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Social Studies Teachers Chatboard

The Most Dangerous Phrase in Education

by Teachers.Net Gazette

Aug 2, 2015

The Most Dangerous Phrase in Education

You are about to be exposed to a highly dangerous and contagious phrase. These words, when used together in a sentence, can be toxic to others, and cause damage that can take years to repair.....

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supersub On 8/02/15, Teachers.Net Gazette wrote: > The Most Dangerous Phrase in Education > > You are about to be exposed to a highly dangerous and > contagious phrase. These words, when used together in a > sentence, can be toxic to others, and cause damage that can > take years to repair.....

I don't think lack of change is a pr...See More

Oct 2, 2015

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Randy On 10/02/15, supersub wrote: > On 8/02/15, Teachers.Net Gazette wrote: >> The Most Dangerous Phrase in Education >> >> You are about to be exposed to a highly dangerous and >> contagious phrase. These words, when used together in a >> sentence, can be toxic to others, and cause damage that can >> take years to...See More

Apr 15, 2017

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It's Important to Teach Students to Distinguish Fact/Opinion

by Teachers.Net Gazette

Apr 3, 2017

One of the most important higher order thinking skills that students need to improve their academic performance is the ability to distinguish between facts and opinions.

This skill is particularly important because of the proliferation of altered truths circulating the Internet through email and website propaganda that too many people tak...See More

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Social Studies Pen Pals

by Jessica

Sep 7, 2016

I'm a 4th grade teacher in Massachusetts looking to collaborate with a teacher from each region in the U.S. in order to share information about New England and learn information about the different regions. I'm looking to have students design powerpoint presentations or electronic pamphlets to share information with teachers/students electronically...See More

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Gloria On 9/07/16, Jessica wrote: > I'm a 4th grade teacher in Massachusetts looking to > collaborate with a teacher from each region in the U.S. in > order to share information about New England and learn > information about the different regions. I'm looking to have > students design powerpoint presentations or electronic > pamphlets t...See More

Mar 31, 2017

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Using the textbook

by Point taken

Mar 16, 2013

How much do you depend on a textbook for designing lessons?

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Gianna my social studies teacher does not believe in using textbooks.He says that there can be many untrue stories and that he wants to know the real ones. he recommended to us to use the yale school resources its a great resource.

Oct 17, 2016

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K I don't use the text because it so bad. I use materials created by another teacher which I feel are excellent. I also use choice boards and menus. The thing I am wondering about is how much support should I be giving the students when it is time for independent work. I haven't been assigning group work or pair work because the students do not compl...See MoreI don't use the text because it so bad. I use materials created by another teacher which I feel are excellent. I also use choice boards and menus. The thing I am wondering about is how much support should I be giving the students when it is time for independent work. I haven't been assigning group work or pair work because the students do not complete much when we do. Should I assign the questions, then check them later, or give a certain amount of time, then go over the answers together? Read the content aloud for the students, let one read aloud, have them read quietly? Thanks, K

On 3/21/13, Thank you. Thought maybe I'd awakened on another planet wrote: > On 3/17/13, Working Hard wrote: >> On 3/16/13, Point taken wrote: >>> How much do you depend on a textbook for designing lessons? >> >> Because we have a strong literacy component in our state, we >> need to read a lot. Most of my students come to me deficient >> in reading. A lot of money is invested in texts and so I use >> them - I use them at my discretion, but I am not one of the " >> let's hate textbooks" crowd. >> >> Listen- textbooks condense a lot of info into doable units. I >> have to cover a lot of territory and they are designed for >> that. We do most of our reading from them aloud in class and >> discuss the text as we go. My text has good ancillary >> materials - a Smart Board version with interactive maps, >> audio summaries, Reading study Guide workbooks, etc.... It >> has a good companion website with great review activities, >> and a PowerPoint CD. So - I use the text AND the accompanying >> materials and I am thankful for them. They help me get the >> job done. I add my own activities and use what is provided. A >> good teacher can take a mediocre text and make it pop - don't >> discount the text! > > > So this year it's textbooks that have fallen out of fashion. Good > to know, I suppose. For the last few years it was direct > instruction, and before that it was worksheets. LOL...somewhere, > a bunch of know-it-alls are probably making a lot of money sitting > around deciding what all the washed up, uncool teachers are using > to pollute the hungry minds of our eager young students. > > I don't know anyone who doesn't supplement the textbooks, but I > agree with you, Working Hard, that the textbooks are a useful, > efficient means of getting the basics across. Have to laugh > though envisioning tribes of new teachers across the country, each > coming up with their own, individual dog-and-pony show to teach > the kids about the American Revolution, for example. (And after > they stay up all night doing all that hard work to "make the > subject come alive" or whatever, the stoned kids sitting in the > back will still be just as sleepy as if the teachers had just used > what's already in the textbook.) > > Textbooks will always be textbooks, and eventually the Internet, > etc. may make them obsolete, but more because textbooks are heavy > than because they're useless and irrelevant. (And our history > books do a pretty good job of explaining why the Revolution > happened, and making connections to the French Revolution, and > explaining why Democracy suddenly mattered to all kinds of people > in the world at the time who were tired of being jerked around by > social stratification, clueless kings, etc.) > > I have to wonder whether the vehemently anti-textbook crowd is > making any effort to IMPROVE the textbooks they don't like (as in > writing to the publishers with their lists of feedback and > complaints), or if they consider whether all the "unique" lesson > planning (and subsequent photocopying...oops, what's > this...WORKSHEETS?) is really the most efficient use of their > time, or at least of piles and piles of paper and gallons of toner. > > And documentaries are great for teaching history, but as you point > out, we can't just have the kids sitting around all day watching > movies. The curriculum demands, and rightly so, that students > learn to read thoughtfully and critically. The textbooks are > designed to present the information at the students' > grade-specific reading level, and ours, at least, are also packed > with interesting pictures, graphs, maps, and original historical > documents. Any teacher who's lamenting that textbooks are lame > and worthless should at least crack the assigned textbook open and > take a look at what's inside. It may be a more valuable teaching > tool than you've ever imagined. And if it's not, then it's time > to contact the department head and/or the district purchasers and > start a discussion around WHY anybody's spending piles and piles > of public money on textbooks that suck. > > It's not enough to pass out the textbooks to the students (just > like we're told to do), sigh cynically, refuse to use them, and > pat oneself on the back for being all edgy and rebellious. And > it's not fair to the STUDENTS for any teacher to overlook the > possibility that some of the material in those books might > actually HELP them. (And the Students' Needs Come First. Every > day, no exception. School is all about the children...not about > my ego, or my self-importance, or my need to prove that I'm the > first person on the block who's ever really known how to teach > school, or my fear of embarrassment if anyone should ever catch my > students reading textbooks.) > > Finally, I'd caution any of the young, impatient, > too-cool-for-textbooks teachers against inflicting THEIR cynicism > on the students at school. Kids don't need to hear, "Your > schoolbooks are terrible, just because they're schoolbooks." A > lot of kids are burnt out, too, on the annual barrage of "Hey, > guess what? This year you're going to learn in a Whole! New! > Way!, unlike all the lameness those OTHER losers have been > inflicting upon you up until now. Because this year, you poor > victimized children, I Am Here to save you! This year, I AM IN > YOUR LIFE!" etc., from somebody not even noticing the roomful of > facepalms and "Oh no, not again" from children who've heard that > same speech five or ten times. > > Those textbooks have been purchased For The Children. Anyone > who's making the decision to keep them Away From The Children had > better be damned sure that what he or she is using instead is AT > LEAST as good as the textbooks. It's wonderful to engage the > students, and to protect the students, and to light the students' > minds on fire (metaphorically, of course), and all that other > enthusiastic stuff, as long as our Great Big Ideas don't wind up > being just one more way of cheating them.

Mar 6, 2017

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world war 1

by dymond

Feb 24, 2017

What were the causes of imperialism?

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The Trump Effect on Education

by Teachers.Net Gazette

Jan 23, 2017

A timely resource to read, bookmark and share.

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Dynamics of Markets (Economics)

by Mr King

Nov 29, 2016

Authentic Learning Task for Grade 11 Economics: Dynamics of Markets.

With mobile divisions profit also hit, firm said to have lost about one-quarter of income (Samsung Note7)

SEOUL • The financial burden of Samsung Electronics' Note7 crisis is becoming clearer, as South Korea's largest company tallies the cost of recalling and t...See MoreAuthentic Learning Task for Grade 11 Economics: Dynamics of Markets.

With mobile divisions profit also hit, firm said to have lost about one-quarter of income (Samsung Note7)

SEOUL • The financial burden of Samsung Electronics' Note7 crisis is becoming clearer, as South Korea's largest company tallies the cost of recalling and terminating production of the fire-prone smartphone. The company disclosed yesterday a negative impact of approximately the medium range of 3 trillion won (S$3.8 billion) on operating profit to March, on top of an already announced US$2.3 billion cut for the preceding period. The total of US$5.3 billion (S$7.4 billion) is in line with analysts' estimates. Nomura Holdings analyst Chung Chang Won had estimated the Note7 termination would cost the company US$5 billion in operating profit to 2017. Investors seem to have factored in an impact of that magnitude, and Samsung shares rose 1.3 per cent to 1.577 million won at the close in Seoul. Source: http://www.straitstimes.com/business/note7-saga-to-cost-samsung-74b Question: Given the recent upsurge of Samsung in the market of cellphones, this has caused a huge setback for the company’s profits, and customer confidence in its products. 1] Given the plunge in the profits of Samsung, this preludes an existence of controlling factors which has influenced the events that occurred, e.g. Consumer preference. In groups of five (5), gather information of any three (3) companies who in the past 5-10 years have experienced a fall in performance like Samsung and list as much common factors as possible which resulted in the outcome they’ve experienced.

2] Hence, graphically illustrate the impact the cellphone market (Samsung) realized by means of the given graph bellow

3] After illustrating the new graph, assume equations of straight lines for the Demand curve, y= 0.5x+1 and Supply, y= 3x-2. Calculate the points of intersection, which will mathematically show the new equilibrium for Samsung.

4] In your groups of five, consider you were the directors of your own Mobile Company in a South African province. Given the same scenario, what managerial decisions would you take to boost consumer confidence in your technological products. Learners after completing the task, please follow the link and complete the evaluation form: https://docs.google.com/a/student.uj.ac.za/forms/d/1vYlYSmkJhbHUBzyV6OFe9o31RUwDG19PZQeh8uhgH54/edit

(This link serves as part of the assessment task for learners, and part of the overall task given as part of that which is due 17/10/2016)

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