Group items matching "Standards" in title, tags, annotations or url - Social Studies, Human Resources and Adptations

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EDSITEment - The Best of the Humanities on the Web - 0 views

shared by Alys Mosher on 13 Sep 10 - Cached

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PBS.org - 0 views

www.pbs.org/...2lp1.html NCSS Power Authority and Governance

shared by Bruce Rengo on 11 Oct 09 - Cached

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In the classroom - 0 views

www.seek.state.mn.us/classrm_d.cfm social_studies environmental standards MN

shared by Siri Anderson on 25 Oct 09 - Cached

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Teaching K-12 Economics - 0 views

ecedweb.unomaha.edu/home.cfm economics NCSS Production Distribution and Consumption social_studies

shared by Siri Anderson on 12 Nov 09 - Cached

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Lesson Plan on Family History and Past Generations - 0 views

www.adprima.com/social8.htm NCSS Time Continuity and Change

shared by Theresa Erickson on 08 Nov 09 - Cached

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Social Studies - 0 views

education.mn.gov/...soc MN_SS_Standards2020 MDE resources

shared by Siri Anderson on 16 Sep 20 - No Cached

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What Does an Inclusive Classroom Look Like? - 0 views

inclusiveschools.org/-inclusive-classroom-look-like inclusion decisions classrooms expectations

shared by Bill Olson on 04 Sep 21 - No Cached

Decisions are made on the basis of student needs and not on labels and places. The general education classroom at the student’s enrolled grade level is the reference point for student-specific planning. Expectations are high. Instruction is based on the curriculum standards adopted by the school or state. There is not a separate curriculum. Individualized supports are available when needed.
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I like to think that effective inclusion is about names, the uniqueness of every child, and not numbers or scores.  It’s about student needs, and not the labels often attached to individual students.  And, effective inclusion is about the services provided rather than the places where those services are offered.
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Although standards and observation checklists are helpful guides to identify inclusive classrooms, sometimes it’s easier to remember what I call the “3 R’s” of effective inclusion–respect, relationships and responsibility. 
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Looking for Lincoln Throughout His Life | PBS LearningMedia - 2 views

pioneer.pbslearningmedia.org/...or-lincoln-throughout-his-life Social Studies Lincoln

shared by Jenny Mathiesen on 10 Oct 21 - No Cached

- Jenny Mathiesen on 10 Oct 21
  
  This fits the standard 3G because the teachers is asking the students what their thoughts are about Lincoln. The teachers gets to know the students a bit because it is about getting the students ideas and there's no right or wrong answer.
  
  <div class="cArrow"> </div><div class="cContentInner">This fits the standard 3G because the teachers is asking the students what their thoughts are about Lincoln. The teachers gets to know the students a bit because it is about getting the students ideas and there's no right or wrong answer. </div>
  
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Culminating Activity: Creating a Personal Timeline Review the Lincoln timeline that students assembled at the beginning of the lesson. Point out that each event has a date, as well as information and a picture about that date. Remind students that the timeline begins with the earliest date and goes until the most recent date. Explain to students that it is now their turn to make a timeline about their own lives. Ask them to think about two important things that have happened to them in their lives. Ask for some volunteers to share this information. (Some possible answers: the day they were born; going on a fun vacation; learning to play an instrument; getting a special gift; starting school; making a new friend; etc.) Hand out blank sheets of paper to each student. (Hand out 1 sheet of paper for each student creating a timeline online and distribute 3-4 sheets for each student creating a timeline by hand.). Ask each student to write down the two events that they thought of on a sheet of paper. Now ask them to think of 4 more important things that have happened to them in their lives and to write those down, as well. Ask students to create a timeline on which to put these events. Creating timelines by hand: Ask students to draw a line from left to right across the middle of their paper. Then ask them to draw small vertical lines to indicate important years in their lives. To create a longer timeline, students can tape 2-3 pieces of paper end to end and then draw a horizontal line across all the sheets. Creating online timelines: Direct students to the “Timeline Generator” at TeAch-nology.com (Note: Instruct them to scroll to the bottom of the page to see the timeline tool.) Ask students to put their 6 events in chronological order in their timelines, starting with the earliest event and ending with the most recent. If students are using the online timeline tool, ask them to print out their timelines once they have finished. Encourage all students (whether creating a timeline by hand or on the computer) to draw/paste images or photographs to go along with each event. After students have completed their individual timelines, ask for volunteers to explain/ present their timelines to the group.
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- Jenny Mathiesen on 10 Oct 21
  
  This supports standard 7I because the students take the learning about Lincoln and create their own timeline about their own lives.
  
  <div class="cArrow"> </div><div class="cContentInner">This supports standard 7I because the students take the learning about Lincoln and create their own timeline about their own lives.</div>
  
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...5 more annotations...
After the segment, bring out the drawn outline of the hat. Ask students to tell you some facts that they learned about Lincoln in the video. Write the facts (or ask students to write the facts) on the hat. (Some possible answers: Abraham Lincoln worked as a congressman in Washington for one term; he returned to Illinois in 1849 to practice law; he was a father; had 2 children; he needed to earn a living; he educated himself; he read; he taught himself Euclidian geometry; he traveled with other lawyers, judges and sheriffs to different county courthouses; made close friendships; his time working as a lawyer was an important time in his life; the courthouses that Lincoln worked in are now tourist attractions; he was involved in over 5,000 court cases; he took almost any case.)
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- Jenny Mathiesen on 10 Oct 21
  
  This section could support 4E if the teacher is purposeful to create/develop the conversation to not just explain terms used but connect the events in Lincoln's life to lives of the students in the classroom. It doesn't specifically call out to do this, so the teacher would need to KNOW to actively do this during the lesson.
  
  <div class="cArrow"> </div><div class="cContentInner">This section could support 4E if the teacher is purposeful to create/develop the conversation to not just explain terms used but connect the events in Lincoln's life to lives of the students in the classroom. It doesn't specifically call out to do this, so the teacher would need to KNOW to actively do this during the lesson. </div>
  
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Ask students to think about and discuss the following question with their group: If someone wanted to learn about this class just by viewing 5 things in this classroom, what 5 things would you select for him or her to view? What could he/she learn about the class from each object? Once they have selected 5 objects, each group should complete one Our Things Student Organizer for each object. Students should write down the name and/or draw a picture of the object and write a brief description of what someone could learn from viewing that object. (For example, a dictionary- shows that they can read and like to find out about new words, etc.) As an alternative to this activity, students can describe 5 items from their home that tell a story about their family.
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- Jenny Mathiesen on 10 Oct 21
  
  This supports 7I because it does a great job of connecting the lesson to the lives of the students and invites them to express themselves in the same way they did as a class about Lincoln. The teacher will get to know the students in fun and deep ways with this lesson!
  
  <div class="cArrow"> </div><div class="cContentInner">This supports 7I because it does a great job of connecting the lesson to the lives of the students and invites them to express themselves in the same way they did as a class about Lincoln. The teacher will get to know the students in fun and deep ways with this lesson!</div>
  
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Ask: What is one type of job that you think he had before becoming President?
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