41. 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

S OCIAL STUDIES 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. MATERIALS: computer and either a word-processing program access to the Internet METHOD: 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: A cover with a title, your name and a graphic 5 Attractions (from the state you live in) A picture of each attraction. The location of each attraction. The times that each attraction is open. Any costs involved in each attraction. One interesting fact about each attraction. Submitted by, N. RUNDELL SHILOH MIDDLE SCHOOL PARMA, OH runcomp@hotmail.com

42. 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

search options Tuesday, June 8, 2004 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: 25% percent of high school students cannot name the Pacific Ocean as the body of water separating Asia from the United States. 80% of adults cannot identify India as the world's largest democracy. According to the Defense Department, the US is not graduating enough students who are competent in foreign languages, cultures, and international policy to meet the increasing demands their business. Less than 2 percent of all students who study a foreign language in grades K-12 study an Asian language. 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.

43. 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

The University of Washington Student Newspaper Friday, January 1, 194 What do you think of this story? Voice your opinion and give us FeedBack Write a letter to the editor Apply to Work at The Daily Submit a story idea 300 seventh graders expected to visit campus Pinoy Teach Day designed to get kids thinking about college Joanna Plichta The Daily 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.

44. 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

People Who Runs the Center Affiliates Eminent Scholars ... Subscriptions Dr. Merry Merryfield Current research 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.

45. 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

Home Map Tool Themes Teachers Welcome Teachers! Teachers' Guide to TBH Teaching with Standards Lesson Plans ... Please Evaluate Our Site Teaching with Standards 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/

46. 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

47. 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

Learning to Teach for Social Justice. New York: Teachers College Press 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 teacher’s 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.

48. 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

Teaching about Diversity - Some Resources The comments here were added by teachers in the April 14, 200 workshop at our Nicenet site, http://www.nicenet.org . The names of the commentators are included when known. 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.

49. 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

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

50. 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

Access to the databank Learning to Live Together The concept What to teach and how How we assess it? Good Practices Seminar ... RelatED Home Updated: June 2003 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.

51. 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

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. Course Description 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.

52. 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

53. 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

Vacancies Home page LECTURER/ SENIOR LECTURER - Psychosocial Studies: 59a2004w JOB DESCRIPTION Job Title : Lecturer/ Senior Lecturer in Psychosocial Studies Grade : L/SL School : Social Sciences Campus : Docklands Responsible to : Academic Manager as determined by Head of School Liaison with: Staff and students within Social Sciences JOB PURPOSE: To join the psychosocial studies team in undertaking teaching, administration and research in psychosocial studies. To teach modules at all levels from Year (Extended degrees) to postgraduate. To undertake administration in relation to the management of modules, programmes, including assessment. To contribute to curriculum development within the subject area. To act as a personal tutor to students; To be engaged in research and scholarly activity such that it will contribute to the research/ publications output of the school, so that potentially you will be able to contribute to the next RAE. To undertake School and University duties as appropriate and in consultation with the Head of School; To work in accordance with the University's equality and diversity policies.

54. 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

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 Primary FocusKentucky New Teacher Standards # 8 Become aware of the need to address culturally diverse and exceptional populations.

55. 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

We've redesigned PHSchool.com! To take full advantage of our improved Web site, please take a moment to upgrade your browser now. The latest versions of browsers such as Internet Explorer and can be downloaded for free from the Web. Thank you. home about us accessibility tech support ... Foreign Languages Web Code: What is this? Planning and Resources Online Literacy Series Hot Topics ... Home Page Planning and Resources A Teacher's Guide to Religion in the Public Schools 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:

56. 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

"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 "No free government, or the blessings of liberty, can be preserved to any people, but by a firm adherence to justice, moderation, temperance, frugality, and virtue, and by frequent recurrence to fundamental principles." - George Mason "The 'Traditional Values' that schools should promote are the common civic values that underlie our democratic constitutional order." - R. Freeman Butts, The Morality of Democratic Citizenship "The future strength of this country is not in a powerful ... defense, it is in our people once again being responsible citizens." - Richard Riley, Secretary of Education, 1995 "We would do well to remember that E Pluribus Unum remains a fragile experiment sustained only by a virtuous citizenry."

57. 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

58. 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

National Survey on Diversity in the Undergraduate Curriculum Diversity Digest and on DiversityWeb . Included in the project report are ten case studies published in Diversity Digest Fall/Winter, 2002 and Spring 2002 Findings From Previous Studies of Diversity Requirements Findings from Ford Foundation National Poll on Public Attitudes Toward Campus Diversity Diversity Digest articles on the National Survey and Diversity Requirements "National Survey Finds Diversity Requirements Common Around the Country," (Fall, 2000) Case Studies from Institutions Using General Education Programs to Teach Diversity (Part One) , Fall/Winter 2002 "Intercultural Studies and Social Responsiblity: Diversity Pervades Curriculum at Pitzer College" "Leadership, Dialogue, and a Long-Term Commitment: Keys to Effective Curriculum Change at Kent State" "Breaking New Ground: St. Edward's University Forges a Cultural Foundations Program"

59. 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/

ELE 3600 Course Syllabus The Effective Urban Educator: Reflective, Innovative and Committed to Diversity Course: ELE 3600, Teaching Social Studies: Preprimary-9 Division: Teacher Education Course Credit: 3 hours Instructor: Dr. Bob Pettapiece Office: 271 College of Education Mailbox: Second Floor South ( below my name) E-mail: pettapiece@wayne.edu Teaching Assistant: Spring- CRN: 34857 Office Hours: Course Description Course Objectives (Outcomes) : To have students . . . Know why we teach social studies Be familiar with the seven (NCSS) social studies disciplines Experience teaching examples of the social studies disciplines Use the Curriculum Content Standards of Social Studies in Michigan to design instruction Become familiar with the Core Democratic Values in Michigan Work together as a total class Understand why we work in groups ( teams Practice working together in small groups Join a social studies professional organization Participate in a social studies conference Use technology whenever appropriate Appreciate diversity in others and consider becoming anti-racist See the methods used in this class as a model for constructivist teaching Assignments (details in class or on-line as necessary): All written work will be done on a word processor unless otherwise mentioned in class Participate in class activities at beginning of class (10%) Bring in one unique Detroit field trip resource chosen from a list in class (5%) As a small group

60. 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

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 This article originally appeared in Issue #52-53 / Fall 1990 / Winter 1991 Topic / Subject Area: Production / Creating Media Art / Media Arts Related Articles: Video Visits Help Families Say 'I Love You' Bridging the Gap: Sharing Your Family's Life Stories Video Basics and Production Projects for the Classroom Preparing Children to Live in a Media World Related Resources: Kid-Vid: Fun-Damentals of Video Instruction Creating History Documentaries: A Step-by-Step Guide to Video Projects in the Social Studies Classroom How To Make Your Own Great Videos With Just A Camcorder Lights, Camera, Action!

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