Social Studies In Action: Exploring Unity And Diversity differences, this session addresses the question Who do we teach? It focuses on strategies for teaching themes of unity and diversity in social studies as well http://www.learner.org/channel/workshops/socialstudies/session3/
Extractions: Other Workshop Sessions Because themes of unity and diversity surface within academic content, classroom climate, and learning differences, this session addresses the question Who do we teach? It focuses on strategies for teaching themes of unity and diversity in social studies as well as methods of addressing learning diversity. To help you extend your thinking, you will: View this video==> Learning Goals At the end of this session you will be able to: Identify themes of unity and diversity in social studies content. Address both unity and diversity in your classroom. Define multiple intelligences and use differentiated instructional strategies in your practice. Engage Session 3 Engage Explore Explain Apply ... Site Map The Annenberg/CPB Channel is produced by Annenberg/CPB
Social Studies In Action: Exploring Unity And Diversity: Evaluate Be sure to include what it means to teach about unity and diversity;; strategies you learned for teaching unity and diversity in social studies content;; http://www.learner.org/channel/workshops/socialstudies/session3/evaluate.html
Extractions: In this session, you identified a range of teaching strategies that address elements of unity and diversity in content, classroom climate, and learning differences. Now write a Summary (PDF) of what you've learned and how you plan to apply it in your practice. Be sure to include: Save your written work to submit as an assignment. Refer to the Assignments page to be sure you've completed all assignments for this session. Resources Session 3 Engage Explore ... Site Map The Annenberg/CPB Channel is produced by Annenberg/CPB
Extractions: Source: ERIC Clearinghouse for Social Studies/Social Science Education Bloomington IN. Religion in the Social Studies Curriculum. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC RELIGION AND THE PUBLIC SCHOOLS These decisions do not answer all the questions about the role of religion in the public schools. However, it is clear that the Court has not prohibited teaching and learning about religion in social studies courses. TEACHING ABOUT RELIGION IS IMPORTANT Within the past decade, several state agencies and local school districts have created mandates and issued guidelines regarding teaching about religion. California was one of the first with the publication of the handbook, Moral and Civic Education and Teaching About Religion (1988). Firmly grounding instruction about religion in citizenship education, the handbook was published the same year as the History-Social Science Framework for California Public Schools, K-12 (1988) and was revised in 1991. North Carolina, Utah, and Georgia are among other states that have either state mandates or guidelines on religion in the school curriculum.
ARTSEDGE: Lessons Visual Arts, social studies. Twain An American Humorist This lesson examines the diversity and intricacy of Mark Twains humor. Theater, social studies. http://artsedge.kennedy-center.org/teach/les.cfm?otherSubjectId=SOC
25 Resources To Teach About Peace And Tolerance For Cultural Diversity Resources for Teaching About diversity. this game at Educators for social Responsibility. incorporate multicultural education into your student s daily studies. http://www.everythingesl.net/inservices/teaching_diversity.php
Extractions: @import "http://www.everythingesl.net/css/page.css"; HOME LESSON PLANS TEACHING TIPS RESOURCE PICKS ... CONTACT by Judie Haynes After the events of September 11th, school districts all over the U.S. received a powerful letter from Secretary of Education Ron Paige in which he asked schools to help prevent harassment of students based on their ethnicity or religion. Here are 25 internet resources which offer great ideas and lesson plans for teaching about peace, tolerance and respect for diversity. Ron Paige's letter states in part: I urge you to make sure that assemblies, classroom discussions, and other school activities held to honor victims of the tragedies do not inadvertently foster the targeting of Arab-American students for harassment or blame. Encourage students to discuss diversity constructively and to express disagreement over ideas or beliefs in a respectful manner. Have a system in place to intervene if particular students exhibit feelings or conduct that could endanger others. Encourage all students to report threats of racial or ethnic harassment. Through our words and the example of our own conduct, we must remind our children that harassment of and violence toward any individual because of his or her race or national origin is never acceptable. In addition, we must emphasize during this difficult time in our nation's history that our feelings of anger and sadness must not be directed at innocent Arab Americans, or other individuals having no connection to last week's events. Working together, we can make sure that our children get a good education in a safe environment that does not tolerate violence and hatred.
Extractions: Source: ERIC Clearinghouse for Social Studies/Social Science Education Bloomington IN. Teaching about Ethnic Diversity. ERIC Digest No. 32. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC TEXT: 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.
SESD Webquests / Social Studies You teach the Decades. Cultural diversity in the 21st Century; Acts of Parliament, in Defense Renaissance; A Bomb is Dropped 9-12, social studies; Exploring the http://sesd.sk.ca/teacherresource/webquest/BACKUP OF NEW FILES - Dros/ss.htm
Extractions: Social Studies Webquests General Resources When Is A Cow More Than A Cow (K-2) La Casa Blanca (K-2) The Mission Expedition (gr. 3-5) Where Shall We Land? Sadako and the Paper Cranes Life in Rural Louisiana A Royal Charter from the King ... Go West (gr. 5 Westward Expansion) Fire Safety (gr. 1-3) Down on the Farm (k-2) In Search of the Great Deserts Happy and You Know It... Reinvention Coalition Searching for a Disneyland Site ... Mardi Gras by Cary Myers Pow Wow! by Liz Martin Scotland by Ray Lovell Art for Sale Board Games of the Ancient World Culture Quest Desert Quest ... Cinco de Mayo Webquest Grades 2-3 - Subjects: Social Studies, Art, Language Arts and Music - Students will learn about the history of Cinco de Mayo and the Hispanic culture on this webquest. In groups of four, they work through seven different activities involving web research. Activities range from answering questions to making a piñata to sampling Mariachi music. A list of books on Cinco de Mayo is also included. Roots: Investigating Your Heritage Cultures from around the World Gold Rush Players
SESD Webquests / Social Studies In Search of a Hero; You teach the Decades; Cultural diversity in the 21st Century; Acts of Parliament, in A Bomb is Dropped 9-12, social studies; Exploring the http://sesd.sk.ca/teacherresource/webquest/ss.htm
Extractions: Social Studies Webquests General Resources When Is A Cow More Than A Cow (K-2) La Casa Blanca (K-2) The Mission Expedition (gr. 3-5) Where Shall We Land? Sadako and the Paper Cranes Life in Rural Louisiana A Royal Charter from the King ... Go West (gr. 5 Westward Expansion) Fire Safety (gr. 1-3) Down on the Farm (k-2) In Search of the Great Deserts Happy and You Know It... Reinvention Coalition Searching for a Disneyland Site ... Mardi Gras by Cary Myers Pow Wow! by Liz Martin Scotland by Ray Lovell Art for Sale Board Games of the Ancient World Culture Quest Desert Quest ... Cinco de Mayo Webquest Grades 2-3 - Subjects: Social Studies, Art, Language Arts and Music - Students will learn about the history of Cinco de Mayo and the Hispanic culture on this webquest. In groups of four, they work through seven different activities involving web research. Activities range from answering questions to making a piñata to sampling Mariachi music. A list of books on Cinco de Mayo is also included. Roots: Investigating Your Heritage Cultures from around the World Gold Rush Players
Is Diversity Relevant To What I Teach? We use simulations, roleplays, case-studies, and exercises to explore the The high-performance teams most often include diversity of social and life http://www.diversityweb.org/Digest/W97/relevant.html
Extractions: Marcy Crary Our team-taught elective, "Managing Diversity in the Workplace," focuses on the opportunities and challenges of a diverse workplace and the knowledge and skills required for working productively with differences. We use simulations, role-plays, case-studies, and exercises to explore the individual, group, and organizational dynamics in which we all play a role. Students do a "cultural immersion" paper for which they are asked to visit a place in which they are in the minority and write about their experience. They also interview two managers (one the same race and gender as the student and the other a different race and/or gender) about their personal experiences with diversity and their companies' strategies for creating more inclusive and productive work environments. Mathematics Teresa Healy, Elaine Klett, Barbara Tozzi, Linda Wang Many courses in our mathematics department have strong problem-solving components where students use mathematical skills and concepts while working with real-world data. This provides an opportunity for introducing issues of diversity. For example, students in our statistics course compare and contrast data on diverse population groups. These students might also perform Chi Square Tests of Independence on data relating types of professional jobs held at colleges to ethnic groups. Students in basic math courses analyze charts and graphs relating race and age to health and other social issues.
Secondary Education Department in Secondary Schools (3) Ed Sec 340 diversity in Secondary 3) With the exception of social studies and Business credential, which entitles them to teach in a http://www.fullerton.edu/catalog/academic_departments/edsc.asp
Extractions: The Georgia Council for the Social Studies recognizes the diversity that exists, not only in its several disciplines, but also in the opinions of the social studies community. Therefore, the Georgia Council for the Social Studies takes the position of encouraging social studies teachers and other interested parties to respond individually to the proposed Georgia Performance Standards. The Georgia Council for the Social Studies encourages respondents to use the format provided by the state Department of Education, that is, providing general and specific comments in the appropriate space(s) on the Department of Education website designated for public comment. You may place general comments in the social studies standards response box The Georgia Council for the Social Studies will submit a written request to the state Board of Education and its superintendents respectfully requesting that thoughtful consideration be given to the comments of the respondents. The Georgia Council for the Social Studies also strongly recommends that the Board of Education add a fourth year of social studies to the required high school curriculum.
Generation X Wants To Teach [an Excerpt] where, and why questions of social studies have been things that demonstrate change, movement, and diversity. subjectmatter content they will someday teach. http://www.adprima.com/generationx.htm
Extractions: Florida Atlantic University Years ago, before the Internet, before personal computers, before nearly instantaneous access to just about whatever information exists anywhere, when educational technology was pretty much limited to slide projectors, film strip projectors, overhead projectors, and motion pictures, I was a graduate student working on my doctorate. As part of the curriculum, we studied a wide range of concepts and ideas that related to our field of study. I remember, in particular, an article by Benjamin Bloom entitled "Learning for Mastery." As I read it, it made sense to me. After all, what is the point of learning, if not for mastery? Bloom carefully described the prerequisites and conditions necessary to learn for mastery. What Bloom was getting at was the factor of time, and that mastery of a subject was directly related to the amount of time available for learning. I've always liked what Bloom had to say back then, and have tried to incorporate his ideas into my own college-level teaching. The fundamental bone and sinew of education is not likely to change unless somehow the culture itself changes in ways that seem unlikely. Face it; we live at a time in which many values and what is considered knowledge are derived from the entertainment medium. In many conversations with students, both inside and outside the classroom, it becomes apparent that much of what they think is personal knowledge is largely derived from movies and television. They mistakenly assume that vicarious experiences are the same as actually knowing something. For example, seeing the movie "Rain Man" does not make one
Category Products independent letter cards, or even social studies discussion prompts Designed to illustrate diversity and to help Our durable plastic globe helps teach the names http://www.edresources.com/category.aspx?categoryid=154
Extractions: The Professional Development School (PDS) Network in Social Studies and Global Education at Ohio State University is a collaborative effort of selected social studies teachers in ten school districts in Central Ohio and the social studies faculty in the College of Education. The goals of the PDS are to (1) improve the education of preservice social studies teachers, (2) provide on-going professional development for practicing teachers and (3) improve classroom instruction and strengthen the knowledge base in social studies and global education through collaborative inquiry and action research. The classroom teachers who serve as field professors for the MEd cohort are Sue Chase at Hilliard-Davidson High School (Hilliard), Tim Dove at McCord Middle School (Worthington), Pat Forward (Worthington Kilbourne High School, Worthington), Jim Norris at Whetstone High School (Columbus), Bob Rayburn at Eastland Career Center (Franklin County), Jim Reinker ( Franklin Alternative Middle School, Columbus), Steve Shapiro at the Christopher Program Franklin County Betsy Sidor (Upper Arlington High School, Upper Arlington)
Social Studies social studies DD. explores the concerns, prejudices, pressures and opportunities diversity brings as First Things First Using the Newspaper to teach the Five http://nie.post-dispatch.com/Soc_Stud.html
Extractions: Covers basic economic skills including a section on consumer economics. For grades 4-12, adult education. FF. Exploring Diversity Created in partnership with Saint Louis University and Sara Lee, this guide explores the concerns, prejudices, pressures and opportunities diversity brings as we grow up. For grades 3-8.
I Teach I Learn.com Expanding Education Awareness Exceptional Learners cultural and linguistic diversity and exceptionality social studies dialogue on planning lessons on time by Justin Olmanson, I teach I learn http://www.iteachilearn.com/
Extractions: [FrontPage Save Results Component] Quick Navigation Bilingual Teacher Tools Literacy Assessment and Development Jim Cummins SLA and ESL Web Bilingual Education Basics Lectura y Estudiantes Bilingues Texas EXCET Professional Development Bilingual Educator Resources JUST FOR KIDS Drop us a line... ESL, Second Language Acquisition, the Texas EXCET, Jim Cummins, Literacy Assessment, Bilingual Education, Classroom Management, Critical Literacy, ideas, suggestions, requests... Literacy Assessment literacy portfolios, assessment instruments, teacher's journal, questions from the Texas Education Agency (TEA)... Bilingual Classroom Lesson plan templates, thematic units, on-line reading rooms, science fair assistant, kid's corner for grades k, 1, 2, 3, 4, 5 and 6...
DiversityResources http//www.execpc.com/~dboals/diversit.html diversity for social studies teachers and http//www.cob.ohiostate.edu/~diversity/teach.htm teaching diversity. http://www.intergrouprelations.uiuc.edu/DiversityResources.htm
Article: Why Study Ancient History? Why should we teach it to our children The modern preoccupations with self, cultural diversity, and political correctness permeate social studies texts http://www.greenleafpress.com/articles/a_ancien.htm
Extractions: Contact Us Greenleaf Press Homepage Browse our Catalog Homeschool Resources Bible Resources Ancient Egypt Ancient Greece Latin Resources Ancient Rome The Middle Ages Colonial America 19th Century History 20th Century History Asia Historical Surveys Geography Resources Phonics English Literature Jim Weiss Story Tapes Klutz Realworld Guides Art Resources Music Resources Science We should study HISTORY - not social studies We should study Ancient History - not American History (at least not first)! Why should we study ancient history? Why should we teach it to our children? Shouldn't they start with things that are more familiar and closer to home and then work outward? Isn't it more important to know US history than it is to know about things that happened thousands of years ago in some other part of the world? If you've read our columns in Practical Homeschooling, you know that we advocate a delayed introduction to modern and US history. This is radically different from the scope and sequence of almost all current history (oops social studies!) programs. Almost all current publishers' programs begin with an introduction to a student's local community and a study of "community helpers" where the children are taught such insights as "the fireman is our friend." While we certainly think that a field trip to the local fire station makes a great outing, we're not convinced that it takes a year-long study in order for students to learn these things.
El Paso Times Grades 412) Encourages students discussion of diversity topics 4-12) Lesson plans and worksheets to teach language arts, math, science, and social studies. http://www.elpasotimes.com/Service/NIE_teachingguides.shtml
Extractions: These are the listing of guides the El Paso Times has available for educators using the newspaper in the classroom. You will receive a FREE guide with the subscription of newspapers, you may purchase any other guides for seven dollars each. Along Came a Spider - (Grades K-6) Writing across the curriculum And Times Marches On - (Grades 4-12) Current Events in the Newspaper Bill of Rights 200 - (Grades 4-12) Strategies and worksheets to teach the Bill of Rights through the newspaper. Celebrate Diversity - (Grades 4-12) Encourages students discussion of diversity topics. Celebrate Theater - (Grades 4-12) Use the newspaper to study theater and specific plays.
Untitled Document explaining their experiences related to equity and diversity. literature to help her teach her units in social Education, the lead journal for social studies. http://www.ascribe.org/cgi-bin/spew4th.pl?ascribeid=20030512.133814&time=03 02 P
