The number of Asian American students in schools and colleges has soared in the last twenty-five years, and they make up one of the fastest growing segments of the student population. However, classroom material often does not include their version of the American experience. Teaching about Asian Pacific Americans was created to address this void. This resource guide provides interactive activities, assignments, and strategies for classrooms or workshops. Those new to the field of Asian American studies will appreciate the background information on issues that concern Asian Pacific Americans, while experts in the field will find powerful, innovative teaching activities that clearly convey established and new ideas. The activities in this book have been used effectively in classrooms, workshops for staff and practitioners in student services programs, community-based organizations, teacher training programs, social service agencies, and diversity training. Teaching About Asian Pacific Americans serves as a critical resource for anyone interested in race, ethnicity, and Asian Pacific American communities.

THE definitive classic text in the field of Family Therapy Family Therapy: Concepts & Methods describes and analyzes the field of family therapy, covering its history, schools, and developments. Numerous case studies throughout the text help students understand the link between history, theory, and practice. Learning Goals Upon completing this book, readers will be able to: * Describe clinical approaches * Understand old and new developments in the field of family therapy * Analyze successes and failures in research, and the impact on current clinical practices * Compare different schools of family therapy and explain the contemporary status of distinct schools of therapy

As the world seemingly gets smaller and smaller, schools around the globe are focusing their attention on expanding the consciousness and competencies of their students to prepare them for the conditions of globalization. Global citizenship education is rapidly growing in popularity because it captures the longings of so many-to help make a world of prosperity, universal benevolence, and human rights in the midst of globalization's varied processes of change. This book offers an empirical account from the perspective of teachers and classrooms, based on a qualitative study of ten secondary schools in the United States and Asia that explicitly focus on making global citizens. Global citizenship in these schools has two main elements, both global competencies (economic skills) and global consciousness (ethical orientations) that proponents hope will bring global prosperity and peace. However, many of the moral assumptions of global citizenship education are more complex and contradict these goals, and are just as likely to have the unintended consequence of reinforcing a more particular Western individualism. While not arguing against global citizenship education per se, the book argues that in its current forms it has significant limits that proponents have not yet acknowledged, which may very well undermine it in the long run.

Korean Celebrations takes young readers on an exciting exploration of Korea's colorful festivals and family celebrations--wonderful days that are filled with exciting activities and delicious foods. This book allows children to experience Korean culture firsthand by involving them in games, crafts, stories, foods and other activities like the following: Preparing and enjoying delicious Songpyeon--sweet dumplings that everyone loves to eat on Chuseok (Korea's version of Thanksgiving) Folding a paper carnation--a favorite Parent's Day gift! Making your own board game to play Yut-Nori--a game of luck and strategy that's played during Seollal, Korea's all-important New Year celebrations Writing simple Korean phrases using the Hangul alphabet, Korea's written language--which is celebrated with its own holiday (Hangul Day)! Making a paper fan--something kids always like to do when the hot summer holidays roll around! Making your own Pepero chocolate cookies or pretzel treats--which have their own just-for-fun festival day called Pepero Day In this book, kids will learn about many special Korean celebrations and festivals such as: Dano--the end of the planting season which is full of fun competitions like wrestling and swinging contests Children's Day--a spring day off from school, when parents take their kids out for a day of fun Daeboreum--a holiday to celebrate the moon, filled with special dances, twirling fire, lots of walking and, of course, special foods Special birthdays--(like turning one, or turning sixty) and other family celebrations. Buddhist and Christian holidays--like Christmas and Buddha's Birthday. ...And plenty more. Because in Korea, a holiday or celebration is always just around the corner! Korean Celebrations allows kids to immerse themselves in the lives of their Korean counterparts with these interactive multicultural activities.

Henna is more than an ancient art form. It is a symbol of hope. Explore the meaning of henna. Learn the basics, and then design your own henna patterns. Are you ready to get started? This full-color nonfiction reader will engage students in reading while introducing them to new vocabulary terms and concepts. Important text features include a glossary and a table of contents to develop students' comprehension and literacy skills. This book aligns with national and state standards and features exciting TIME For Kids content to keep grade 2 students engaged in learning.

Hitty is a doll of great charm and character. It is indeed a privilege to publish her memoirs, which, besides being full of the most thrilling adventures on land and sea, also reveal her delightful personality. One glance at her portrait will show that she is no ordinary doll. Hitty, or Mehitable as she was really named, was made in the early 1800s for Phoebe Preble, a little girl from Maine. Young Phoebe was very proud of her beautiful doll and took her everywhere, even on a long sailing trip in a whaler. This is the story of Hitty's years with Phoebe, and the many that follow in the life of a well-loved doll.

Educational Leadership: Building Bridges Among Ideas, Schools, and Nations breaks new ground by connecting many ideas to educational leadership that have traditionally been discussed as part of leaders' contexts by connecting them and showing how international issues can unite scholars and educators in action. The book draws on the authors' extensive experiences in U.S. public schools, research in the field of educational leadership, and programmatic practices to prepare school leaders to commit themselves to social justice. The book provides a forum for this important work in the ongoing conversation about equity and excellence in education, and the role(s) leadership can assume in building bridges among ideas, people, and educational organizations. Chapters center on creating spaces for vigorous dialogue. Authors call upon scholars and practitioners to reconsider their intent to empower those who live on the margins. The dynamic approaches discussed throughout the book urge school leaders, teachers, school community members, and those who prepare administrators to look within and build bridges between themselves and those they serve.

The "Boy Crisis" is cited often in educational and news reports due to the consistent reading achievement gap for boys and the statistics paint a dismal picture of boys in school. Politicians and researchers often focus on boys' low scores on reading achievement tests and compare these scores to the girls' scores with little consideration for the actual reading lives of boys. As a result, adolescent boys' vernacular reading is most often misunderstood. This book documents my journey as a mother of three boys and teacher of adolescents, as I attempt to articulate both the in-school and out-of-school experiences of boys. The book describes my attempts at creating a more complete picture of the reading lives and experiences of adolescent boys by describing three boys and their reading experiences in their natural contexts. It provides a rich description, revealing disconnects between school literacy practices and boys' vernacular literacy practices. In this book, parents, administrators, and teachers will find discover the complexity of boys as readers, challenging educators to pursue effective practice and curricular decisions which go beyond the quick fixes for "the boy problem" so often seen in response to low test scores. This book provides parents, administrators, and teachers with an in-depth description of three boy readers. What emerges is a description of the complexity of boys as readers, challenging educators to pursue effective practice and curricular decisions which go beyond the quick fixes for "the boy problem" so often seen in response to low test scores. Teachers interested in mentoring boy readers will find this book helpful. This book can also be used with pre-service and in-service teachers, in undergraduate and graduate courses, and in professional development.

The "Boy Crisis" is cited often in educational and news reports due to the consistent reading achievement gap for boys and the statistics paint a dismal picture of boys in school. Politicians and researchers often focus on boys' low scores on reading achievement tests and compare these scores to the girls' scores with little consideration for the actual reading lives of boys. As a result, adolescent boys' vernacular reading is most often misunderstood. This book documents my journey as a mother of three boys and teacher of adolescents, as I attempt to articulate both the in-school and out-of-school experiences of boys. The book describes my attempts at creating a more complete picture of the reading lives and experiences of adolescent boys by describing three boys and their reading experiences in their natural contexts. It provides a rich description, revealing disconnects between school literacy practices and boys' vernacular literacy practices. In this book, parents, administrators, and teachers will find discover the complexity of boys as readers, challenging educators to pursue effective practice and curricular decisions which go beyond the quick fixes for "the boy problem" so often seen in response to low test scores. This book provides parents, administrators, and teachers with an in-depth description of three boy readers. What emerges is a description of the complexity of boys as readers, challenging educators to pursue effective practice and curricular decisions which go beyond the quick fixes for "the boy problem" so often seen in response to low test scores. Teachers interested in mentoring boy readers will find this book helpful. This book can also be used with pre-service and in-service teachers, in undergraduate and graduate courses, and in professional development.

The Nuwe Alles-In-Een Graad R Lewensvaardighede Onderwysersgids contains a year plan, four term plans, a possible week schedule and daily 40-week step-by-step teaching plans.

The teaching plans include: a weekly teaching plan, tips and essential information like background knowledge, topical stories, rhymes and songs, complete daily step-by-step lessons and assessment tasks.

The Teacher’s Guide has been adapted according to the latest CAPS requirements of 2019.

Get to know celebrated Supreme Court justice Ruth Bader Ginsburg-in the first picture book about her life-as she proves that disagreeing does not make you disagreeable! Supreme Court justice Ruth Bader Ginsburg has spent a lifetime disagreeing: disagreeing with inequality, arguing against unfair treatment, and standing up for what's right for people everywhere. This biographical picture book about the Notorious RBG, tells the justice's story through the lens of her many famous dissents, or disagreements.

The number of Asian American students in schools and colleges has soared in the last twenty-five years, and they make up one of the fastest growing segments of the student population. However, classroom material often does not include their version of the American experience. Teaching about Asian Pacific Americans was created to address this void. This resource guide provides interactive activities, assignments, and strategies for classrooms or workshops. Those new to the field of Asian American studies will appreciate the background information on issues that concern Asian Pacific Americans, while experts in the field will find powerful, innovative teaching activities that clearly convey established and new ideas. The activities in this book have been used effectively in classrooms, workshops for staff and practitioners in student services programs, community-based organizations, teacher training programs, social service agencies, and diversity training. Teaching About Asian Pacific Americans serves as a critical resource for anyone interested in race, ethnicity, and Asian Pacific American communities.

Join Randi Stone as she visits the classrooms of award-winning teachers to observe their tried-and-true best practices for teaching social studies to elementary, middle school, and high school learners. Explore inquiry-based strategies for building student confidence and achievement as teachers demonstrate how students do oral histories, design individualized research projects, learn about geography and cultural diversity, become pro-active citizens who engage in service to their communities, engage in debates and Socratic dialogue, and much more. Best Practices for Teaching Social Studies is packed with lessons that work and ideas that will expand the instructional repertoires of new and veteran teachers.

"A compelling account. A perfect blend of well-written text and well-executed illustrations." (School Library Journal starred review) Award-winning author Walter Dean Myers, together with illustrator Leonard Jenkins, delivers a compelling portrayal of one of America's most influential Civil Rights figures. Malcolm X lived by the idea that Black people should demand equality by taking their lives and futures into their own hands. With guidance from the religious leader Elijah Muhammad, Malcolm became one of the most powerful leaders of the Civil Rights movement during the 1950s and 1960s, and his beliefs live on today. This nonfiction picture book is a strong choice to share in the classroom or home, and for book reports and research by young readers.

Teaching controversial social issues can be a daunting, and oftentimes terrifying, prospect for social studies teachers. In many ways, this fear is warranted given the politically polarized nature of American society in the 21st century. However, effective social studies instruction requires that students begin to grapple with difficult issues in tolerant ways. The chapters in this book, many of which are written by leading scholars within the field of social studies education, cover a range of 21st century social issues, including politically volatile issues such as gun control, marriage equality, the Black Lives Matter movement, and immigration. This book offers both a theoretical justification for engaging students with controversial social issues and practical suggestions for how to successfully implement discussions of these types of issues in K-12 classroom settings.

FEAR STREET -- WHERE YOUR WORST NIGHTMARES LIVE...
The invitation arrived in a black-borderred envelope and was delivered by the beautiful and mysterious transfer student. The inside showed a coffin with the inscription "reserved for You" -- perfect for an al-night Halloween party in an old house on Fear Street.
The party was well under way when the lights went out. That's to be expected at the Halloween party. But when the lights came back on, there was a boy on the floor with a knife in his back. Just a Halloween prank? Maybe. Maybe not.
Now the guests trick-or-treating has turned to terror. And it looks like someone's idea of a party game is murder

In Democracy is Dangerous, Safford maintains that democracy is disadvantageous to economic and intellectual elites. The author dwells upon the problem of "the tyranny of the majority," which Alexis de Tocqueville employed to describe American democracy, and which Lani Guinier also used to describe the purpose behind her legal writings. Rather than adopting an uncritical, enthusiastic view of democracy, this work underscores the perspective of those who perceive themselves as being vulnerable to majority tyranny. It is especially relevant at this time because of the recent revolutions throughout Eastern Europe and elsewhere.

Can social studies classrooms be effective "makers" of citizens if much of what occurs in these classrooms does little to prepare young people to participate in the civic and political life of our democracy? Making Citizens illustrates how social studies can recapture its civic purpose through an approach that incorporates meaningful civic learning into middle and high school classrooms. The book explains why social studies teachers, particularly those working in diverse and urban areas, should infuse civic education into their teaching, and outlines how this can be done effectively. Directed at both pre-service and in-service social studies teachers and designed for easy integration into social studies methods courses, this book examines the experiences of students and teachers in social studies classrooms as they experience a new approach to the traditional, history-oriented social studies curriculum, using themes, essential questions, discussion, writing, current events and action research to explore enduring civic questions. Following the experiences of three teachers working at three diverse high schools, Beth C. Rubin considers how social studies classrooms might become places where young people study, ponder, discuss and write about relevant civic questions while they learn history. She draws upon the latest sociocultural theories on youth civic identity development to describe a field-tested approach to civic education that takes into consideration the classroom and curricular constraints faced by new teachers.

Can social studies classrooms be effective "makers" of citizens if much of what occurs in these classrooms does little to prepare young people to participate in the civic and political life of our democracy? Making Citizens illustrates how social studies can recapture its civic purpose through an approach that incorporates meaningful civic learning into middle and high school classrooms. The book explains why social studies teachers, particularly those working in diverse and urban areas, should infuse civic education into their teaching, and outlines how this can be done effectively. Directed at both pre-service and in-service social studies teachers and designed for easy integration into social studies methods courses, this book examines the experiences of students and teachers in social studies classrooms as they experience a new approach to the traditional, history-oriented social studies curriculum, using themes, essential questions, discussion, writing, current events and action research to explore enduring civic questions. Following the experiences of three teachers working at three diverse high schools, Beth C. Rubin considers how social studies classrooms might become places where young people study, ponder, discuss and write about relevant civic questions while they learn history. She draws upon the latest sociocultural theories on youth civic identity development to describe a field-tested approach to civic education that takes into consideration the classroom and curricular constraints faced by new teachers.

This volume fills a significant gap in the scholarship on social studies education by providing thoughtful reflections on research methods in the field. It is not a "how to" guide but an exploration of key issues related to the design and implementation of empirical studies. The authors are active researchers who use varied methods in diverse settings-including historical research, international comparative studies, survey research, interviews with students and teachers, classroom observations, self-studies and action research, and emancipatory methodologies. They use their own experiences to examine such topics as the conceptualization of research questions, relationships with participants, researchers' identities, and elicitation of students' and teachers' thinking. This collection should become indispensable for both beginning and experienced scholars in social studies.