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Full-Text Articles in Education
Self-Study Portfolio Cassandra Garvey, Cassandra Garvey
Self-Study Portfolio Cassandra Garvey, Cassandra Garvey
Master of Education in Teacher Leadership Portfolios
No abstract provided.
Lesson Plan, Social Studies, 2nd Grade, Marisol Salinas
Lesson Plan, Social Studies, 2nd Grade, Marisol Salinas
Fall Workshop November 2020
TEKS (Texas Essential Knowledge and Skills): 2.4 The student understands how historical figures, patriots, and good citizens helped, shape the community, state, and nation. 2.20 The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (B) use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, act to implement a decision, and reflect on the effectiveness of that decision.
Lesson objective(s): 1. The Learner will (TLW) make connections using problem solving strategies. 2. TLW use prior knowledge to connect to …
Lesson Plan, Social Studies, 2nd Grade, Ruby Martínez
Lesson Plan, Social Studies, 2nd Grade, Ruby Martínez
Fall Workshop November 2020
TEKS (Texas Essential Knowledge and Skills): 2.4 The student understands how historical figures, patriots, and good citizens helped, shape the community, state, and nation. 2.20 The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (B) use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, act to implement a decision, and reflect on the effectiveness of that decision.
Lesson objective(s): 1. TLW make connections using problem solving strategies. 2. TLW use prior knowledge to connect to the article.
Differentiation …
Lesson Plan, Social Studies, 2nd Grade, Erika Faubion
Lesson Plan, Social Studies, 2nd Grade, Erika Faubion
Fall Workshop November 2020
TEKS (Texas Essential Knowledge and Skills): 2.4 The student understands how historical figures, patriots, and good citizens helped, shape the community, state, and nation. 2.20 The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (B) use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, act to implement a decision, and reflect on the effectiveness of that decision.
Lesson objective(s): 1. The Learner will (TLW) make connections using problem solving strategies. 2. TLW use prior knowledge to connect to …
Assessing The Impact Of Holocaust Education On Adolescents’ Civic Values: Experimental Evidence From Arkansas, Mathew Lee, Molly I. Beck
Assessing The Impact Of Holocaust Education On Adolescents’ Civic Values: Experimental Evidence From Arkansas, Mathew Lee, Molly I. Beck
Education Reform Faculty and Graduate Students Publications
American adults overwhelmingly agree that the Holocaust should be taught in schools, yet few studies investigate the potential benefits of Holocaust education. We evaluate the impact of Holocaust education on several civic outcomes, including “upstander” efficacy (willingness to intervene on behalf of others), likelihood of exercising civil disobedience, empathy for the suffering of others, and tolerance of others with different values and lifestyles. We recruit students from two local high schools and randomize access to the Arkansas Holocaust Education Conference, where students have the chance to hear from a Holocaust survivor and to participate in breakout sessions with leading Holocaust …
Education For Victory: An Analysis Of Social Studies Education In American Secondary Schools During World War Ii, Rachael E. O'Dell
Education For Victory: An Analysis Of Social Studies Education In American Secondary Schools During World War Ii, Rachael E. O'Dell
Student Publications
Secondary schools during World War II were viewed as a vital component of the war effort on the home front. The nation’s youth were seen as important potential contributors to the war effort, and were educated as such. The atmosphere of total war especially affected social studies classes at this level. An analysis of contemporary educational journals and supplementary teaching materials reveals that secondary school students were virtually indoctrinated with democratic and patriotic values in their social studies classes in wartime schools. Social studies classes thus functioned as a route through which students could be encouraged to participate in the …