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Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons™
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Articles 151 - 162 of 162
Full-Text Articles in Pre-Elementary, Early Childhood, Kindergarten Teacher Education
Grooming Tomorrow’S Advocates: Preparing Elementary Social Studies Teachers Today, Rachel Finley-Bowman
Grooming Tomorrow’S Advocates: Preparing Elementary Social Studies Teachers Today, Rachel Finley-Bowman
The Councilor: A National Journal of the Social Studies
The effects of No Child Left Behind (NCLB) upon teaching and learning social studies at the elementary level are already well known. In light of the discipline’s increasing marginalization in the schools, the methods used to prepare elementary educators for teaching social studies and developing professional advocacy must be reexamined. This article, with reference to relevant scholarship, discusses eight key strategies to promote more effective teacher preparation, including a pledge of advocacy, meaningful pedagogy, pre-service professional development, knowledge of curriculum standards, content expertise, curriculum integration, significant field experience before student teaching, and reevaluation of NCLB.
Power, Politics And Pedagogy: Teaching About Law As A Structure Of Inequality, Matthew Petrocelli, Erin Heil, Trish Oberweis
Power, Politics And Pedagogy: Teaching About Law As A Structure Of Inequality, Matthew Petrocelli, Erin Heil, Trish Oberweis
The Councilor: A National Journal of the Social Studies
The purpose of this article is to explore ways to integrate into the classroom the Marxist perspective of law. The paper discusses ways to apply the tenets of Marxism to areas of contemporary social debate; namely, the economic, racial, and gender inequalities of the American legal system and the institution of university speech codes for the purpose of exploring these issues in the classroom, particularly with regard to legal apparatuses as tools of oppression.
Review Of "Education And The Cold War: The Battle For The American School", Mary Lopez
Review Of "Education And The Cold War: The Battle For The American School", Mary Lopez
The Councilor: A National Journal of the Social Studies
No abstract provided.
Differing Voices: Stories Of The Holocaust From Various Perspectives A Lesson Plan And Personal Memorial, Lauren Seghi
Differing Voices: Stories Of The Holocaust From Various Perspectives A Lesson Plan And Personal Memorial, Lauren Seghi
The Councilor: A National Journal of the Social Studies
This lesson provides students with the opportunity to analyze varying perspectives of the Holocaust. The students will come to understand that the racism and discrimination of the Nazis extended past the Jewish population during the Holocaust. In fact, they will learn that it affected groups such as Polish Catholics, prisoners of war, and the handicapped as well. This will be done by the analysis of photographs, maps and graphs as well as the students' reading and discussion of Holocaust memoirs written by three separate individuals with different.
Review Of "The Magna Carta Manifesto: Liberty And Commons For All", James Sabathne
Review Of "The Magna Carta Manifesto: Liberty And Commons For All", James Sabathne
The Councilor: A National Journal of the Social Studies
No abstract provided.
Review Of "The Long Pursuit: Abraham Lincoln's Thirty-Year Struggle With Stephen Douglas For The Heart And Soul Of America", Jon Parkin
The Councilor: A National Journal of the Social Studies
No abstract provided.
Review Of "On Deep History And The Brain", James Sabathne
Review Of "On Deep History And The Brain", James Sabathne
The Councilor: A National Journal of the Social Studies
No abstract provided.
A Virtual Tour Of Shiloh, Lindon Ratliff
A Virtual Tour Of Shiloh, Lindon Ratliff
The Councilor: A National Journal of the Social Studies
In this article the author discusses a virtual field trip lesson created to assist his high school history students. By using pictures, videos hosted via youtube, and actual battlefield artifacts, the teacher was allowed to better explore the history surrounding the Civil War battle.
Learning With Lincoln: A Teacher Institute Highlighting Abraham Lincoln, Amy Wilkinson
Learning With Lincoln: A Teacher Institute Highlighting Abraham Lincoln, Amy Wilkinson
The Councilor: A National Journal of the Social Studies
Southern Illinois University Edwardsville (SIUE) is one of many educational consortiums that house a national grant program, The Library of Congress Teaching with Primary Sources (TPS), formerly Adventure of the American Mind. The SIUE TPS program began serving K-12 educators in 2002 by offering various professional development opportunities to promote the use of digital primary source collections found at the Library of Congress Web site. This article will offer information and resources about a professional development initiative which highlights President Abraham Lincoln using the digital collections found at the Library of Congress Web site.
The Enemy Within (The Ivory Tower): How Conservatives Came To Despise The Academy, Andrew Hartman
The Enemy Within (The Ivory Tower): How Conservatives Came To Despise The Academy, Andrew Hartman
The Councilor: A National Journal of the Social Studies
This article gives historical perspective to the recent phenomenon of conservative opposition to the academic liberal arts, demonstrating how anti-relativism shifted from an elitist position to a conservative-populist one.
The Transnational Turn And Trickle Down Disturbances, Tim Lacy
The Transnational Turn And Trickle Down Disturbances, Tim Lacy
The Councilor: A National Journal of the Social Studies
This is an extended review/review essay of *America on the World Stage*. It begins by briefly analyzing the historiography and theoretical background of the "Transnational Turn." The piece then moves to the book, providing the nuts and bolts, positives, and negatives. I conclude with some larger philosophical issues and suggestions for improvement.
How Can We Teach “Western Civilization” If It Doesn’T Exist? Rethinking The European History Survey Model, Jennifer Miller
How Can We Teach “Western Civilization” If It Doesn’T Exist? Rethinking The European History Survey Model, Jennifer Miller
The Councilor: A National Journal of the Social Studies
Teaching "Western Civilization" survey courses presents a dilemma to teachers and scholars who find themselves teaching with models, categories, and narratives that they would not only not use in their research, but also actively counter with their research. This article proposes that bringing our research into the classroom means fundamentally rethinking how we teach survey courses, from their conceptualization to the sources used.