Extractions: Using Stories About Heroes to Teach Values by Tony R. Sanchez November 1998 RECENT TRENDS IN VALUES EDUCATION There has been a renewal of concern during the 1990s about teaching and learning values standards that everyone should have about what is good or bad. And leading educators have recommended stories about heroes as a main means of teaching and learning values. Teaching methods that stress only cognitive skills in the analysis and clarification of choices about values have fallen from favor. The current trend is against teaching neutrally about values. Rather, the trend is for teaching values in concert with methods of analysis and judgment that yield answers about right and wrong, better and worse concerning personal behavior and the common good (Leming 1996). Prominent educators recommend that certain widely held values or virtues should be at the core of the school curriculum for the purpose of systematically developing the character of students. They stress the integration of cognitive development and character development through "perspective-taking, moral reasoning, thoughtful decision-making, and moral self-knowledge" (Lickona 1993, 9). And they also urge the use of personal models heroes in history, fiction, and current events to exemplify and encourage emulation of particular virtues or desirable traits of character, such as honesty, civility, courage, perseverance, loyalty, self-restraint, compassion, tolerance, fairness, respect for the worth and dignity of the individual, responsibility for the common good, and so forth (Leming 1996; Lickona 1991).
Extractions: Asian Educational Media Service (AEMS) This site features a database of more than 2500 records with information about educational media for use in learning and teaching about Asia. Also available here is the AEMS newsletter; information about AEMS learning modules, videos, and other teaching materials; reviews of classroom materials; and a set of well-organized links to other Internet resources. The Peace Center Library of peace education/conflict resolution materials, annotated list of peace education programs, plus a checklist for stereotyping awareness. The Center for Teaching International Relations (CTIR) at the University of Denver Based at the University of Denver's Graduate School of International Studies (GSIS), CTIR links academic research with community needs by developing internationally-oriented programs and publications to support professional educators. The Web site offers a resource library for teachers; information about both student programs and teacher education; and the CTIR publications catalog of materials on area studies, civics, economics and environment, global issues, reading and writing, art, cultural studies, geography, and history. Diversity Database From the University of Maryland, this database is a "comprehensive index of multicultural and diversity resources." Particularly useful for planning multicultural and diversity efforts in higher education, the diversity plans and statements, diversity news bureau, diversity reference resources, college/university syllabi, and related materials listed in the database have other applications in education as well.
CLINICAL will teach undergraduate and graduate courses in secondary social studies education.The individual will incorporate assessment, technology, and diversity into http://www.potsdam.edu/HR/Personnel/Vacancies/Faculty.Ads/CLINICAL.htm
Social Studies Grade 2 5. Individuals can achieve growth through understanding diversity. Upon a Time , Computeach-computer software adopted in 1994-95 for Elementary social studies. http://www.kent.k12.wa.us/KSD/IS/SLO/SS/SS-2.html
Extractions: Kent School District second grade students in Social Studies will interpret and respond in written and verbal form, and creative presentations as they explore change, diversity, and interdependence within cities and the democratic process within the classroom. They will develop an understanding of change and patterns in cities. 1.0 Kent School District students in Social Studies will experience, develop, and demonstrate participatory citizenship. 2.0 Kent School District students in Social Studies will evaluate information and analyze change in an interdependent world. 3.0 Kent School District students in Social Studies will understand values, appreciate contributions, and demonstrate respect for diversity in human experience. 4.0 Kent School District students in Social Studies will examine, interpret, and evaluate patterns to enhance understanding of global perspectives in an interdependent world.
Social Studies Grade 1 diversity of others in the neighborhood, 1. Once Upon a Time , Computeach- computersoftware*. Materials adopted in 1994-95 for Elementary social studies. http://www.kent.k12.wa.us/KSD/IS/SLO/SS/SS-1.html
Extractions: 1.0 Kent School District students in Social Studies will experience, develop, and demonstrate participatory citizenship. 2.0 Kent School District students in Social Studies will evaluate information and analyze change in an interdependent world. 3.0 Kent School District students in Social Studies will understand values, appreciate contributions, and demonstrate respect for diversity in human experience. 4.0 Kent School District students in Social Studies will examine, interpret, and evaluate patterns to enhance understanding of global perspectives in an interdependent world.
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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 1999-2000 MEd cohort are Keith Bossard at Columbus Alternative High School (Columbus), Sue Chase at Hilliard-Davidson High School (Hilliard), Tim Dove at McCord Middle School (Worthington), Jim Norris at Whetstone High School (Columbus), Bob Rayburn at Eastland Career Center (Franklin County), Steve Shapiro at Reynoldsburg High School (Reynoldsburg), Barbara Wainer at Independence High School (Columbus). Background Recognizing the need to collaborate with experienced teachers in order to improve the preparation of teachers, the social studies faculty began to work with six classroom teachers in 1991. These teachers and others who joined the PDS efforts over the next five years were selected for their outstanding performance as social studies teachers, their past experiences in mentoring preservice teachers and their involvement in curriculum development and global education. They came to be called "field professors" for their roles in developing programs, working with preservice teachers and their colleagues, and their inquiry into improving practice. Faculty and field professors worked together to develop new goals for the social studies certification program and new methods courses. These goals call for the preservice teachers to demonstrate competence in these major areas:
T & L Faculty - ITL/Dr. Marilyn Johnston In the teacher education program I teach courses in social studies and I This PDShas an emphasis on urban education, issues of diversity, and school http://www.coe.ohio-state.edu/edtl/marjoh.htm
Extractions: Areas of interest: social studies education, social foundations, teacher education and school/university collaboration, collaborative research, school reform My 13 years of teaching experience in grades K-6 in California and Utah included work in public as well as alternative school settings. During this time I became increasing interested in classrooms where children were given developmentally appropriate opportunities to learn to make group and individual decisions related to their own learning. I continue to be interested in democratic classrooms and the moral aspects of classrooms that help children learn how to live in a democratic society. In the teacher education program I teach courses in social studies and I also co-coordinate one of the Professional Development Schools (PDSs). This PDS, called the Educators for Collaborative Change (ECC/PDS), is a network of K-8 teachers interested in teacher education reform and their own professional development. Teachers in this PDS mentor MEd interns during year-long placements. The teachers and university faculty meet once a week to make collaborative decisions about teacher education issues as well as the nurture our own learning community. This PDS has an emphasis on urban education, issues of diversity, and school reform.
NIE Curriculum Guides to enhance their learning for social studies, math, science, language arts and Usingthe Newspaper to teach Secondary Language Arts (712 Celebrate diversity! http://www.registerguard.com/nie/niecurriculum.html
Extractions: With a minimum order of 10 papers per delivery, teachers are entitled to a complimentary teacher curriculum guide. These teacher guides have lesson plans and ideas on how to use the newspaper in your classroom. Teacher guides cover such subjects as math, environmental science, journalism, language arts, economics, multiple intelligences, social studies, geography, elections and much more. Check out our teacher guide library to see what is available and a brief synopsis of each guide. Online Teacher Curriculum Guides - Character Matters: Using Newspapers to Teach Character - Sponsored by NW Natural As you know, teaching values cannot be done in one month; it is a process that takes time and repetition until it becomes habit. Use the classroom strategies and home activities to get your students talking and listening to one another about things that matter their values, behaviors, strengths and weaknesses, talents and concerns. This curriculum guide sponsored by NW Natural Requires Adobe AcrobatReader.
Social Studies and while geared towards social studies, interdisciplinary collaboration MCF Historystrand society, diversity, commonality and for anyone to teach and learn http://www.bostonkids.org/kits/ss.htm
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.
School Of Education and Practice; Educational Equity and Cultural diversity; Curriculum and requiresthat the candidate teach secondary social studies methods courses http://www.colorado.edu/education/jobs.html
Extractions: The School of Education at the University of Colorado at Boulder announces six tenure track positions for the 2003-2004 academic year in the following areas: Science Education; Social Studies/Multicultural Education; Teacher Education /Educational Psychology; Bilingual Education and Second Language Acquisition; Quantitative Research Methods and Policy Analysis; Economic Policy Analysis. Qualifications: Candidates for the positions must have an earned doctorate in the specialized area and either a record of research or potential for a career of research and scholarship. The School intends to hire at the Assistant and Associate Professor levels, with consideration given to hire at the Professor level when appropriate. Scholars of color are strongly encouraged to apply. Responsibilities: Candidates for the positions must be willing to contribute to teaching and program development in the teacher education and graduate programs, conduct research, publish in significant refereed journals and seek outside funding. Candidates must be committed to working with culturally and linguistically diverse populations.br>
Extractions: firstname.lastname@example.org Undergraduate Program In conjunction with other departments and programs at Grand Valley State University, the undergraduate program prepares students for certification in elementary and secondary education and in three areas of special education. The teacher preparation program reflects a belief in strong backgrounds in the liberal arts, familiarity with learning theory, and practical experience in diverse settings. Faculty from the undergraduate program and from subject area concentrations teach courses and seminars in educational philosophy and psychology, methods and materials, and school organization and management. The major emphasis in the education program is on blending theoretical concepts with the practical applications of teaching. To accomplish this, all teacher candidates enroll for at least two entire semesters of field experience working with students in actual classroom settings. Elementary Certification allows the candidate to teach all subjects in grades K-5; major subject area in grades 6-8; and all subjects grades K-8 if the classroom is self-contained. Majors for K-12 may teach that subject in grades K-12. Certification candidates complete the following, in addition to all degree requirements.
Extractions: Social Studies History, geography and social concepts come to life with felt sets! Jump to other Fun Felt pages here! Meet Us! Consultants Needed! Earn Some Free! Place an Order! About Our Felt! Current Specials! Products Page! Felt Story Boards Felt Dress Up Dolls Felt Activity Books Felt Masks, Puppets and Fingerplays Preschool and Kindergarten Felt Religious Felt Items Christmas Felt Farm Friends Collection Felt Science Sets Felt Math Sets Felt Social Studies Sets Storage and Plain Boards Special Order Felt Sets Miscellaneous Felt Items Request a Sample and Information Monthly Unit Newsletter Find a Local Consultant Search This Site! Ordering and Shipping Info Favorite Links Page Contact Karen! Visit The Story Teller home page! Sign Our Guestbook/Enter Contest Read Our Guestbook/Contest Entries US Map We've had many requests for this one! The 23" x 31" felt background is a beautiful work of art that shows natural wonders as well as Native American settlements across the country. With the regional overlays (top) you can lay each state or entire regions on the map background and learn about their capitals, symbols, and industry. With the historical overlay (bottom) you can build the US chronologically and follow the footsteps of the colonists and pioneers. Extensive printed literature and rich detailed felt teach state location, capitals, land acquisition, time zones, rivers, oceans, bordering countries, settlers, vocabulary, Native American populations, crops, landmarks and so much more! This set is great for the young child just learning about our country to the teenager looking to dig deeper into our national history.
Article | Anti-Social Studies oriented teachers don't teach an 'us 9/11 conclave of social studies professionalsmentioned earlier, buzzwords like diversity and interdependence http://www.manhattan-institute.org/html/_ws-anti_social.htm
Extractions: Site Navigation Support the Manhattan Institute Scholars' Articles M.I. Issues Rebuilding New York Education Reform Welfare Reform Crime Reduction Faith-Based Initiatives Barriers to Building Social Entrepreneurship Legal Reform Digital Economy Medical Progress Race and Ethnicity Latin American Initiatives Recent and Past M.I. Events Subscribe to City Journal Board of Trustees Staff Directory Links M.I. Book Catalog Internship Opportunities Join email updates Anti-Social Studies May 6, 2002 By Kay S. Hymowitz Kay S. Hymowitz is a contributing editor of the City Journal and the author of Ready or Not: What Happens When We Treat Children as Small Adults. September 11 was a transforming moment in the civic imagination of many Americans. To them, the attacks drove home the reality that pluralism, religious tolerance, equality, freedom, and prosperity are not the default condition of mankind but a fragile gift of history in need of our reverence and protection. Meet the professionals who are in charge of turning the nation's young into "effective citizens." These are the folks responsible for passing on "the content knowledge, intellectual skills, and civic values necessary for fulfilling the duties of citizenship in a participatory democracy," as their website has it. But entrusting this vital job to people like those who run the NCSS makes about as much sense as tapping Ralph Nader to administer NAFTA. Deeply cynical about the American idea, they lack the vaguest understanding of the Founders' vision of education as the wellspring of self-government.
Extractions: You will need a free Adobe Acrobat Reader to view or print PDF files Overview This document is number three of a series of four reports prepared under contract by the National Clearinghouse for Bilingual Education (NCBE) in response to task order number D0003 for the U.S. Department of Education, Office of Bilingual Education and Minority Languages Affairs. In accordance with the task order requirements, this report integrates findings from research pertaining to content area instruction for English language learners. Three key questions outlined in the task order are addressed: What does the relevant literature pertaining to content area instruction of linguistically and culturally diverse learners (LCDLs) contribute to the theory and practice of standards for LCDLs? What does the relevant literature pertaining to content area instruction of LCDLs contribute to the theory and practice of measures of achievement, proficiency, and/or academic literacy for LCDLs?
Immigration Pathway be better represented in the social studies curriculum, analyzes and advocates schoolcultures that affirm diversity. Many ESL programs teach two distinct non http://www.ncela.gwu.edu/pathways/immigration/teaching.htm
Extractions: When immigrant students enter school systems, they face several social and linguistic obstacles that may deter their future progress in academics. Some of the more effective educational programs recognize and acknowledge the immigrant student's native culture and linguistic background in order to design a curriculum that meets the needs of the specific immigrant student population at the particular school. Effective schools try to bridge the immigrant student's home and school environments so that the transition is smoother. Research shows that successful teachers within these schools use progressive methods and strategies that are culturally relevant to the immigrant student's experience, such as cooperative education and scaffolded instruction, as opposed to a strictly prescribed traditional curriculum. The following sites provide helpful information on teaching methods, approaches, and styles that are sensitive to the needs of immigrant students. Incorporating Mexican American History and Culture into the Social Studies Classroom Social studies curriculum in most U.S. schools has remained oddly static. Because Social Studies, in particular, constitutes the curriculum for dealing with such changes, curricular changes are needed to restore some of its original purposes. This chapter explains why Mexican American history and culture should be better represented in the social studies curriculum, analyzes issues related to curriculum development and the selection of instructional materials, and advocates school cultures that affirm diversity.
TeacherLINK-Units And Lesson Plans the preservice teachers developed short mini-units to teach about these 3, CommunityJustice - Grades 3 and 4, Celebrating diversity social studies Unit for http://teacherlink.ed.usu.edu/tlresources/units/
Extractions: - What score for match? Menu: AFRICA: It's Not a Country Lesson Plans for Teaching About Africa in the Early Elementary Grades. Created by Preservice Teachers at Utah State University, Fall 1998. Contact Person: Professor Deborah A. Byrnes (email@example.com) Includes lesson plans on the following major topics - General Introductory Lessons on Africa, Daily Life in Africa Lessons, Geography/Environment Lessons on Africa, Wildlife in Africa, African Folktales, African Languages, Apartheid/South Africa, Children's Toys and Games in Africa, Food and Africa, Music- Art- and Beauty of Africa, African Names, Africa and the United States. Celebrations : A Social Studies Resource Guide for Elementary Teachers. Fall, 1996. Developed by ELED 405 Students - Department of Elementary Education, College of Education, Utah State University, Logan, Utah 84322-2805. Instructor: Deborah A. Byrnes. These lesson plans cover many of our lesser-known holidays. Champions of Resistance : Champions of resistance, brief biographies of famous and not-so-famous people who courageously resisted social injustice. Prepared by students in ELED 3000, Foundations of Education and Classroom Management, Utah State University. Contact person - Dr. Martha Whitaker -
EdSTAR Minnesota > Social Studies p. 30 Culture and Cultural diversity In a of Excellence Curriculum Standardsfor social studies, p. 22 when, and how students learn and teachers teach). http://edstar.ncrel.org/mn/TSSubj.asp?SubjID=27
Extractions: Teachers need guidance on how to create a supportive learning environment. A supportive learning environment can be created by urging students to take risks, praising them for their attempts, and treating mistakes and "failures" as learning opportunities. The result is more cooperative, tolerant behavior. Students must be responsible for their own learning. Challenging students to create a product (a graphic organizer in their notebook, a matrix, a poem, a written dialogue, a visual metaphor, an illustrated spectrum) or a presentation (a slide show, a panel discussion, a dramatization, an oral report) allows them to take ownership of the learning process. The result is a high level of involvement and follow-through on class activities.