2880 Chapters
Medium 9781936763214

Appendix C Sample Social Studies Lesson: Historical Thinking

Maria Espino Calderon Solution Tree Press ePub

Subject: History

Title of mentor text and ancillary materials: “Critical Thinking: A Lesson From the Past on What Matters” by John A. Marino, Professor Emeritus, University of California, San Diego*

North Carolina Essential Standards for American History II

AH2.H.1.2: Use Historical Comprehension to:

1. Reconstruct the literal meaning of a historical passage.

2. Differentiate between historical facts and historical interpretations.

3. Analyze data in historical maps.

4. Analyze visual, literary, and musical sources.

AH2.H.1.3: Use Historical Analysis and Interpretation to:

1. Identify issues and problems of the past.

2. Consider multiple perspectives of various peoples of the past.

3. Evaluate competing historical narratives and debates among historians.

4. Evaluate the influence of the past on contemporary issues (Public Schools of North Carolina, 2010, p. 3)

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Medium 9781934009017

Chapter 4: Aligning Instruction

Lisa Carter Solution Tree Press ePub

Many schools and districts have devoted a small fortune in human, material, and financial resources to aligning standards, curriculum, and assessment through the development of aligned curriculum documents. All this work, however, will make little difference if it does not impact instruction at the classroom level. We all know that what happens when the classroom door closes and the teacher begins instruction is what ultimately matters the most.

Before the onset of standards, teachers could teach whatever they thought was important for their students to learn. For example, as a beginning teacher, my favorite social studies unit was one on service jobs (what we called “community helpers,” such as police officers, firemen, doctors, and nurses). I developed this unit during a university teaching methods class. I invested many hours in the development of that unit, and I had a wealth of materials to accompany it. I enjoyed teaching it, and the students seemed to enjoy learning about community helpers. In retrospect, I am really not certain that the goals I established in the unit were actually part of the local district curriculum for first-grade students; however, it did not matter at the time. There was no focus on accountability as there is today, no designated testing program designed to measure whether or not students met certain predetermined learning goals.

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Chapter 4 The Role of Professional Learning Communities in Advancing 21st Century Skills

James A Bellanca Solution Tree Press ePub

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When the Partnership for 21st Century Skills articulated the knowledge and skills essential to the future success of students in the United States, it stressed that the traditional school culture was not designed to deliver those outcomes. To its credit, the Partnership recognized that if its initiative were to have a positive impact on student achievement, educators would need to transform their schools and districts into professional learning communities (PLCs).

The Partnership (2009) was emphatic on this point and stipulated that the environments best suited to teach 21st century skills “support professional learning communities that enable educators to collaborate, share best practices and integrate 21st century skills into classroom practice.” The Partnership called for schools to be organized into “professional learning communities for teachers that model the kinds of classroom learning that best promote 21st century skills for students” and urged educators to encourage “knowledge sharing among communities of practitioners, using face-to-face, virtual and blended communications.”

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Chapter 6 A Deep Dive Into the CCSS

Cheryl Zintgraff Tibbels Solution Tree Press ePub

The Blind Men and the Elephant by John Godfrey Saxe

It was six men of Indostan,

To learning much inclined,

Who went to see the Elephant

(Though all of them were blind),

That each by observation

Might satisfy his mind.

The First approach’d the Elephant,

And happening to fall

Against his broad and sturdy side,

At once began to bawl:

“God bless me! but the Elephant

Is very like a wall!”

The Second, feeling of the tusk,

Cried,—“Ho! what have we here

So very round and smooth and sharp?

To me ’tis mighty clear,

This wonder of an Elephant

Is very like a spear!”

The Third approach’d the animal,

And happening to take

The squirming trunk within his hands,

Thus boldly up and spake:

“I see,”—quoth he—“the Elephant

Is very like a snake!”

The Fourth reached out an eager hand,

And felt about the knee:

“What most this wondrous beast is like

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Chapter 11 Innovation Through Technology

James A Bellanca Solution Tree Press ePub

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There is no turning back. The Internet has become integral to life in the 21st century—a place for work, play, communication, and learning. It is easy to lose sight of just how integral it has become, and how knowledge-based the world economy has become. The combination of human ingenuity and digital tools has led to innovations that have, in some cases, become viral (Foray & Lundvall, 1998). The statistics are staggering: in 2009, the mobile world celebrated its four billionth connection (Global System for Mobile Communications, 2009); over one trillion unique URLs have been registered in Google’s index (The Official Google Blog, 2008); there have been nearly sixty-one million views to date of the YouTube most-watched video, Guitar (Jeong-hyun, n.d.; Shah, 2005); on average, nine hundred thousand blogs are posted every twenty-four hours (Singer, 2009); over 2.5 billion tweets have been sent (Reed, 2008); YouTube was sold to Google in 2006 for $1.65 billion (Associated Press, 2006); over one hundred million users are logging onto Facebook every day; and approximately 2.6 billion minutes globally are dedicated to using Facebook daily, in thirty-five different languages (Singer, 2009).

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