Social Studies students interest in History is to teach names and is geared mainly for the social studies lesson, but comparisons and a very easy discussion of diversity. http://www.pacificnet.net/~mandel/SocialStudies.html
Extractions: SUMMER ITINERARY GRADES: 6-10 You have just found out that your best friend from elementary school is coming to visit you in the summer. Besides spending time just visiting with you, your friend would like to see at least 5 major attractions in the area. Using the Internet to find information and pictures on your attractions, you will be organizing your plans by creating a 3 panel Travel Brochure on Microsoft Publisher. Your brochure should include: Submitted by, N. RUNDELL
TeacherSource . Social Studies . Teaching Asia Studies | PBS that refuse to recognize the great diversity that existed to the inadequacies of many social studies curricula, the of how to more effectively teach Asia in http://www.pbs.org/teachersource/whats_new/social/sep01.shtm
Extractions: New Report Urges Improvement in Teaching Asia Studies Visit the Social Studies Article Archive for more social studies-related content. According to a recent report released by the National Commission on Asia in Schools, a 30-member panel of educators, policy-makers, businessmen, media agents, and civic leaders, many students lack a basic knowledge of Asia, despite the significance of these studies to the United States' economy and culture. Here are some disturbing facts, compiled by the National Commission , on the state of Asia-education in American schools: In the wake of this report, many educators believe that Asia-education is in such a despairing state that American schools today are fostering "educational isolationism," the theory that American students in the future will be unprepared to meet challenges of globalization. In recent weeks, this has prompted many policymakers, civic leaders, and media to take a closer look at the state of Asia-education in American schools and its lack of prominence in curricula across the country.
300 Seventh Graders Expected To Visit Campus a twoquarter course designed instruct a diversity of college The college students teach seventh-grade students in mainstream social studies classrooms http://archives.thedaily.washington.edu/1999/052099/N5.PINOYT.html
Extractions: Come Friday, 300 seventh graders will make campus their classroom as they participate in Pinoy Teach Day. These students, representing eight middle schools in the Seattle and Bellevue school districts, will participate in Pinoy Teach Day to conclude an eight-week multi-cultural curriculum introduced in their social studies classes. The event is scheduled to run from 8:30 a.m. to 1:15 p.m. in the HUB Auditorium and is sponsored in part by the Filipino Youth Activities, Inc., the UW Office of Minority Affairs, and the UW College of Education. The day's schedule is designed to get students thinking about higher education. More than 50 college-student volunteers (including Teach instructors) from diverse ethnic backgrounds will serve as role models to students and discuss steps to succeeding during the various events. "The day's activities promote a continued excitement of learning about self and others and understanding American diversity. It promotes hope and planning for the future," said Patricia Espiritu, director of Pinoy Teach.
Martha L. King Center - Faculty that integrates local/global diversity, equity, and Peace, and Preparing Educators to teach Global Perspectives National Council for the social studies and the http://www.teach-learn.org/mlk/merryfield.html
Extractions: Her scholarship includes work on teachers' thinking in global education, the nature of cross-cultural experiential learning, social studies in Africa, online pedagogy for cross-cultural learning, and teacher education that integrates local/global diversity, equity, and global interconnectedness. Her books include Lessons from Africa, Teaching About International Conflict and Peace, and Preparing Educators to Teach Global Perspectives. She is currently on the Boards of Directors for the National Council for the Social Studies and the Stanley Foundation and serves on the Editorial Boards of Theory and Research in Social Education, the Journal of Teacher Education, and the International Social Studies Forum. Recent and Significant Publications "Moving the Center of Global Education: From Imperial World Views that Divide the World to Double Consciousness, Contrapuntal Pedagogy, Hybridity, and Cross-Cultural Competence.” (2001). In William B. Stanley (Ed.), Critical Issues in Social Studies Research for the 21st Century. Greenwich, CN: Information Age Publishing. pp.179-208.
Teaching Texas Archeology With The TEKS 7.19 Culture. diversity within unity. 7.20 Science, Technology and Society. the impact of science and technology on society. 7.217.23 social studies Skills. http://www.texasbeyondhistory.net/teach/teaching.html
Extractions: Home Map Tool Themes Welcome Teachers! Teachers' Guide to TBH Teaching with Standards Lesson Plans ... Please Evaluate Our Site Texas' cultural heritage and archeology can be taught using many different objectives in different subject areas from the state-mandated curriculum guidelines, the Texas Essential Knowledge and Skills (TEKS). Because archeology is an interdisciplinary field, archeological topics and skills fit easily into language arts, math, science, art, and social studies classes. Archeological content about the prehistoric and historic past fit snuggly into social studies TEKS objectives under history, geography, economics, citizenship, culture, science-technology-and society, and of course, social studies skills objectives. Suitable TEKS objectives for archeology in fourth grade and seventh grade Texas history are found below. To see TEKS for language arts, math, science, and art, visit http://www.tea.state.tx.us/teks/
TeacherNet Bulletin Boards ReSocial studiesState Song Ellen Ackerman 171123 10 diversity Class Sherman Burroughs 092508 04/11 Help need resources to teach about Pocahontas Crystal 13 http://www.teachernet.com/bulletinboard/index.tmpl?command=showpage&bbn=Social S
Education Book Review/Learning To Teach For Social Justice diverse backgrounds and to be agents of social change authors look at the concept of diversity, the importance excerpted from two kinds of case studies that the http://www.lib.msu.edu/corby/reviews/posted/darling.htm
Extractions: As our society is becoming more and more diverse, increasingly teachers will have students from diverse backgrounds in their classrooms. However, preparing teachers to work with diverse students has not been given appropriate attention. Learning to Teach for Social Justice is a collection of essays that illustrate the experience and struggle of prospective teachers who teach student populations diverse in terms of language, culture, race, ethnicity, class, sexual orientation and gender. Authors are Stanford Teacher Education Program (STEP) students from mainstream and from non-mainstream cultures. Readers hear the authors perspectives through their own voices as they struggle to learn to be teachers of students from diverse backgrounds and to be agents of social change. The volume has four parts: Part I: What is Diversity; Part II: Does Who We Are Influence How We Teach?; Part III: Who Are Our Students and What Do They Need?; and Part IV: What Is the Problem and What Can We Do About It? Each prospective teachers story is a chapter. Each part begins with an overview by the editors containing suggested questions that readers can use for their own reflection or discussion. The first and the last chapters are contributions from Darling-Hammond, the authors professor and a prominent scholar dedicated to preparing excellent teachers for all students. Chapters in Part III are excerpted from two kinds of case studies that the authors had done for their STEP courses. Authors illustrate what they learned, in adolescent and curriculum case studies, about who their students are, what they need, and how to meet their needs. Part IV is devoted to the issue of tracking, which often results in dividing students into privileged and underprivileged groups in terms of access to learning opportunities, funding, qualified and experienced teachers, quality teaching resources, quality curriculum, and thereby opportunity for success. It also presents reform proposals for teaching English language learners. The section suggests ways to create a well-functioning learning community with support for the individual student, and ways a teacher can promote all students learning by allowing them to take ownership of their own learning and be active participants.
Teaching About Diversity teach the NEWS lesson plans from teaching Tolerance be a great way to promote diversity in your rest of your curriculum Math, social studies, History, English 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.
The National Council For History Education--Mission Statement undergraduate education of those who teach history at are taught by a wide diversity of pedagogical those who debate the history/social studies curriculum can http://63.70.163.70/nche/mission.html
Extractions: The National Council for History Education is a non-profit corporation whose Board of Trustees is dedicated to promoting the importance of history in schools and in society. The Council is supported by the contributions of individuals and organizations. NCHE links history in the schools with many activities sponsored by state and local organizations. We provide a communications network for all advocates of history education, whether in schools, colleges, museums, historical councils, or comunity groups. For more information read our mission statement below. All who teach history, anywhere along the line from Grade One to graduate seminars, have a friend: the National Council for History Education, founded in 1990 as the successor organization to the Bradley Commission on History in Schools. Until then, we had no equivalent to the National Council of Teachers of Mathematics, the National Council for Geographic Education, or the other discipline-based advocacy groups that bring school and university people together to tackle all the issues that concern themfrom curricular design, K to Ph.D., through state, local, and university standards and requirements, teacher education, certification, and professional development, to the implications of the assessment movement, of new technologies, and of school re-structuring. Each of these issues was directly addressed in 1988 by the 32-page Bradley Commission report
RelatED live together what to teach and how ability to understand others and appreciate diversity. subjects include history, geography, social studies, languages and 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.
Secondary Social Studies Methods Syllubus for the understanding of culture, cultural diversity, and social justice Develop a Unit Plan in social studies based on a Big Ideas and teach it in a http://www.d.umn.edu/~gbabiuk/SecondarySocialStudiesMethodsSyllubus.htm
Extractions: SYLLBUS For Teaching Social Studies Grades 5 - 12 Spring, 2004 / 3credits Instructor Gary Babiuk Wednesday 11:00 to 12:00 and 2:00 to 3:00 pm (Also by appointment) Texts Required: Teaching for Justice in the Social Studies Classroom . Portsmouth, NH: Heinemann. Lies My Teacher Told Me . New York: Simon and Schuster. Real-World Investigations for Social Studies . Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall. In this course we will explore the history and philosophy of social studies education; social studies objectives; curriculum design; instructional planning and use of resources; and evaluation procedures. Social Studies in secondary school is focused on teaching and learning how people interact with others and the world around them. It is the study of people. The primary purpose of social studies is to help our students 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 (National Council for the Social Studies). Teachers need to provide students with the knowledge and understanding of the past necessary for living in the present and planning and acting for the future. As pre-service teachers, you will learn about the standards and critical areas of social studies, which will enable you to teach students about the world in which they live. The nature of this class is student centered and activity based. Students will find that Social Studies is integrated and interdisciplinary.
Firstamendmentcenter.org: Religious Liberty In Public Schools - Topic for understanding and living in a world of diversity. that study about religion in social studies, literature, art is no longer Should I teach about religion http://www.firstamendmentcenter.org/rel_liberty/publicschools/topic.aspx?topic=t
59a2004 in accordance with the University s equality and diversity policies discipline (A) Ph.D in Psychosocial studies or nearing in HE (A/I) Ability to teach in the http://www.uel.ac.uk/vacancies/59a2004_000.htm
EDEE 322 Syllabus You will teach three social studies lessons in the field Introduction, Body or Procedures, Assessment, Closure, Adaptations for diversity, Reflection, and http://people.moreheadstate.edu/fs/w.letendre/edee322.html
Extractions: Home Page Catalog Description Goals and Objectives Requirements ... Bibliography EDEE 322 Syllabus Teaching Social Studies in the Early Elementary Grades Catalog Description: This course will explore the scope and sequence of understandings, attitudes, and skills taught in elementary social studies programs; and will examine various methodologies usen in the elementary grades (P-5). Prerequisite for EDEE 322: Admission to TEP Text: Parker, W. Cl (2000). Social Studies in Elementary Education, 11th ed. Upper Saddle River, NJ: Prentice Hall. Goals and Objectives: Students will: Acquire an understanding of the different disciplines that make up the social studies curriculum and a knowledge base of best teaching practices for the teaching of social studies, i. e. Identify ways effective elementary teachers teach social studies Identify concepts, generalizations, attitudes, and skills that are part of the elementary social studies curriculum Work with a variety of examples of technology
Professional Development - Planning And Resources - Teaching Tools 1. Is it constitutional to teach about religion necessary for understanding and living in a world of diversity National Council of the social studies. http://www.phschool.com/professional_development/teaching_tools/social_studies/g
Extractions: Home Page 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:
Active Citizenship - Civic Values educators, schools, and communities to teach character and a National Council for the social studies position paper Today religious and ethnic diversity http://www.activecitizenship.org/civic.html
Extractions: "We have lost our experience of the great Tao underlying our differences, the coagulating sense of American unity that makes our freedom to disagree all the more important... We have left behind the delicate balance between the celebration of our diversity and the dedication to our unity, which lies at the heart of the American ideal." - Marianne Williamson, The Healing of America
Tolerance.Org Teaching Tolerance Math and Science. School Policy. social studies. Choose Tolerance Topics. All Tolerance Topics. Race and Ethnicity. Religious diversity. social Activism and Change. http://www.tolerance.org/teach/find/advFind.jsp
National Survey On Diversity In The Undergraduate Curriculum Using General Education Programs to teach diversity (Part One), Fall/Winter 2002 Intercultural studies and social Responsiblity diversity Pervades Curriculum http://www.aacu-edu.org/divsurvey/index.cfm
Syllabus For ELE 3600 Know why we teach social studies; Be familiar with organization; Participate in a social studies conference; whenever appropriate; Appreciate diversity in others http://ted.coe.wayne.edu/ele3600/
Teach Kids To Make TV! For example, junior high school social studies classes could make news programs about a experiments could be videotaped and edited to teach both new diversity. http://www.medialit.org/reading_room/article60.html
Extractions: Media Issues / Topics - Advertising / Consumerism - Computer Literacy / Digital Revolution - Faith-Based Media Literacy - Film Study / Movie-making - Global Media Issues - Health Issues - History of Media - How to Teach Media Literacy - Media Activity Resources - Media Advocacy / Activism - Media Industry / Economics - Music / Music Videos - Production / Creating Media - Student Made Media - TV and Popular Culture - Violence in the Media - Visual Literacy Curriculum / Subject Area - Art / Media Arts - English / Language Arts - Ethics / Character Education - Health / Prevention - Life Skills - Science / Math - Social Studies - Spirituality / Religion
