ways that we can find out about people, places and events that took place a long time ago
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Geography | The Australian Curriculum - 0 views
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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
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Search Classroom Resources | PBS LearningMedia - 3 views
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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.
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Discuss the responses with the students
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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.
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Explain that we can also learn a lot by looking at photographs and drawings from the past.
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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.
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would you like to ask
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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.
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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.
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Kristi never met her father’s parents
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Explain to students that different cultures have different ways of passing down information about their past to their children and grandchildren.
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Encourage students to make something to help keep pictures, drawing, letters, articles and/or other information about them and their families.
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create their own drawings
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National Curriculum Standards for Social Studies | National Council for the Social Studies - 1 views
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Visualizing School Equity | Learning for Justice - 0 views
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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.
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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.
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3. Ask to students to present their posters to the entire class.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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• learn about inequities in the system and begin to question why those inequities exist by examining the funding gap in their own state.
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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.
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I don't see how looking at experiences in their own education will help students understand "why" funding gaps exist.
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• 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.
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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.
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Standard 7I is about eliciting student communication in written or other forms. I don't see how this demonstrates that.
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How are We Defined as Americans?: Lesson Plan | And Then They Came for Us | PBS Learnin... - 1 views
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the students will explore what it means to them to be an American
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"I am an American because_____and____."
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might wish to watch the film, And Then They Came for Us,
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individual and a group definition of an "American"
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Do you have to be a citizen to be considered an American?
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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
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tell their own stories and explore the stories of other Americans
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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
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A picture can be worth a thousand words, especially when students use this tool to draw them themselves!
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Engaging students in storytelling activities about themselves, their families, and other Americans is an effective way to pique their interest in social studies.
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English-Language Learner Definition - 0 views
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students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds,
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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
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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.
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underperform on standardized tests, drop out of school at significantly higher rates, and decline to pursue postsecondary education.
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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.
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Accommodations & Modifications - Teaching Students with Visual Impairments - 2 views
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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.
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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.
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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.
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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.
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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.
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Social Studies function textVersion() { window.open( - 0 views
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They're Coming to America: Immigrants Past and Present | PBS LearningMedia - 1 views
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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.
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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.
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Ask for a handful of students to reveal their nationalities, backgrounds, or countries of origin.
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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.
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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.
Social Justice Standards | The Learning for Justice Anti-Bias Framework - 1 views
www.learningforjustice.org/...for-justice-antibias-framework
standards conceptual_framework Teaching_Tolerance
shared by Siri Anderson on 02 Jul 21
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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
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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.
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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.
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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.
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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.
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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.
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PBS Teachers - Resources For The Classroom - 0 views
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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."
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» The Relationship Between Science and Technology » Exemplary Resources for M... - 3 views
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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
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