Extractions: Professional Development Center Archives: VIEW ALL ARTICLES The Arts ... History Curriculum Article C U R R I C U L U M A R T I C L E For the second year, Cheryl Anderson's fifth-graders are performing the "Wax Museum Biographies." The students mentally leave their small South Dakota town population 913 for such places as the moon, a street in Montgomery, Alabama, or the steps of the White House. Donations for their performances go to charitable activities within the state. Some pupils at Arlington Elementary School in Arlington, South Dakota, have a dream. Others have "asked not what their country can do for them." Still others have taken a "giant step for mankind." Cheryl Anderson's fifth graders mentally leave their small South Dakota town population 913 for such places as the moon, a street in Montgomery, Alabama, or the steps of the White House. For the second year, Anderson has assigned her class what she calls the "Wax Museum Biographies." The hope, according to Anderson, is for the children to become involved in history while learning citizenship. The students conduct two-minute speeches in front of fellow students and members of the community. Like many actors, though, they work only for money. Drop a nickel in the cans they hold, and these actors begin to play their chosen characters. Without a contribution to the pot, they remain as still as statues in a wax museum.
Extractions: Social Organizations is part of a series of curriculum reforms in the social studies undertaken by Saskatchewan Education. This comprehensive curriculum development process began with the establishment of the Social Studies Task Force in 1981 made up of people representing various sectors of Saskatchewan society. The Task Force surveyed a wide range of public opinion and on the basis of its findings compiled a report outlining a philosophy for social studies education. In October 1982, the Minister of Education established a Social Sciences Reference Committee. The Reference Committee developed a plan of action based on the recommendations of the Task Force to give specific direction to the planned course revisions. The Reference Committee defined the aim of social studies education: ....as a study of people and their relationships with their social and physical environments. The knowledge, skills, and values developed in social studies help students to know and appreciate the past, to understand the present and to influence the future. Therefore, social studies in the school setting has a unique responsibility for providing students with the opportunity to acquire knowledge, skills and values to function effectively within their local and national society which is enmeshed in an interdependent world. Saskatchewan Education (1984).
Extractions: CAREER OPPORTUNITIES EDUCATIONAL PREPARATION We are looking for students who have demonstrated interests in reading, writing and communicating. Often, they are in college preparatory or honors sections in high school. Because interdisciplinary work will ask students to develop their capacities for creative thought and imaginative solutions, students who have demonstrated creativity in high school are also encouraged to consider an American Studies major. Therefore, your best preparation for our program is to take challenging high school courses that emphasize critical thinking, cultural awareness , and plenty of written work. If you are curious about the world you live in and love exploring new ideas about it, then you will love being in the American Studies major. CURRICULUM FACULTY Our professors are among the leading instructors at Rowan University, nearly all holding the Ph.D. and all experienced teachers. The Program Director, American Studies Advisory Board, and Advising Director are senior faculty who are well published in their fields and accomplished educators.Trained in History,Political Science,Communications, Religious Studies and Philosophy, they care deeply about the quality of your university education. SPECIAL OPPORTUNITIES American Studies is a new major at Rowan University but it draws on the academic excellence the Liberal Arts and Sciences historically have displayed at our school. Each semester, our majors and faculty will gather for an informal lunchtime discussion. At these gatherings, faculty and students will develop supportive associations and discuss topics of interest to each of us. Faculty from different departments will often present ideas and issues of special interest to our majors. Students will see on-going faculty research that engages them on a level seldom experienced in undergraduate programs. Students are encouraged to raise issues for discussion and to present their own research.
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 How could a plain, white towel help a sixth grader improve her language skills? This summer Southland educators immersed them-selves in classic media literacy exercises and learned how playing an ad exec selling towels to teenage girls or a talk show host debating the American Revolution can teach students core classroom skills while helping them become savvy media consumers.
Kiosk - What They Didn't Teach You In High School ENGL 193 Detective Fiction Film studies (FLMST) FLMST 54 Film FLMST 165 Film andSocial Reality FLMST 188A ARTHI) ARTHI 67H Multicultural diversity in Popular http://kiosk.ucsb.edu/AcademicServices/NotInHighSchool.asp
Sept11_action Reflecting on September 11 Fostering diversity or MiddleEastern origin, the New Jerseysocial studies class decided to organize a Middle-East teach-In http://www.crf-usa.org/Sept11/Sept11_action
Extractions: First, students read a story about a group of high school students and teachers who planned and implemented a Middle East teach-in. Second, they brainstorm project ideas and choose a project to work on. Third, they work in small groups to create project plans, compare plans and combine best elements to make a master plan. Finally, they put their master plan to work and evaluate their progress.
Newspapers Plus strategies and activities that teach eight values respect to meet the five SocialStudies Core Curriculum Geography Standards 1) diversity of people http://nieonline.com/detroit/catalogue.cfm?page=socialstudies
Position Statements of religious and nonreligious diversity within the National Council for the SocialStudies focuses exclusively instruction, but they may teach about religion http://www.teachingaboutreligion.org/Guidance for Teaching/position_statements.h
Extractions: by respecting the freedom of others who differ from us." Richard W. Riley, U. S. Secretary of Education We recognize that the religion arena is frequently a contentious one. It consists of diverse and often contradictory worldviews and is fraught with constitutional perplexities. With all the challenges, what can we ask of our public schools? How should they go about educating students about any given human worldview? There have been endeavors to publish guidelines that would be helpful to "teaching fairly and legally about religion." This section provides a sampling. "Instruction about Religion in Public Schools"