The Oxford successful read about indigenous knowledge series was designed to develop learners understanding of indigenous peoples, their languages, cultures and heritage. Through a selection of non-fiction readers, the series aims to inspire learners to read about, speak about and write about the values, needs, views and rights of indigenous peoples in our diverse country. While reading, learners will become aware of the significant role of indigenous peoples, their cultures, beliefs and heritage. These are examined in the context of sustainable development and the development of all the cultures and languages in our country. The titles in this series present an interesting collection of the indigenous knowledge related to each learning area in the intermediate phase. The series also inspires learners to give creative responses to the texts they have read in the form of activities, projects and research. Teachers and parents are advised on ways to help learners with this. This series will be enjoyed by all learners in the intermediate phase and beyond. It has been designed to be accessible to learners whether English is their home language or an additional language.

In Teaching America, more than 20 leading thinkers sound the alarm over a crisis in citizenship and lay out a powerful agenda for reform. The book s unprecedented roster of authors includes Justice Sandra Day O Connor, Senator Jon Kyl, Senator Bob Graham, Secretary Rod Paige, Alan Dershowitz, Juan Williams, Glenn Reynolds, Michael Kazin, Frederick Hess, Andrew Rotherham, Mike Feinberg, Seth Andrew, Mark Bauerlein and more. Their message: To remain America, our country has to give its kids a civic identity, an understanding of our constitutional system, and some appreciation of the amazing achievements of American self-government. But we are failing. Young Americans know little about the Bill of Rights, the democratic process, or the civil rights movement. Three of every four high school seniors aren t proficient in civics, nine of ten can t cut it in U.S. history, and the problem is only aggravated by universities' disregard for civic education. Such civic illiteracy weakens our common culture, disenfranchises would-be voters, and helps poison our politics."

The rise of critical discourses in the discipline of geography has opened up new avenues for social justice. Geography and Social Justice in the Classroom brings together contemporary research in geography and fresh thinking about geography's place in the social studies curriculum. The book's main purposes are to introduce teachers and teacher educators to new research in geography, and to provide theoretical and practical examples of geography in the curriculum. The book begins with the premise that power and inequality often have spatial landscapes. With the tools and concepts of geography, students can develop a critical geographic literacy to explore the spatial expressions of power in their lives, communities, and the wider world. The first half of the book introduces new research in the field of geography on diverse topics including the social construction of maps as instruments of power and authority. The second half of the book turns the readers' attention to geography in the P-12 classroom, and it highlights how geography can enable teachers and students to explore issues of power and social justice in the classroom. Through critical geographic literacy, educators can boldly position themselves and their students as advocates for a more just world.

This text presents the issues and principles for teaching values and citizenship at both primary and secondary levels, based on the Crick Report and DfEE/TTA guidelines. It covers the whole of the curriculum and is supported by examples and key stage activities throughout.

There has been much talk and effort focused on the educational achievement gap between white versus black, Hispanic and American Indian students. While there has been some movement the gap has not appreciably narrowed, and it has narrowed the least for Native American students. This volume addresses this disparity by melding evidence-based instruction with culturally sensitive materials and approaches, outlining how we as educators and scientists can pay the educational debt we owe our children. In the tradition of the Native American authors who also contribute to it, this volume will be a series of "stories" that will reveal how the authors have built upon research evidence and linked it with their knowledge of history and culture to develop curricula, materials and methods for instruction of not only Native American students, but of all students. It provides a framework for educators to promote cultural awareness and honor the cultures and traditions that too few people know about. After each major section of the volume, the editors will provide commentary that will give an overview of these chapters and how they model approaches and activities that can be applied to other minority populations, including Blacks, Hispanics, and minority and indigenous groups in nations around the globe.

Spatial reasoning, which promises connection across wide areas, is itself ironically often not connected to other areas of knowledge. Thinking with Maps: Understanding the World through Spatialization addresses this problem, developing its argument through historical analysis and cross-disciplinary examples involving maps. The idea of maps here includes traditional cartographic representations of physical environments, but more broadly encompasses the wide variety of ways that visualizations are used across all disciplines to enable understanding, to generate new knowledge, and to effect change. The idea of thinking with maps is also used broadly. Maps become, not simply one among many items to learn about, but indispensable tools for thinking across every field of inquiry, in a way similar to that of textual and mathematical language. Effective use of maps becomes a way to make knowledge, much as writing or mathematical exploration not only displays ideas, but also creates them. The book shows that maps for thinking are not just a means to improve geographic knowledge, as valuable as that may be. Instead, they provide mechanisms for rejuvenating our engagement with the world, helping us to become more capable of facing our global challenges. This book has a broader aim: It is fundamentally about general principles of how we learn and know. It calls for a renewed focus on democratic education in which both the means and ends are democratic. Education, just as the political realm, should follow Dewey's dictum that "democratic ends need democratic methods for their realization." Maps and mapping are invaluable in that endeavor.

Ideal whether you're a pre-service or in-service teacher, POWERFUL SOCIAL STUDIES FOR ELEMENTARY STUDENTS outlines ways to select content and teach history, geography, and social sciences meaningfully. It combines theory and research with examples from classroom practice. The fourth edition emphasizes the importance of using developmentally appropriate content and methods when helping students to develop social understanding and prepare for civic life. It also includes a solid research base, uses additional visuals to display content, provides examples of curriculum and design, and reflects principles emphasized in the new College, Career, and Civic Life Framework for Social Studies State Standards.

An entertaining and thought-provoking guide to what laws are, who makes them and how people enforce them. It covers crime and punishment as well as social and citizenship issues such as politics and international law, using a mixture of debates, cartoon strips and clear diagrams.

The second book in an engaging, dip-in series all about worries, themed by age as fears change as children get older. A reassuring, practical new series to help children build coping skills and resilience. What if someone is bullying me? What if I'm bad at P.E. and sports? What if I keep imagining scary stuff? Packed with helpful tips to help 6 year olds think about their fears and learn how to combat them, this book is an ideal starting point for parents to start conversations about worries. 30 questions and answers cover topics from school, trips to the park and visiting friends to sport, performing and going to the shops. Consultancy by expert Educational Psychologist Dr Miquela Walsh, DEdPsych, MsC (Dist), BSc (Hons), PCPC accredited.

In this comprehensive study of the genre, Don Scheese traces its evolution from the pastoralism evident in the natural history observations of Aristotle and the poetry of Virgil to current American writers. He documents the emergence of the modern form of nature writing as a reaction to industrialization. Scheese's personal observations of natural settings sharpen the reader's understanding of the dynamics between author and locale. His study is further informed by ample use of illustrations and close readings core writers such as Thoreau, John Muir, and Mary Austin showing how each writer's work exemplifies the pastoral tradition and celebrate a spirit of place in the United States.

The core assumption of this book is the interconnectedness of humans and nature, and that the future of the planet depends on humans' recognition and care for this interconnectedness. This comprehensive resource supports the work of pre-service and practicing elementary teachers as they teach their students to be part of the world as engaged citizens, advocates for social and ecological justice. Challenging readers to more explicitly address current environmental issues with students in their classrooms, the book presents a diverse set of topics from a variety of perspectives. Its broad social/cultural perspective emphasizes that social and ecological justice are interrelated. Coverage includes descriptions of environmental education pedagogies such as nature-based experiences and place-based studies; peace-education practices; children doing environmental activism; and teachers supporting children emotionally in times of climate disruption and tumult. The pedagogies described invite student engagement and action in the public sphere. Children are represented as 'agents of change' engaged in social and environmental issues and problems through their actions both local and global.

'Tim Harford is peerless at making sense of a complicated world and our place within it. This is a book that all children should read' - Matthew Syed -> Did you know that a toy spaceship can teach you about inflation? -> Or that a pooping cow can show you how to invest your pocket money? -> And that even the greatest detectives have been fooled by fake news and dancing fairies? The world is often full of bamboozling headlines and numbers that don't add up. And in a world of rising living costs, climate change, fake news and dodgy data, it's hard to get your head round it all. But don't panic. Within these pages you will transform into a Truth Detective, and be able to hunt down the truth about the world around you. You will meet heroic truth detectives, such as Florence Nightingale who started a revolution with a pie chart. You will encounter dastardly villains who have tried to trip us up with dodgy data and misinformation. And you will learn how being smart and savvy about numbers, will help you be smart and savvy about everything else in life too. So grab your detective cap, pick up your magnifying glass and start seeing the world like never before. A must read for curious kids looking to make sense of a complicated world, from presenter of BBC Radio 4's "More or Less", Tim Harford.

Police culture has been widely criticized as a source of resistance to change and reform, and is often misunderstood. This book seeks to capture the heart of police culture-including its tragedies and celebrations-and to understand its powerful themes of morality, solidarity, and common sense, by systematically integrating a broad literature on police culture into middle-range theory, and developing original perspectives about many aspects of police work.

The SoJo Journal: Educational Foundations and Social Justice Education is an international peer-reviewed journal of educational foundations. The Department of Educational Leadership at California State University, East Bay, whose mission is to prepare and influence bold, socially responsible leaders who will transform the world of schooling, hosts the journal. It publishes essays that examine contemporary educational and social contexts and practices from critical perspectives. The SoJo Journal: Educational Foundations and Social Justice Education is interested in research studies as well as conceptual, theoretical, philosophical, and policy-analysis essays that advance educational practices that challenge the existing state of affairs in society, schools, and (in)formal education. The SoJo Journal: Educational Foundations and Social Justice Education is necessary because currently there is not an exclusively international, Foundations of Education journal. For instance, three of the leading journal in Education Foundations journals (e.g., The Journal of Educational Studies, British Journal of Sociology of Education, The Journal of Educational Foundations) solicit manuscripts and support scholarship mainly from professors who reside in Britain and the United States. This journal is also unique because it will bring together scholars and practitioners from disciplines outside of Educational Foundations, who are equally committed to social change and promoting equity and social justice inside and outside of K-16 schools.

The core assumption of this book is the interconnectedness of humans and nature, and that the future of the planet depends on humans' recognition and care for this interconnectedness. This comprehensive resource supports the work of pre-service and practicing elementary teachers as they teach their students to be part of the world as engaged citizens, advocates for social and ecological justice. Challenging readers to more explicitly address current environmental issues with students in their classrooms, the book presents a diverse set of topics from a variety of perspectives. Its broad social/cultural perspective emphasizes that social and ecological justice are interrelated. Coverage includes descriptions of environmental education pedagogies such as nature-based experiences and place-based studies; peace-education practices; children doing environmental activism; and teachers supporting children emotionally in times of climate disruption and tumult. The pedagogies described invite student engagement and action in the public sphere. Children are represented as 'agents of change' engaged in social and environmental issues and problems through their actions both local and global.

Exam Board: OCR Level: GCSE Subject: Citizenship Studies First Teaching: September 2016 First Exam: June 2018 An OCR endorsed textbook. Association for Citizenship Teaching Quality Mark resource. Encourage students of all abilities to develop an enthusiastic interest in contemporary UK society with knowledge-boosting activities and assessment support for the changed content and assessment criteria; produced by the leading Citizenship publisher and OCR's Publishing Partner. - Equip students with the knowledge and skills they need to fulfil their potential by working through a variety of developmental activities that are suitable for all ability levels - Provide opportunities for students to learn and practise the research, analytical, interpretative and evaluative skills required under the 2016 specification - Bring the key issues and concepts in Citizenship Studies to life using a bank of real-life case studies to enrich students' learning experience - Build students' confidence approaching assessment with targeted assessment preparation, guidance on crafting successful responses and practice questions that include plenty of source analysis tasks - Deliver high-quality lessons that meet the differing needs of your students, following an engaging teaching pathway created by a skilled teacher with extensive examining experience

Spot On is spot on! The most popular course in South Africa, Spot On has everything a learner needs in one book. Spot On improves results, makes learning enjoyable, makes teaching a pleasure and is easy to use. The Spot On Teacher’s Guide comes with printable planning material, Formal Assessment Tasks, revision tests and exams.

A neighborhood has homes and stores. There are hospitals and libraries too. Which places do you see in your neighborhood?

-Offers an interdisciplinary, four-lesson module using project- and problem-based learning to help tenth-grade students connect their existing knowledge about energy production and its effects on the natural environment to create innovations in renewable sources of energy based on research evidence. -Written and developed for tenth-grade teachers, the book offers lesson plans challenging students to draw from different academic disciplines to design an innovative way to meet society's energy needs and to develop a pitch to market their innovation, focusing on how the innovation will optimize human experiences while being mindful of the natural environment. -Anchored in the Next Generation Science Standards, the Common Core State Standards, and the Framework for 21st Century Learning, which can be used in full or in part to meet the needs of districts, schools and teachers charting a course toward an integrated STEM approach.

* Helps teachers/leaders incorporate social justice themes and lessons into their curriculum; aligns well with CCSS * Written practically and accessibly to make it easy for readers to engage with * Features ready to use rubrics and assignment sheets as well as access to digital resources.

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.