Social Studies

KHAYELITSHA, South Africa — Seniors here at Kwamfundo high school sang freedom songs and protested outside the staff room last year because their accounting teacher chronically failed to show up for class. With looming national examinations that would determine whether they were bound for a university or joblessness, they demanded a replacement.

Post-apartheid South Africa is at grave risk of producing what one veteran commentator has called another lost generation, entrenching the racial and class divide rather than bridging it. Half the students never make it to 12th grade.

But South Africa’s schools also have problems for which history cannot be blamed, including teacher absenteeism, researchers say. And then when teachers are in school, they spend too little time on instruction. A survey found that they taught for a little over three hours a day, rather than the five expected

The Vanderbilt Television News Archive is the world's most extensive and complete archive of television news. We have been recording, preserving and providing access to television news broadcasts of the national networks since August 5, 1968.

Meeting with several writing teams for social studies in all grade levels, the board asked for several revisions in the first drafts laying out the new standards for history, government and other social studies courses in Texas schools.

Meeting with several writing teams for social studies in all grade levels, the board asked for several revisions in the first drafts laying out the new standards for history, government and other social studies courses in Texas schools.

Meeting with several writing teams for social studies in all grade levels, the board asked for several revisions in the first drafts laying out the new standards for history, government and other social studies courses in Texas schools.

When some board members questioned why former Secretary of State and four-star Gen. Colin Powell was being dropped from the standards for elementary grades, they were told that former President Ronald Reagan was being substituted for Powell. That ended the questions.

When some board members questioned why former Secretary of State and four-star Gen. Colin Powell was being dropped from the standards for elementary grades, they were told that former President Ronald Reagan was being substituted for Powell. That ended the questions.

When some board members questioned why former Secretary of State and four-star Gen. Colin Powell was being dropped from the standards for elementary grades, they were told that former President Ronald Reagan was being substituted for Powell. That ended the questions.

When some board members questioned why former Secretary of State and four-star Gen. Colin Powell was being dropped from the standards for elementary grades, they were told that former President Ronald Reagan was being substituted for Powell. That ended the questions.

Another board member, citing her own experiences in elementary school, called on one writing team to include the Liberty Bell as a historical artifact that should be studied by students.

Two of those experts, evangelical minister Peter Marshall of Massachusetts and Wallbuilders president David Barton of Aledo, were asked about their earlier recommendations to drop labor leader César Chávez and former Supreme Court Justice Thurgood Marshall, the first black member of the court, from the standards.

Marci Deal, social studies coordinator in the Hurst-Euless-Bedford school district, quickly cooled off one controversy that erupted when the writing team for sixth grade initially recommended that Christmas be dropped from a list of holidays of the major religions in a world cultures and geography course.

In Jewish liturgy Rosh Hashanah is described as "the day of judgment" (Yom ha-Din) and "the day of remembrance" (Yom ha-Zikkaron). Some midrashic descriptions depict God as sitting upon a throne, while books containing the deeds of all humanity are opened for review, and each person passing in front of Him for evaluation of his or her deeds.

The Hebrew Bible defines Rosh Hashanah as a one-day observance, and since days in the Hebrew calendar begin at sundown, the beginning of Rosh Hashanah is at sundown at the end of 29 Elul. The rules of the Hebrew calendar are designed such that the first day of Rosh Hashanah will never occur on the first, fourth, or sixth days of the Jewish week[9] (ie Sunday, Wednesday or Friday)

Jewish law appears to be that Rosh Hashanah is to be celebrated for two days, due to the difficulty of determining the date of the new moon.[7]

September 18, 2009

Historical origins In the earliest times the Hebrew year began in autumn with the opening of the economic year. There followed in regular succession the seasons of seed-sowing, growth and ripening of the corn (here meaning any grain) under the influence of the former and the latter rains, harvest and ingathering of the fruits. In harmony with this was the order of the great agricultural festivals, according to the oldest legislation, namely, the feast of unleavened bread at the beginning of the barley harvest, in the month of Aviv; the feast of harvest, seven weeks later; and the feast of ingathering at the going out or turn of the year. "Aviv" literally means "Spring". (See Exodus 23:14-17; Deuteronomy 16:1-16). It is likely that the new year was celebrated from ancient times in some special way. The earliest reference to such a custom is, probably, in the account of the vision of Ezekiel (Ezek 40:1). This took place at the beginning of the year, on the tenth day of the month (Tishri). On the same day the beginning of the year of jubilee was to be proclaimed by the blowing of trumpets (Lev 25:9). According to the Septuagint rendering of Ezek 44:20, special sacrifices were to be offered on the first day of the seventh month as well as on the first day of the first month. This first day of the seventh month was appointed by the Law to be "a day of blowing of trumpets". There was to be a holy convocation; no servile work was to be done; and special sacrifices were to be offered (Lev 23:23-25; Num 29:1-6). This day was not expressly called New-Year's Day, but it was evidently so regarded by the Jews at a very early period.

Traditional Rosh Hashanah greetings On the first night of Rosh Hashanah after the evening prayer, it is the Ashkenaz and Hasidic custom to wish Leshana Tova Tikoseiv Veseichoseim (Le'Alter LeChaim Tovim U'Leshalom) which is Hebrew for "May you immediately be inscribed and sealed for a Good Year and for a Good and Peaceful Life" Shana Tova (pronounced [ʃaˈna toˈva]) is the traditional greeting on Rosh Hashanah which in Hebrew means "A Good Year." Shana Tova Umetukah is Hebrew for "A Good and Sweet Year." Ketiva ve-chatima tovah which translates as "May You Be Written and Sealed for a Good Year."

Newton said if the team is unable to compete, it would cut an important race out of his schedule,

I really didn't understand the intent of (the decision not allowing athletes to compete during the holiday) from the get-go," Strack said. "I think (the school district) got themselves into a bind by setting a policy that they probably didn't need, but then not wanting to backtrack on it."

"Our teams are not competing [Friday and Saturday] because we would not want any our kids to miss opportunities to compete with the rest of the team," Robinson said.

Most years, Montgomery County Public Schools (MCPS) has more schools in the top 100 of both lists than any other school system in the country

rankings validate that the school system is “seeing the benefits of providing the academic support that allows our students to aim high and achieve at the highest levels.

But do the rankings really mean much?

I feel obliged to question the validity of the methods used to rank high schools.

for ignoring graduation rates and achievement gaps among socioeconomic and ethnic segments.

Mathews’ goal is to improve students’ academic preparation, especially in lower-and middle-income neighborhood schools. His solution is to expose more students to challenging course work, and he unapologetically describes his purpose as “advocacy as well as evaluation.

He says the Challenge Index’s key attributes make it the singular best measure of a school’s quality: It can be easily understood; it points directly to implementing positive change through rigorous course offerings; and it can be applied meaningfully to all schools—unlike quality evaluations based on traditional measures such as test scores, which, he says, are inherently biased toward schools in wealthier, upper-middle-class neighborhoods.

Walter Johnson Principal Christopher Garran

Critics

have attacked the Challenge Index for not effectively capturing what it purports to measure (school quality), in part because it doesn’t gauge student achievement, only the number of rigorous course exams taken.

Newsweek ranks schools based on the Challenge Index, which was developed by Washington Post education reporter (and Bethesda resident) Jay Mathews. A school’s Challenge Index score is the number of Advanced Placement (AP), International Baccalaureate (IB) and Cambridge tests taken by all students in a school year divided by the number of graduating seniors. (AP courses are well-known; IB and Cambridge also consist of rigorous courses for which students can receive college credit. Like AP, their standardized exams are graded by outside examiners.)

U.S. News’ approach

far more computationally complex

a school must do significantly better on standardized state English and math tests than statistically expected given its economic makeup; be in the top half of its state (approximately) in the performance of its minority students

“College Readiness” formula combines two components: the percentage of 12th-graders who had taken an AP or IB exam during or before their senior year; and the percentage who passed at least one exam—equivalent to an AP test score of 3 and an IB score of 4.

U.S. News project, cites three ways its methodology is superior: “We measure success [tests passed]—not just quantity of tests taken. We factor in how well schools do in serving economically disadvantaged students and minorities. And we recognize schools within their respective state.”

The U.S. News rankings have been attacked by education experts for intermixing highly selective “elite” schools, such as Thomas Jefferson High School for Science and Technology in Alexandria, Va.—currently their top-ranked school in the U.S.—with schools having open admissions

Unlike U.S. News, Mathews eliminates some academically elite schools, setting the cutoff at the level of the highest average SAT/ACT scores of any “normal enrollment” school in the country.

“It would be deceptive for us to put them [schools above this threshold] on this list [because] the Challenge Index has been designed to honor schools that have done the best job in persuading average students to take college-level courses and tests. It does not work for schools that have no, or almost no, average students.”

As of 2009, schools with AP exam pass rates lower than 10 percent (schools that would have made the list in previous years) have also been eliminated from the main Newsweek ranking. Most of these schools, which are typically located in low-income neighborhoods, have recently introduced their students to academically challenging courses as a form of “shock therapy.”

Just as the Challenge Index is too limited in its concept of best schools, the U.S. News procedures try to cover too much. The crux of the problem is combining three essentially different criteria (college readiness, overcoming economic disadvantage and minimizing ethnic group disparities) into one ranking. Schools that excel in one aren’t necessarily those that excel in the other(s). Some schools that do the greatest job of preparing their minority students might not have total-school achievement scores that are among the best. Other schools characterized by superlative overall college readiness might score only slightly above average relative to their economic profile. In trying to incorporate “economic disadvantage” and the reduction of ethnic group (minority) achievement gaps together with schoolwide high achievement, the U.S. News ranking risks confounding different educational objectives. Depth and breadth of performance, and exceeding expectations, should be reported separately, rather than conjoined. Separate rankings would be easier to understand, more informative and less disputable—although perhaps less likely to help sell magazines.

Several principals, including Whitman’s Goodwin, noted how nonacademic programs that help students succeed and are a huge part of some students’ lives (arts, music, sports, civic activities, etc.) are not examined.

comparing large and small schools can be misleading

eferring to the many qualitative features that go into making a great school, Doran says, “The rankings are measuring the brain of the school—not the heart of the school.”

New technologies are disseminated into our nation's schools at a rapid rate. To utilize these technologies effectively, teachers need not only to be proficient in technology but also well versed in the effective integration of technology into their instruction. The key in meeting this expectation is the teacher preparation methods class. In the methods class, students see their teachers modeling the use (or lack of use) of technology, and these students are likely to go on to do likewise in their future teaching (Cooper & Bull, 1997; Handler, 1993).

New technologies are disseminated into our nation's schools at a rapid rate. To utilize these technologies effectively, teachers need not only to be proficient in technology but also well versed in the effective integration of technology into their instruction. The key in meeting this expectation is the teacher preparation methods class. In the methods class, students see their teachers modeling the use (or lack of use) of technology, and these students are likely to go on to do likewise in their future teaching (Cooper & Bull, 1997; Handler, 1993).

New technologies are disseminated into our nation's schools at a rapid rate. To utilize these technologies effectively, teachers need not only to be proficient in technology but also well versed in the effective integration of technology into their instruction. The key in meeting this expectation is the teacher preparation methods class. In the methods class, students see their teachers modeling the use (or lack of use) of technology, and these students are likely to go on to do likewise in their future teaching (Cooper & Bull, 1997; Handler, 1993).

To achieve the desired gains with technology, social studies methods courses must not focus only on making preservice teachers proficient at using technology, but must promote strategies to integrate technology to enhance teaching and learning (Cantu, 2000). Technology rich instruction models effective use, explores the barriers and benefits of technology integration (Keiper, Harwood, & Larson, 2000), and thereby surmounts the traditional absence of technology in methods courses (Rose & Winterfeldt, 1998).

To achieve the desired gains with technology, social studies methods courses must not focus only on making preservice teachers proficient at using technology, but must promote strategies to integrate technology to enhance teaching and learning (Cantu, 2000). Technology rich instruction models effective use, explores the barriers and benefits of technology integration (Keiper, Harwood, & Larson, 2000), and thereby surmounts the traditional absence of technology in methods courses (Rose & Winterfeldt, 1998).

States must enact a laundry list of federally mandated "reforms" to qualify for the competition. Duncan and Obama call this initiative "Race to the Top."

funding mandates are controversial because they have never been shown to improve student learning.

No Child Left Behind, an education law that focused on one-size-fits-all standardized testing.

A portfolio that includes multiple-choice tests but also essays, research projects, homework and classroom presentations gives a much more complete picture of student achievement.

Likewise, to judge teacher effectiveness solely on student test scores ignores a range of factors outside a teacher's control, including support (or lack of it) in the home, changes in the student's situation from year to year, or even whether the student happened to be sick on the day of the test.

We are for reforms that work, which include standards-based and common curricula that have multiple source assessments; student data available for classroom teacher use based on a comprehensive approach; smaller class sizes; new teacher mentoring; and peer assistance and review. What we oppose are reforms based on the latest bright idea that has caught the eye of a politician or pundit with no experience teaching.