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Jen Bartsch

pdf document - 0 views

wintercounts.si.edu/...lakotaTG_full.pdf

MN Standard I A 1 MN Standard I C 1 History Language Arts Visual Arts Lakota Sioux Calendar Culture

shared by Jen Bartsch on 05 Sep 09 - No Cached
  • Jen Bartsch on 05 Sep 09
     
    This is a lesson plan focused upon the Lakota Sioux and their keeping record of time and events with the use of Winter Counts. This detailed set of activities is appropriate for all grade levels: elementary, middle, and high. This lesson fulfills MN Standard I A 1 and MN Standard I C 1
Siri Anderson

Geography | The Australian Curriculum - 0 views

www.australiancurriculum.edu.au/...geography

social_studies MN_SS_Standards2020 geography

shared by Siri Anderson on 20 Aug 20 - No Cached
  • Siri Anderson on 20 Aug 20
     
    Australian Social Science content standards and curriculum outlined. Compared to MN Standards is much broader categories of understanding and way fewer standards to meet in any grade.
Kristiana Holmes

Geography Standards - Xpeditions @ nationalgeographic.com - 0 views

www.nationalgeographic.com/...matrix.html

Geography Standards Through National Geographic NCSS People Places and Environment

shared by Kristiana Holmes on 21 Sep 09 - Cached
  • Kristiana Holmes on 21 Sep 09
     
    This site is created by National Geographic. It contains lesson plans, activities, atlases, etc. It links to U.S. national geography standards. Nice resource.
Siri Anderson

Search Classroom Resources | PBS LearningMedia - 3 views

tpt.pbslearningmedia.org/search

PBS Human Relations History primary_sources

shared by Siri Anderson on 30 Sep 21 - No Cached
  • ways that we can find out about people, places and events that took place a long time ago
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is an example of 4E.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This shows understanding of Standard 4E: "Understand how a students' learning is influenced by individual experiences, talents, and prior learning as well as language, culture, and other samples of student thinking." Asking students to brainstorm about the topic they are about to study activates their prior knowledge so they can potentially make a connection between the new material and what they already know.
  • Discuss the responses with the students
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      3G --use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples of student thinking;" By eliciting student voices in a discussion the teacher can understand how they relate to the concepts that are being taught today.
  • ...8 more annotations...
  • Explain that we can also learn a lot by looking at photographs and drawings from the past.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is a little supportive of 4E, by presenting varied nationalities and cultures within the lesson, and encouraging the students to think that they have agency (you can learn alot) to look into their "photographs or drawings from the past" the teacher is demonstrating respect for the diverse backgrounds in the room.
  • would you like to ask
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is also supporting 3G -- "eliciting student thinking"
  • Ask the groups to compare their photos. Ask them to find at least two things that are similar in the two photos and at least two things that are different.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This supports standard 7I, "support and expand learner expression in speaking, writing, and other media" because the teacher is scaffolding experiences for the students to talk to and learn from one another.
  • describe the type of information that they were able to discover from looking at the photographs. (What people looked like, what people wore, etc.) Ask students to share some of the questions that they thought about when observing and comparing the photographs.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      Another example of eliciting student thinking, 3G. Also supports speaking 7I.
  • Kristi never met her father’s parents
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This is moderately supportive of 4E. By sharing the story of a person whose family did not have contact the teacher is making more space in the room for learners who also may not have met their grandparents, or parents. ; (
  • Explain to students that different cultures have different ways of passing down information about their past to their children and grandchildren.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This supports 4E, the teacher is establishing that families have different cultural practices which makes more space in the room for children who may have felt that cultural practices in their own family are "weird." This provides space for "difference" as cool.
  • Encourage students to make something to help keep pictures, drawing, letters, articles and/or other information about them and their families.
    • Siri Anderson
      Siri Anderson on 30 Sep 21
       
      This supports standard 7I. The students are encouraged to express themselves in a media other than writing and speaking.
  • create their own drawings
    • Siri Anderson
      Siri Anderson on 01 Oct 21
       
      This is another example of 7I because the students are expressing themselves in another medium.
  • Siri Anderson on 30 Sep 21
     
    These standards are not at all aligned with this lesson!
Siri Anderson

National Curriculum Standards for Social Studies | National Council for the Social Studies - 1 views

www.socialstudies.org/standards

standards NCSS curriculum

shared by Siri Anderson on 22 Sep 10 - Cached
  • Siri Anderson on 22 Sep 10
     
    new standards in Social Studies
Siri Anderson

Visualizing School Equity | Learning for Justice - 0 views

www.learningforjustice.org/...visualizing-school-equity

Lesson Improvement

shared by Siri Anderson on 10 Oct 21 - No Cached
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 7I. Where the teacher is supporting and expanding expression through speaking, writing, or other media. This is happening through connections and building relationships with other schools in different districts and creating a portfolios about the facilities at the schools. Once these portfolios are exchanged they will then use the insights to create their own Student Bill of Rights. This will allow students another perspective to look at, think about, and reflect on.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      Yes this is 7I
  • Form a partnership with a teacher in another district. You will ask your students to assemble a portfolio documenting the facilities at their school (through lists, narratives or photos); your partner teacher will ask her/his students to do the same. Classes can exchange portfolios. Each class can use the insights from the exchange to draft their own Student Bill of Rights. 
  • 3. Ask to students to present their posters to the entire class. 
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3G where we are using student's thinking and experiences as a resources in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written and other samples of student thinking. This will allow students to look at public information on the per-student funding in the best and least funded schools. They will then present their findings to their peers while listening to others findings and thoughts.
  • ...6 more annotations...
  • 4. Circle back to the “Crossing the Gap” story by ask students to vote on the following proposition: An explicit right to equal per-student funding should be added to the Illinois Council of Students' Bill of Rights. Once your students have voted “yes” or “no” to the proposition, ask each group to present their decision, and three reasons supporting it, to the class as a whole. 
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 4E where we understand how a students learning is influenced by individual experiencs, talents, and prior learning, as well as language, culture, family, and community values. This will allow students to look at their findings and how they think they have affected their choices. This will also allow students culture, family, and community values to play a part in their decision making. School and education is very important to different cultures, individual families, and communities. This will affect how students vote. This will also tap into 3G by encouraging discussion and support of the way they have voted.
  • Then have students find the per-student funding levels (listed in dollar amounts) for the best-funded district, least-funded district, and their own district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to students individual experiences with their own schools funding to see how it affects them,. This will allow them to connect to and build off this scaffolding.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 4E.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      OK yes
  • Have students create a chart illustrating the funding gap between the best-funded and least-funded districts in the state, along with the per-student funding for their district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 7I. Where students will create other media in the form of a chart to expand their learning to see the gap in funding between their school, the best funded school, and the least funded school.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      yes
  • Have students brainstorm a list of useful educational items that could be purchased with the funding gap money for the least-funded district and/or their own district.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3G. Students are actively engaging in inquiry by looking at the gap and figuring what they think could be funded in the least funded school. Things that they may use or see as beneficial in their own school.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      The benefit in 3G is to the teacher, when we elicit student thinking it helps us tailor instruction to meet their needs. The standards are teacher standards, not student standards.
  • • learn about inequities in the system and begin to question why those inequities exist by examining the funding gap in their own state.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This connects to 3g. Students will be using their experiences in their school to think about why this funding gap exists . They will then brainstorm ways that they money could benefit the least funded school through oral and written activities.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      I don't see how looking at experiences in their own education will help students understand "why" funding gaps exist.
  • • A large portion of public school funding comes from local property taxes. The funding gap exists when higher tax revenues mean much more school funding is available to wealthy communities than to poor communities.
    • lind_krom
      lind_krom on 10 Oct 21
       
      This could connect to 7I by allowing students to consider if this is fair and how we can look into and prevent this gap in funding. Do they think that this is fair, with wealthy communities paying a higher tax revenue? How do they think they could solve this.
    • Siri Anderson
      Siri Anderson on 11 Oct 21
       
      Standard 7I is about eliciting student communication in written or other forms. I don't see how this demonstrates that.
Haley Linder

How are We Defined as Americans?: Lesson Plan | And Then They Came for Us | PBS Learnin... - 1 views

tpt.pbslearningmedia.org/...korematsu-institute

Human Relations Americans

shared by Haley Linder on 08 Oct 21 - No Cached
  • the students will explore what it means to them to be an American
    • Haley Linder
      Haley Linder on 08 Oct 21
       
      Standard 3G- Students will explore with their classmates what it means to be an American. Students are encouraged to use discuss and write what they think. Students will talk about what it means to them about being an American. Students will use their family history on this piece of discussion
  • "I am an American because_____and____."
    • Haley Linder
      Haley Linder on 08 Oct 21
       
      Standard 4E- Students will be using their individual experiences, family, and culture to explain why they are an American. Students are given the chance to express why they are American. This reveals their background and their origin.
  • might wish to watch the film, And Then They Came for Us,
    • Haley Linder
      Haley Linder on 08 Oct 21
       
      Standard 7I- Using other forms of media. Students will watch the film to have a complete understanding about the content of the lesson on why we are Americans
  • ...3 more annotations...
  • group discussions of their identity as Americans
  • individual and a group definition of an "American"
    • Haley Linder
      Haley Linder on 08 Oct 21
       
      Standard 7I- Students will be divided into groups of four and discuss the definition of an American. They will come up with ideas to express their identity as an American
  • Do you have to be a citizen to be considered an American?
    • Haley Linder
      Haley Linder on 08 Oct 21
       
      Students can express their nationalities and their country of origin. They may be born in America but their parents and ancestors might be from a different country.
juliajohnson00

Storytelling in the Social Studies Classroom | Read Write Think - 1 views

www.readwritethink.org/...lling-social-studies-classroom

Lesson Plan Improvments Human Relations Social Studies

shared by juliajohnson00 on 27 Sep 21 - No Cached
  • tell their own stories and explore the stories of other Americans
    • juliajohnson00
      juliajohnson00 on 27 Sep 21
       
      Standard 3G: use a student's thinking and experiences as a resource in planning instructional activities by encouraging discussion, listening, and responding to group interaction, and eliciting oral, written, and other samples of student thinking. Standard 7I - support and expand learner expression in speaking, writing, and other media
  • A picture can be worth a thousand words, especially when students use this tool to draw them themselves!
    • juliajohnson00
      juliajohnson00 on 27 Sep 21
       
      Standard 7I: support and expand learner expression in speaking, writing, and other media.
  • Engaging students in storytelling activities about themselves, their families, and other Americans is an effective way to pique their interest in social studies.
    • juliajohnson00
      juliajohnson00 on 27 Sep 21
       
      Standard 4E - understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values.
Katelyn Karsnia

English-Language Learner Definition - 0 views

www.edglossary.org/english-language-learner

ELL ED3780 Siri ABCSoup

shared by Katelyn Karsnia on 28 Jan 22 - No Cached
  • English-language learners, o
  • students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds,
  • o not have the English-language ability needed to participate fully in American society or achieve their full academic potential in schools and learning environments in which instruction is delivered largely or entirely in English.
  • ...8 more annotations...
  • fastest-growing segment of the school-age population in the United States, but they are also a tremendously diverse group representing numerous languages, cultures, ethnicities, nationalities, and socioeconomic backgrounds
  • overty, familial transiency, or non-citizenship status,
  • p
  • underperform on standardized tests, drop out of school at significantly higher rates, and decline to pursue postsecondary education.
  • For example, states and national organizations have developed standards to guide curriculum and instruction in English-as a second language programs, while customized teaching and learning materials for English-language learners are now routinely introduced into regular academic courses.
  • Dual-language education
  • English as a second language
  • Sheltered instruction
clwisniewski

Accommodations & Modifications - Teaching Students with Visual Impairments - 2 views

www.teachingvisuallyimpaired.com/mmodations--modifications.html

shared by clwisniewski on 17 Nov 21 - No Cached
  • Accommodations do not reduce grade level standards but rather help provide access to the course content. They do not alter the amount or complexity of the information taught to the student. Accommodations are changes in the program from a way things are typically done so that a student with a disability can have equal opportunity to participate and allow the student to be successful. These changes do not substantially or fundamentally lower or alter the standards.
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      A group thing to remember, not only with this impairment, but when making all accommodations.
  • Be based on current individualized needs;Reduce the effect of the disability to access the current curriculum;Be specific about where, when, who and how the accommodations will be provided;Include current input from parents, teachers, student, and therapists;Be based on current specific needs in each content area.
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      Again, great to remember with all accommodations!
  • Changes in the medium used:braillelarge printaudiotapeelectronic textoral testing/scribing Changes made in the way materials are presentedCopies of overhead projector/smartboard activities to be viewed at his/her desk as needed.The teacher or presenter should verbalize all information as it is written on the board or overhead. Information presented on the board should be in a high contrast color. Use a slant-board to position papers appropriately for reduced visual strain and to avoid glare.The computer screen should be eye level and tilted to avoid glare.Use recorded text as needed.Classroom recording of lectures/instruction by the student.Large Print textbooks/materials.Braille textbooks/materials.Clear, dark copies of worksheets.Use of a reading guide to assist in keeping place while reading and completing worksheets.Present materials against a plain backgroundUse a good contrast background and present on a contrasting tray or mat. Time requirements:Time and a half or double timeConsideration for the student's reading/writing speedConsideration for the time needed to use adaptive equipmentConsideration for eye fatigue and scanning ability Changes in the way students demonstrate learningModified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or shortened amount of assignments).Avoid activities requiring extensive visual scanning.Avoid visually cluttered materials.Allow students to use (bold marker, 20/20 pen, mechanical pencil, or another unique writing tool) to complete assignments.Use of bold line paper.Use of raised line paper.Abbreviated homework assignment (includes all concepts, just fewer items).Shorter written assignment.Oral testing. Changes in Setting: preferential seating in the classroom for all films, assemblies and demonstration lessons.seated facing away from windows.permission to move about the room as needed to see information presented away from his/her desk. Changes in the Setting: EnvironmentAvoid glare in general from overhead lights. Consider placing light filters on fluorescent lights.Open and close doors fully (a half-open door can be a dangerous obstacle).Eliminate unnecessary background noise. Consider isolation headphones.Eliminate clutter from the room, particularly in aisles and movement paths.Place materials in consistent places so that students know where particular items are always located.Preferential locker position and locks with keys vs. combination locks.Use of task lighting as needed.
    • sadielaurenn
      sadielaurenn on 17 Nov 21
       
      An INCREDIBLE list of accommodations that are available when/if working with a student that has a visual impairment
  • ...2 more annotations...
  • Modifications lower the learning expectations and should only be used if this is the only way for the student to be successful. Parents must understand if modifications to grade level standards are being made, their child may be at risk for not meeting graduation requirements.
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      Important to remember! We can make accommodations for students, but not to change the expectations unless approved by the school
  • Reducing assignments so a student only completes the easiest problems;Altering assignments to make them easier;Requiring a student to learn fewer materials that are required by the State's academic content standards; Providing help to a student via hints or clues to the correct answers on assignments and tests.
    • clwisniewski
      clwisniewski on 17 Nov 21
       
      If we have a visually impaired student that needs modifications, these are ways to help, which can be indicated on their IEP
Jen Bartsch

Social Studies function textVersion() { window.open( - 0 views

www.education.state.mn.us/...index.html

Standards Minnesota Social Studies

shared by Jen Bartsch on 06 Sep 09 - Cached
  • Jen Bartsch on 06 Sep 09
     
    State of Minnesota Standards for Social Studies
Kara Dahl

Lesson Plans Aligned with NCSS Standards - 0 views

www.eric.ed.gov/...b1.pdf

NCSS Lesson Plans

shared by Kara Dahl on 14 Sep 09 - No Cached
  • Kara Dahl on 14 Sep 09
     
    This is a PDF document with some lesson plans that align with the NCSS standards.
moltman

They're Coming to America: Immigrants Past and Present | PBS LearningMedia - 1 views

iowa.pbslearningmedia.org/...ca-immigrants-past-and-present

Lesson Plan

shared by moltman on 06 Oct 21 - No Cached
  • Ask your students to brainstorm a definition for the word, and jot down their ideas. Ask your students to share their ideas on what exactly an immigrant is.
    • moltman
      moltman on 06 Oct 21
       
      Standard 3- use a student's thinking and experience as a resource in planning instructional activities by encouraging discussion, listening and responding to group interaction, and eliciting oral, written, and other samples or student thinking. Students are asked to use their prior knowledge of what they know about immigration which will help the teacher gauge their level of understanding about the topic.
    • moltman
      moltman on 06 Oct 21
       
      Highlighted
  • Ask for a handful of students to reveal their nationalities, backgrounds, or countries of origin.
    • moltman
      moltman on 06 Oct 21
       
      Standard 4E - understand a student's learning is influenced by individual experiences, talents, prior learning, as well as language, culture, family, and community values. This is done by having students talk about their personal backgrounds and helps their peers understand from their experiences. Students tend to listen better to their peers and enjoy learning about their classmates.
  • Divide your students into fivegroups. Distribute the “Immigrants: Past and Present” organizer to yourstudents. Assign each group one of the following five immigrants: 1) SeymourRechtzeit from Poland, 2) Li Keng Wong from China, 3) Kauthar from Kenya, 4) Virpal from India, and 5) Quynh from Vietnam. Ask each group to circle theirassigned immigrant on the organizer.
    • moltman
      moltman on 06 Oct 21
       
      Standard 7I - supports and expands learner expression in speaking, writing, and other media. Students are placed in groups and they will use what the teacher has taught them to research on individuals. The teacher provides a website for research.
  • moltman on 06 Oct 21
     
    "Ask your students to brainstorm a definition for the word, and jot down their ideas."
madisonryb

Using Supporting Evidence to Interpret Meaning - A Native American Folktale | PBS Learn... - 2 views

prairiepublic.pbslearningmedia.org/...ing-a-native-american-folktale

Lesson_Plan_Revision Human_Relations

shared by madisonryb on 13 Oct 21 - No Cached
    • madisonryb
      madisonryb on 13 Oct 21
       
      Standard 3G: Students will be encouraged to share their ideas in a discussion about what the storyteller meant by "coyote spirit." Students are asked for evidence from the story that supports their ideas. This will allow them to perform a few of the skills in 3G, student thinking, discussion encouragement, listening, and responding to the questions asked.
  • 1. Ask students what they know about coyotes. List the various responses. 2. Next, tell students the words they used to describe coyotes could also be used to describe people.
    • madisonryb
      madisonryb on 13 Oct 21
       
      4E Standard: Students are asked to use prior learning to list what they know about coyotes. This will allow them to make connections to their own personal experiences and prior learning of the subject on coyotes. This may relate to culture and community too as it relates to Native American folktale and the interpretation of the term coyote. The students different descriptions of the word "coyote" are then altered to make connections to how it could resemble people.
  • Ask students to listen for each of these phrases, then ask if there is more than one meaning and discuss. Ask students to continue to provide evidence that supports the meanings they have given. After viewing the video again ask students to write the meanings on the Shulayen Meaning of Words handout.
    • madisonryb
      madisonryb on 13 Oct 21
       
      7I Standard: The students are asked to listen to each of the phrases from the video. They are asked to support their evidence of the meanings that they are given. This allows the students to fully expand their learning and express what they have learned using the expression of listening and speaking.
Kirstin Melaas

Mapping Minnesota - 1 views

www.macalester.edu/...index.htm

minnesota mapping social_studies US_history history geography

shared by Kirstin Melaas on 16 Apr 12 - No Cached
  • Kirstin Melaas on 16 Apr 12
     
    Great site full of historical maps and podcasts. There are also links to geography standards, lesson plans and field trip ideas.
Jen Bartsch

PBS Teachers - Resources For The Classroom - 0 views

www.pbs.org/...preview

History Language Arts America Pioneers Homestead Act Westward Expansion

shared by Jen Bartsch on 05 Sep 09 - Cached
  • Jen Bartsch on 05 Sep 09
     
    PBS Teachers provides PreK-12 educational resources and activities for educators tied to PBS programming and correlated to local and national standards and professional development opportunities delivered online. As stated in the lesson plan overview: "Through the activities presented in this lesson, students will become familiar with the tenets of the Homestead Act, the shifting borders of the American frontier, and the life faced by homesteaders. After a class discussion and examination of a variety of Web sites, students will complete an written assessment in which they will determine whether or not the land available through the Homestead Act was, in fact, "free." This lesson can be used as an introduction to a unit on American settlement in the latter half of the nineteenth century, or as a pre-viewing activity to the PBS series FRONTIER HOUSE. A basic knowledge of 19th-century United States history is required."
Patrick Eliasen

» The Relationship Between Science and Technology » Exemplary Resources for M... - 3 views

expertvoices.nsdl.org/...between-science-and-technology

NCSS Standard 3(n)

shared by Patrick Eliasen on 30 Aug 09 - Cached
  • Patrick Eliasen on 30 Aug 09
     
    Science Resources for Middle School
  • Siri Anderson on 31 Aug 09
     
    When you go to add tags do the NCSS ten standards show themselves as separate tags that you can just click on?
Siri Anderson

100 Useful Online Calculators and Conversion Tools for Science Students « - 0 views

onlineengineeringdegree.com/?p=56

math science economics NCSS Production Distribution and Consumption calculators online tools

shared by Siri Anderson on 27 Aug 09 - Cached
  • Siri Anderson on 27 Aug 09
     
    This list will let you do all sorts of Social Studies related math with students and begs the question: Would we be in this economic situation if social studies standards had more specific content around personal finance?
Barb Hagen

Lesson Plans - The Ocean: Our Global Connector - 0 views

www.nationalgeographic.com/...seatoshiningsea1.html

NCSS Geography Social Studies

shared by Barb Hagen on 05 Sep 09 - Cached
  • Barb Hagen on 05 Sep 09
     
    Lesson plan for grades 6-8 with ties to standards.
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