of the same men, and the same time-period. S. Mandel Five signers were captured by the British as traitors, and tortured before they died. Twelve had their homes ransacked and burned. Two lost their sons serving in the Revolutionary Army; another had two sons captured. Nine of the 56 fought and died from wounds or hardships of the Revolutionary War. They signed and they pledged their lives, their fortunes, and their sacred honor. What kind of men were they? Twenty-four were lawyers and jurists. Eleven were merchants Nine were farmers and large plantation owners They were men of means, well educated, but they signed the Declaration of Independence knowing full well that the penalty would be death if they were captured. Carter Braxton of Virginia, a wealthy planter and trader, saw his ships swept from the seas by the British Navy. He sold his home and properties to pay his debts, and died in rags.
Extractions: The children will have a great time sampling the different foods and seeing the countries in the maps and brochures. They will hear first hand about that country ( things not often mentioned in textbooks). and it will make the lesson more memorable. This lesson could be adapted for reading classes also.
Extractions: Day 1: Tie to previous information. Last time we talked about everyones different intelligences and contributions to class. What other ways are we different? One difference is that we all have different family stories. Teacher tells his or her own family storywhere parents are from, how they came to the US, how they came to Phoenix. Students homework is to go home and interview a family member about their own family story, finding out specific countries of origin, narratives, and symbols that represent their history.
Extractions: need to exercise a scrupulous neutrality regarding religion. Clients This website is designed to serve professional educators [teachers, administrators, college professors, and curriculum developers] especially in the areas of teaching about religion in history, social studies, and religious studies. The emphasis is on planning and conducting instruction within U.S. public schools, but site content may also interest others in private schools or home schooling. Contents The site offers educational information in the form of a worldview sampler , background information on a broad range of critical concepts (e.g. religious liberty, teaching about religion and the nonreligious worldview, civic responsibilities), links to teaching materials such as free lesson plans, links to other sites, position statements, historical information and source material, and resources of additional interest to public school educators, especially in the areas of social science and history. Specific material highlights social issues and civic concerns associated with introducing religion as subject matter into public school curricula. There are also
Songs For Teaching: Educational Children's Music Creative teachers can use music to teach content across the curriculum tostudents of all social studies Songs African American History and Culture http://www.songsforteaching.com/
Extractions: This site contains thousands of pages for you to peruse many with lyrics, sound clips, and teaching suggestions. The top educational pros offer practical suggestions based on the latest in brain-based learning. Innovative teachers share their classroom pointers and extension activities using children's music.
Professional Development - Planning And Resources - Teaching Tools and living in a world of diversity National Council of the social studies Most state standards in the social studies require or recommend teaching http://www.phschool.com/professional_development/teaching_tools/social_studies/g
Extractions: by Charles C. Haynes Each day millions of parents from diverse religious backgrounds entrust the education of their children to the teachers in our nation's public schools. For this reason, teachers need to be fully informed about the constitutional and educational principles for understanding the role of religion in public education. This teacher's guide is intended to move beyond the confusion and conflict that has surrounded religion in public schools since the early days of the common school movement. For most of our history, extremes have shaped much of the debate. On one end of the spectrum are those who advocate promotion of religion (usually their own) in school practices and policies. On the other end are those who view public schools as religion-free zones. Neither of these approaches is consistent with the guiding principles of the Religion Clauses of the First Amendment. Fortunately, however, there is another alternative that is consistent with the First Amendment and broadly supported by many educational and religious groups. The core of this alternative has been best articulated in "Religious Liberty, Public Education, and the Future of American Democracy," a statement of principles issued by 24 national organizations. Principle IV states:
Extractions: Intermediate Fossil Zoologist Homo Habilis Paleontologist Homo Erectus Homo Sapiens Neanderthal Cro-Magnon Classes Tigris Euphrates Sumerians Caravans Cuneiform Pharaoh Shadufs Rosetta Stone Civilization Archeology Scarab Sarcophagus Hieroglyphics Nile Red Sea Mummification Scribe Flax Linen Nomad Gift of the Nile Mastabs Pyramids Sheath Artifacts Mythology Sphinx Oasis Acropolis Parthenon Troy Upper Egypt Lower Egypt Black lands Calendar Harbor Papyrus Polis City state Assembly Olympics Council of Elders Tunic Athens Athena Minoan Mycenean Crete Democracy Sparta Iron Ancestors Alexander the Great Aristotle Philip Mesopotamia Delta Shekels King Tut Natron Sumer Flood seasons Irrigation Babylonian Sandstone Granite Limestone Ziggurat Bronze Homer Caesar Siege Hannibal Senate Great circle Tropic of Cancer Tropic of Capricorn Equator Latitude North Pole Parallel Prime Meridian International Date Line Symbols Directions Titles Cardinal points Map key Intermediate points Labels Scale Continents Oceans Seas Mountains Rivers Hemisphere
Extractions: Secondary Geography Tables Bar graphs Circle graphs Climate graphs Profiles Contour lines Maps: North America Rivers, Mountains, Lakes, Bays, Oceans New France, 13 Colonies, Port Royal, Ohio River Valley, Acadia, Rupert Land, Spanish Territory, French Territory, Russian Territory Europe: Britain, France, Spain, Portugal, Germany, Italy First Peoples Tribe Location Food Shelter Religion Social structure Political structure Haida Plains Iroquois Vocabulary Land bridge homogeneous heterogeneous Sedentary matrilineal patrilineal Nomadic extended family Archeologist Culture Exploration Country Explorer Land founded Reasons for Exploration Britain France Portugal Mercantilism Colonies Far East Scurvy Ethnocentrism Monopolies Habitats coureurs de bois Emigrate Charter Fish and furs Royal Government Title Name Responsibilities Monarch Intendant Bishop Governor General Seigneurial System Location Duties Seigneur Habitant Role of the Church Leader Name of church Role in
Extractions: Creating Stories Using Pictographs Lesson Plan To incorporate Native American history, culture, and philosophy into an educational program that is significant for children today. Also, students will learn about diverse cultural activities that will educate themselves and gain better understanding of Native American people.
Teaching About Diversity Teaching Tolerance to Middle School social studies Students. Great for teachingdiversity in the FL classroom background info on Gypsies in France. http://oregonstate.edu/dept/eli/eisen-eli/diversity.html
Extractions: Quiz on Prejudices - an interactive lesson and good starting point for discussion. http://www.eburg.com/beyond.prejudice/Quiz.html I missed a lot of these questions and found them to cover a large section of different kinds of discrimination. I'd recommend this site for information on prejudices- it provides some interesting statistics. Interesting site to collect great dicussion questions. One might take caution with taking the multiple choice and true/false quiz, many of the choices are not chooseable due to lack of detail in the questions being asked. For instance the first question uses the word "punishment" but it's not defined as a simple reprimand, a fine, or jail time. Do Something - Young People Changing the World. Activities and links. http://www.dosomething.org/ This link has the familiar celeb-centered look and hip-hop tone that adolescent net-junkies have come to expectan important aspect overlooked by a lot of sites. A couple of window buttons don't work on the current page. This isn't for "deep thoughts", but it is very accessible for new initiates to social justice issues. Lots of info and possiblities. Could possibly motivate the unmotivated.
RelatED Learning to live together what to teach and how? Principal curriculumsubjects include history, geography, social studies, languages and literature, http://www.ibe.unesco.org/International/Databanks/Related/relateach.htm
Extractions: e-mail: I. Byron Learning to live together - what to teach and how? Traditionally, formal education has not emphasised the concept of learning to live together in curriculum design and development. In recent years, however, it has become a regular part of the discourse on the aims, contents and methodologies of education. While urging for it to be come a major and integral part of any curriculum development project for schools and other educational institutions, the Delors report insists on the holistic nature of such learning which must be linked to what is taught and learned in homes, places of worship, communities, through the media, etc. The school has a central role to play in educating for learning to live together but the principles behind the concept have to inform all levels and dimensions of human organisation and activity if the ideal is to be realised in a sustainable way. Fundamental socio-economic inequalities within and among societies and discrimination of all kinds have to be systematically addressed if the term is to have its true significance. Furthermore, promotion of learning to live together should be supported by common rules and agreements in society, and both the content of these rules and the skills and attitudes needed to use and comply with them must be taught.
Social Studies, Federal Resources For Educational Excellence (FREE) FREE Home, social studies African Voices explores the diversity and globalinfluence of Africa s cultures on work, family, community, and the natural http://wdcrobcolp01.ed.gov/cfapps/free/displaysubject.cfm?sid=9
Extractions: As our schools and classroom continue to become increasingly diverse, the task of teaching ALL students within inclusive settings continues to challenge educators. Developing a classroom that respects the diversity of ALL students and facilitates their success is critical, especially at the middle and high school levels. This article describes one successful approach implemented in an inclusive Social Studies class. A Contextual Teaching and Learning (CTL) approach was used to infuse tolerance and diversity education along with Social Personal curriculum into an inclusive Social Studies class in grades 7 and 8. A detailed description of steps for implementing the CTL approach is provided along with a sample lesson and additional resources. Download this article (271 K, PDF)
ARTSEDGE: Lessons Grades K4, Visual Arts, Language Arts, social studies how various cultureshave contributed to making the United States a unique and diverse country. http://artsedge.kennedy-center.org/teach/les.cfm
Extractions: document.pageDescription='ARTSEDGE is the National Arts and Education Information Network, operating under a cooperative agreement between the John F. Kennedy Center for the Performing Arts, the National Endowment for the Arts, and the US Department of Education. The mission of ARTSEDGE is to help artists, teachers, and students gain access to and/or share information, resources, and ideas that support the arts as a core subject area in the K-12 curriculum.'; About Us Feedback Search A RTS ... Teach Use the pull-down menus below to filter the Lessons listed on the right. All Arts Subjects Dance Music Theater Visual Arts All Other Subjects Foreign Language Language Arts Math Physical Education Science Social Studies Technology All Grade Bands K-4 Enter keywords to search all Lessons. Adjective Monster Systems of the Body: Movement and Choreography Social Witness During World War II Share your arts-integrated lessons with educators worldwide! Visit the Writers' Center for information on publishing lessons through A RTS E DGE = part of the current spotlight = opens in a new window = kid-friendly = printable = interactive = audio = video = images Viewing items. Use the options on the left to narrow / broaden your results. You can also click the column headers below to re-sort items.
Extractions: Edited by Antonio Rios-Bustamante, this essay series from the AHA's Committee on Minority Historians is intended for historians and teachers and aims to contribute to a more complete American history and a history of the American people. The essay series (additional titles forthcoming) will offer an overview of the historiography and teaching strategies regarding previously underrepresented racial-ethnic groups. It will also address gender issues in each of the general pamphlets. Antonio Rios-Bustamante is a professor of history and director of Chicano studies at the University of Wyoming. NOW AVAILABLE! Neil Foley and John R. Chávez Foley and Chávez reexamine the impact of Mexican and Latino culture within the dichotomy of American-western historiography, and discuss ways in which this impact might be taught in the classroom. 2002. 54 pages
