Education World® : Social Sciences Center on a mission to promote respect for cultural diversity. to add vitality to their socialstudies curriculum five lessons that employ maps to teach geography and http://www.education-world.com/soc_sci/
Extractions: The children will have a great time sampling the different foods and seeing the countries in the maps and brochures. They will hear first hand about that country ( things not often mentioned in textbooks). and it will make the lesson more memorable. This lesson could be adapted for reading classes also.
Extractions: This report draws upon linguistic data from two fifth-grade bilingual classrooms, to show that academic language is comprised of various discourse-level features which are influenced by academic tasks. The authors discuss how students often have different interpretations than teachers regarding what styles of language are appropriate for carrying out certain academic tasks. This report summarizes the findings of the first year of an innovative research project conducted in Lowell, MA. The study provides a detailed discussion of the professional development needs that have become the main focus of the work in Lowell thus far. This report is intended for those interested in the role standards play in the education of English language learners, and the influence standards have on professional development in public education generally. Integrating Language and Content: Lessons from Immersion
Newspapers Plus Results of your search for social studies Geography Place Geography Place is a funsite that uses interactive maps, games, and quizzes to teach about world http://nieonline.com/detroit/linksmenu.hbs?category=SOCIAL STUDIES
Title: "Gentleman's Agreement" Topics: U.S./1945 - 1991 & Diversity A guide for parents; describes the benefits of the movie, possible problems, background, discussion Category Arts Movies Titles G Gentleman s Agreement Subjects US/1945 1991 diversity; Character Development B W; Available fromSocial studies School Service the use of this film to teach ethical principles http://www.teachwithmovies.org/guides/gentlemens-agreement.html
Extractions: Description: The year is 1947. Phil Green, a journalist, has been hired by a popular magazine to write a series of articles about anti-Semitism in the U.S. He decides to pretend that he is Jewish and to record the reactions of the people he meets. As he prepares the series he meets Kathy Lacey, the niece of his publisher. It was Kathy who had initially proposed the series of articles that Phil is writing. She and Phil fall in love, but they find that Kathy has subtle and previously hidden anti-Semitic feelings. These are unacceptable to Phil who believes that prejudice in all its forms is evil. This film is the story of Phil's experiences in writing the series and how he and Kathy try to resolve their differences.
Extractions: NAME's membership encompasses the spectrum of professional educators and specialists. Persons affiliated with teacher education, ethnic studies, bilingual education, social science,liberal and fine arts programs, and other departments, colleges, and schools with an emphasis on multiculturalism are also encouraged to become members. The Center, a non-profit organization that combats hate, intolerance and discrimination through education and litigation, began as a small civil rights law firm in 1971. Now it is internationally known for its tolerance education program, its legal victories against white supremacist groups, its tracking of hate groups and its sponsorship of the Civil Rights Memorial. The Association for Supervision and Curriculum Development is a unique international, nonprofit, nonpartisan association of professional educators whose jobs cross all grade levels and subject areas. In their diversity, our members share a profound commitment to excellence in education. Founded in 1943, ASCD's mission is to forge covenants in teaching and learning for the success of all learners.
Other Resources experiences. teach with Movies. Calendar. The University of Kansas presents a DiversityCalendar useful in the social studies K12 classroom. The http://www.csun.edu/~hcedu013/res.html
Archived: Religion In Human Culture (RIHC) practice religion but may teach about religion National Council for the social StudiesCurriculum Guidelines students to religious diversity; develops attitudes http://www.ed.gov/pubs/EPTW/eptw8/eptw8o.html
Social Studies Philosophy This responsibility demands that we teach our students to recognize and respect thediversity that exists A welldesigned social studies curriculum that I want http://www.duke.edu/~ckw/ssp.html
Extractions: A SOCIAL STUDIES TEACHERS MISSION A s a citizen of a democracy, I support one of the republics most important ideals: the common good, i.e., the general welfare of all individuals and groups within the community. The common good is supported when all citizens become aware that the meaning and purpose of education in a democratic republic is the intellectual and ethical development of "student-citizens," young people who will soon assume the role of citizen. I want to be a social studies teacher because of these students. I have been given permission and the task to show my students that their self-interest is dependent upon the well-being of others in the community. If educators address the ethical and intellectual habits of our students, other educational priorities, such as test scores, diversity, and academic achievement will be realized. As a social studies teacher, I want to help my students to construct a personal perspective that enables them to explore emerging events and persistent or recurring issues, considering implications for self, family, and the whole national and world community. Social studies students need to learn to make choices after weighing their personal expectations, along with the pros, cons, responsibilities, and consequences of those choices for themselves and others. I also want to help students construct an academic perspective through study and application of social studies learning experiences. The social studies disciplines provide specific points of view. Discipline-based concepts such as "democratic republic," "citizen," "common good," and others help learners construct the meaning of ideals U.S. citizens hold in common. Discipline-based concepts such as "class," "race," "equal access," and others help learners ask how to live in communities characterized by both unity and diversity and how to close the gap between ideals and reality. The informed social studies learner applies knowledge and processes from academic disciplines and interdisciplinary means to both personal and social experiences.
NBPTS Which Certificate? social studiesHistory Standards. teachers understand the cognitive, physical, andsocial development of young people and the diversity among them, observe http://www.nbpts.org/candidates/guide/whichcert/20AdolYoungSocial.html
Extractions: The Adolescence and Young Adulthood/Social Studies-History certificate is appropriate for teachers who teach students ages 14-18+ and who know the full range of the school social studies-history curriculum: U.S. History, World History, Economics, Geography, and Political Science. Below is a set of questions for you to ask yourself about your teaching practice. If you answer "No" to one or more of the questions, you may need to discuss your teaching situation with professional colleagues, your school faculty, a National Board Certified Teacher, your faculty support group, or a state-level official who is directing a fee subsidy program. demonstrate that your teaching practice meets the Social Studies-History Standards?
K-12 Sources - Curriculum - Lesson Plans this K12 web page is a focus on social studies.. Results Scout report review of theDiversity Site. teach for Tomorrow; Special Educator's Web Pages; Centre for http://my.execpc.com/~dboals/k-12.html
Extractions: I'm never to sure where to place sites such as this, considering that this K-12 web page is a focus on Social Studies.. But....here is a science site that is well worth browsing for students in any academic field and suggesting to the Science departments.. Links to Australia TagTeacherNet: Special Educational Needs Resources
Chapter 2 A Diversity Of People And Lands Lufkin Road Middle School. Currently I teach seventh grade Language Arts andSocial studies at Lufkin Road Middle School in Apex, North Carolina. http://www.ibiblio.org/ucis/btl4/NCTAN/plan/juhan.htm
Extractions: NCTAN Implementation Plan Teaching about East Asia Seminar University of North Carolina at Chapel Hill Submitted by Melissa S. Juhan Lufkin Road Middle School Currently I teach seventh grade Language Arts and Social Studies at Lufkin Road Middle School in Apex, North Carolina. I hope to be teaching only Social Studies next year, but this all depends on getting a Social Studies endorsement added to my teaching certificate. I plan to spend about six weeks teaching East Asia. This works out to about 22 hours spent on East Asia. The seventh grade Social Studies curriculum in North Carolina focuses on the study of Africa, Asia, and the Pacific Realm. I wanted to use as many primary sources as possible and to have the majority of the sources written from a Japanese perspective to try and get at the authentic voice to which Dr. Kilgroe referred. Furthermore, my principal, Jim Palermo, went to Japan and visited Tokyo and Hiroshima in November of this year. He visited Waseda Junior High School in Hiroshima, Japan. The English teacher, Junko Maehara, expressed a desire to have pen pals with our school to help her students with their English. I felt that it would be a great opportunity and tie into what I was studying in the seminar. For this reason, I felt that something related to Hiroshima would be appropriate. To really understand why the bombing of Hiroshima and Nagasaki came about it seems to me you would have to go back to Japans response to the West and their copying western imperialist ways in the mid 1800s.
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
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...
Fleisher: Diversity In Action floor for discussion about cultural diversity in ways Adding to their social studiescurriculum through artistic endeavors parents to come and teach songs), but http://www.fleisher.org/community/diversity.php
Extractions: In the summer of 1998, we were offered an internship to study the Fleisher Memorial's children's art education classes. The goal of the project was to try and identify cultural biases and assumptions in Fleisher's curriculum and to suggest ways in which they might draw on the cultural diversity of South Philadelphia to address the changing face of the community. With backgrounds in Art and Folklore, we saw ourselves primarily as documentors and were drawn to the internship as an opportunity to employ innovative research and presentation strategies that might be useful to educators interested in this topic. We do not consider ourselves authorities on art education or community outreach, but it is our hope that this outsider view might offer new angles by which to examine these issues. About the materials Perhaps the most difficult aspect of this project has been trying to make sense of such a large amount of data in such a short span of time (2 months). In producing these materials, we were attempting to address a variety of concerns. Fleisher was interested in resources that were accessible and relevant to educators both within their institution and in the larger educational community. They also expressed a desire for us to present our methodology as a reference for future self-reflective studies. With all of this in mind, we have created these materials as a way to open up the floor for discussion about cultural diversity in ways that avoid defining identity simply along ethnic lines.
Extractions: Academic Degrees Indiana University, Bloomington, IN Ph.D. in Curriculum; Minor: Women's Studies Indiana University, South Bend, IN Provisional Certificate in School Administration Indiana University, South Bend, IN M.S. in Elementary Education Taylor University, Upland, IN B.S. in Elementary Education Vincennes University, Vincennes, IN A.S. in Elementary Education Professional Experience 2000 - present University of Wisconsin Oshkosh Professor (tenured) University of Wisconsin Oshkosh Associate Professor (tenured) University of Wisconsin Oshkosh Assistant Professor Eastern Illinois University Assistant Professor Indiana University Associate Instructor South Bend, Indiana School District Elementary Teacher
Faculty Searches 2002-2003 respect and reflect the rich diversity of our candidate will be expected to teachgraduate level language arts, math, science, and social studies), serve on http://www.ccny.cuny.edu/education/faculty_searches.htm
Extractions: Administration and Supervision The City College School of Education has available a full-time position in Administration and Supervision. The College expects to make the appointment in the Department of Leadership and Special Education beginning September 1, 2003. Qualifications: For professional ranks, the candidates will have an earned doctorate in education or related field. Experience required. Responsibilities: Teach and advise graduate students in area of specialization, serve on committees (department, school, college). Expertise in at least two of the following areas School finance, school business management, curriculum and instruction, educational planning, technology education, personnel administration, and/or collective bargaining. Bilingual Education/TESOL The City College School of Education has available a full-time, tenure-track position for a teacher educator in the areas of English as a Second Language or Bilingual Education. The College expects to make the appointment in the Department of Childhood Educations Bilingual Education Program beginning September 1, 2003.