Teaching Social Studies to English Language Learners provides readers with a comprehensive understanding of both the challenges that face English language learners (ELLs) and ways in which educators might address them in the social studies classroom. The authors offer context-specific strategies for the full range of the social studies curriculum, including geography, U.S. history, world history, economics, and government. These practical instructional strategies will effectively engage learners and can be incorporated as a regular part of instruction in any classroom. An annotated list of web and print resources completes the volume, making this a valuable reference to help social studies teachers meet the challenges of including all learners in effective instruction. Features and updates to this new edition include: * An updated and streamlined Part 1 provides an essential overview of ELL theory in a social studies specific-context. * "Teaching Tips" offer helpful suggestions and ideas for creating and modifying lesson plans to be inclusive of ELLs. * Additional practical examples and new pedagogical elements in Part 3 include more visuals, suggestions for harnessing new technologies, discussion questions, and reflection points. * New material that takes into account the demands of the Common Core State Standards, as well as updates to the web and print resources in Part 4.

Based on the Autism Works Now! (R) Workplace Readiness Workshop, this interactive resource shows how to help students aged 14-17 develop the necessary transition skills for getting and keeping a meaningful job, with accompanying worksheets available to download. Structured around 2-hour weekly sessions over an eight month period, the program is ideal for teaching to groups of students with autism. It covers essential topics such as organization and time management, interview skills, appropriate workplace attire, and networking. It advises on how to arrange a field trip to local businesses so students can gain experience of being in the workplace. Worksheets and questionnaires help to track progress and discover what types of job will be appropriate based on an individual's skills and interests, and the book also includes a template for creating effective resumes.

A selection of stories to support the teaching of English literary heritage and the influence, appeal and characteristics of myths and legends. The text also encourages pupils to read a wide range of styles and genres. Stories include: Persephone in Hell, Garfield and Blishen; The Fight with Grendel, Serraillier; The Princess in the Suit of Leather, Carter; The Invisible One, Leland; What are Friends For?, Dandapa; the Wicked King and His God Son, Jaffery; Whose Footprints?, McGaughrean; Deer Hunter and White Corn Maiden, Long; John Barlecorn, Burns; How Coyote Stole Fire, Sherwood, Haurland; Under Ben Bulben, Paul' Poor Man's Reward, Gratti; Balder, Sherwood; The Death of Gelert, Francis; Anansi and the Mid of god, McGaughrean; Pandora's Box Horowitz; Sir Gawain and the Green Knight, Morpurgo; What Icarus Saw, Francis

Vertrou VANDAG om relevant en op datum vir die klaskamer te wees. Aanleer van nodige vakkennis word behandel. Nuttige taalvaardighede word terselfdertyd ontwikkel. Deurlopende geleentheid vir hersiening, eksamenvoorbereiding en -assessering. Alle inhoud voldoen aan die nuutste KABV-spesifikasies. Gebruikersvriendelike alles-in-een-oplossing vir die klaskamer!

This ground-breaking book is the first to describe in detail how teachers, supported by university educators and education advisers, might plan and implement innovative ideas based on sound theoretical foundations. Focusing on the teaching and learning of intercultural communicative competence in foreign language classrooms in the USA, the authors describe a collaborative project in which graduate students and teachers planned, implemented and reported on units which integrated intercultural competence in a systematic way in classrooms ranging from elementary to university level. The authors are clear and honest about what worked and what didn't, both in their classrooms and during the process of collaboration. This book will be required reading for both scholars and teachers interested in applying academic theory in the classroom, and in the teaching of intercultural competence.

This ground-breaking book is the first to describe in detail how teachers, supported by university educators and education advisers, might plan and implement innovative ideas based on sound theoretical foundations. Focusing on the teaching and learning of intercultural communicative competence in foreign language classrooms in the USA, the authors describe a collaborative project in which graduate students and teachers planned, implemented and reported on units which integrated intercultural competence in a systematic way in classrooms ranging from elementary to university level. The authors are clear and honest about what worked and what didn't, both in their classrooms and during the process of collaboration. This book will be required reading for both scholars and teachers interested in applying academic theory in the classroom, and in the teaching of intercultural competence.

This book is an exploration of both mainstream and independent media. Grounded in qualitative methods, this book explores three trans masculine run YouTube channels alongside the streaming productions: The Chilling Adventures of Sabrina, Orange is the New Black, and Transparent. Analyzing and contrasting these narratives illuminates how even the most progressive of pop culture productions fail to present multi-dimensional transgender narratives, thereby intensifying stigma and shame for those outside of the binary (male or female, man or woman, gay or straight). In contrast, trans masculine produced YouTube vlogs, such as those discussed in this book, can help audience members unlearn the ways in which the continuum of sex, gender, and sexual orientation has been simplified and obscured through corporate media. These vlogs thus exemplify the various ways in which independent media acts as an educational tool toward greater awareness, and perhaps empathy, of/for the self and others in regards to sexual identity.

This book aims to fill this gap in the scholarship on social education by drawing on the research findings and/ or experiences from scholars in eight East and Southeast Asian societies. In this regard the editors of this book hope that it will be a significant addition to the literature, and will shed light on how the social education curricula are constructed and implemented across these societies in response to both internal and external forces. At the same time this book is not a comprehensive survey of social education in the region. Rather it is a selective set of case studies examining contested and compelling issues in the debates about social education in eight diverse societies in East and Southeast Asia. The book will be intellectually stimulating and inspiring, not only to the social educators and comparativists who can see more about social science education from non-western perspectives, but also to curriculum developers, policy makers, social educators and front-line teachers who can enrich their professional experiences through learning from other countries/regions.

Our Values gives readers their first taste of some of the most important values in today's world. Here children can explore what it means to be part of a society and discover the cultural and spiritual diversity that life has to offer.

Golda Meir: A Reference Guide to Her Life and Works covers all aspects of her life and work. Golda Meir held some of the most important positions her party and country could offer, she was a unique personality, an impressive leader, a highly complex individual.. Includes a detailed chronology of Golda's life, family, and work. The A to Z section includes the major events, places, and people in Golda's life. The bibliography includes a list of publications concerning her life and work. The index thoroughly cross-references the chronological and encyclopedic entries.

Organized around four commonplaces of education-learners and learning, subject matter, teachers and teaching, and classroom environment-Elementary Social Studies provides a rich and ambitious framework to help social studies teachers achieve powerful teaching and learning results. By blending the theoretical and the practical, the authors deeply probe the basic elements of quality instruction-planning, implementation, and assessment-always with the goal of creating and supporting students who are motivated, engaged, and thoughtful. Book features and updates to the fourth edition include: * Two new chapters on using the Inquiry Design Model (IDM) to understand inquiry-based teaching and learning and to develop IDM inquiries. * Revised chapter on ideas and questions. * Revised chapter on literacy to more fully incorporate media literacy and digital citizenship. * Real-classroom narratives introduce chapters and provide in-depth access to teaching and learning contexts. * Practical curriculum and resource suggestions for the social studies classroom. * End-of-chapter summaries and annotated teaching resources.

Organized around four commonplaces of education-learners and learning, subject matter, teachers and teaching, and classroom environment-Elementary Social Studies provides a rich and ambitious framework to help social studies teachers achieve powerful teaching and learning results. By blending the theoretical and the practical, the authors deeply probe the basic elements of quality instruction-planning, implementation, and assessment-always with the goal of creating and supporting students who are motivated, engaged, and thoughtful. Book features and updates to the fourth edition include: * Two new chapters on using the Inquiry Design Model (IDM) to understand inquiry-based teaching and learning and to develop IDM inquiries. * Revised chapter on ideas and questions. * Revised chapter on literacy to more fully incorporate media literacy and digital citizenship. * Real-classroom narratives introduce chapters and provide in-depth access to teaching and learning contexts. * Practical curriculum and resource suggestions for the social studies classroom. * End-of-chapter summaries and annotated teaching resources.

This collection traces the development and findings of curriculum studies of environmental education since the mid-1970s. Based on a virtual special issue of the Journal of Curriculum Studies, the volume identifies a series of curriculum challenges for and from environmental education. These include key questions in curriculum politics, planning and implementation, including which educative experiences should a curriculum foster and why; what the scope of a worthwhile curriculum should be and how it should be decided, organised and reworked; why distinctive curricula are provided to different groups of students; and how curriculum should best be enacted and evaluated? The editor and contributors call for renewed attention to the possibilities for future directions in research, in light of previously published work and innovations in scholarship. They also offer critical commentary on curriculum, critique and crisis in environmental education, through new material and previous studies from the journal, by addressing three key themes: perspectives on curriculum and environment education; accounting for curriculum in environmental education; and changes in curriculum for environmental education.

The book explores the state of social studies education within selected East Asian societies and provides some insights into distinctive classroom practices. In an increasingly volatile and unpredictable world, the education of young people who both understand the contexts in which they are growing up and see the need for engaging with them is a top priority. This task falls to social studies education which carries the responsibility for inducting young people into their social world and helping them to see the role they can play within it. This is particularly important in East Asia where strong economic growth, long held cultural values and diverse political systems create an environment that challenges young people on multiple fronts. This book, with its team of regional authors, shows how different societies in the region are dealing with these challenges and what can be expected from future citizens. The book will appeal to policy makers, researchers and teachers interested in the current state of social studies education in East Asian societies.

This book introduces a thematic approach to social history that connects the past to the daily lives of students. Historical overviews of vacation and manners spanning from the ancient world to twentieth century United States provide detailed context for the teacher, emphasize issues related to social class, sex and gender, and popular culture, and examine the methods of social historians. Four unique primary source sets, reading guides, and essential/compelling questions for students are provided that encourage inquiry learning and the development of critical literacy skills aligned with the Common Core Standards for Literacy and the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. Each themed chapter includes suggestions for extending each theme to current events, the local community through placed-based education, and across content areas for interdisciplinary instruction. The final chapter provides guidance on how to research additional historical themes, locate relevant primary sources, and prepare themed lessons and units.

It's a troubled world we live in. It was meant to be utopia, yet we are busy messing it up. At all levels of government we seem to do our best to throw a monkey wrench at the system we devised for our good, not our own hurt. The legislators are ever busy opposing each other, yet expect to run the day-to-day affairs smoothly. The American fathers of the constitution chose the "least of evil" of all forms of government, but the element of human nature seems to make it, at best, a dysfunctional system on many levels. Without an agreed upon system of values, accepted by all members of society, it's impossible to run a smooth government as it is prerequisite for the function of life. Since education is the basis that determines the outcome of life, we shall concentrate on this dimension that leads to either success or failure in all areas. To begin our search for the causes that create a utopian society, we shall address first roll of the parents, especially the mother, in the success or failure of a human beings. Next, we shall go to the school system - the surrogate parent - and examine its roll in molding the young plants - our children. Finally, we shall address the roll of the society at large. In these three areas we shall find the causes of success and failures of life. Then, we shall proceed to the solutions that will insure the way to success in all areas - the dreamed of utopia. Utopia is possible We don't have to be ridden with the ills of society, with crime, with violence, with wars, with political corruption. In the beginning it was not so, in the end it can, and will, be different - if we are willing to submit to the process of re-education, all is possible.