The document provides an overview of updates to the social studies curriculum for 2013. It discusses exploring topics related to American history from the American Revolution through the Civil War and Reconstruction era. It emphasizes developing students' skills in using technology to access, evaluate, communicate and integrate information to solve problems and think critically about their community, nation and world. Students will have opportunities to connect with others globally on topics related to their community's history and Rhode Island's role in international events through a "Global Connections Project".
Degree of Digital Equity in Schools by Race and Socio-Economic CharacteristicsJoan E. Hughes, Ph.D.
This handout summarizes a research presentation from the American Educational Research Association Conference in April, 2011. This research examined and compares digital equity at two different middle schools. Focus is placed
upon minority student in- and out-of-school technology use to explore the relationship of school and digital equity. The first middle school, Saguaro, is a minority-majority school, with 93% Hispanic and
African-American students. The second middle school, Porter, is a historically white majority school participating in a district student-transfer program with a 50% white and 50% Hispanic/African
American population. Data from the two schools is compared to examine student in- and out-of-school technology use and perceived technology skill level. In exploring the relationship of student technology use both in and out of school to that of the school and minority status, digital inequities were present. Students at the historically white school were more likely to utilize various technologies for
communication, creation, web, and productivity activities both in- and out-of-school.
Please contact Dr. Hughes if you would like a full paper.
Degree of Digital Equity in Schools by Race and Socio-Economic CharacteristicsJoan E. Hughes, Ph.D.
This handout summarizes a research presentation from the American Educational Research Association Conference in April, 2011. This research examined and compares digital equity at two different middle schools. Focus is placed
upon minority student in- and out-of-school technology use to explore the relationship of school and digital equity. The first middle school, Saguaro, is a minority-majority school, with 93% Hispanic and
African-American students. The second middle school, Porter, is a historically white majority school participating in a district student-transfer program with a 50% white and 50% Hispanic/African
American population. Data from the two schools is compared to examine student in- and out-of-school technology use and perceived technology skill level. In exploring the relationship of student technology use both in and out of school to that of the school and minority status, digital inequities were present. Students at the historically white school were more likely to utilize various technologies for
communication, creation, web, and productivity activities both in- and out-of-school.
Please contact Dr. Hughes if you would like a full paper.
MEDIA AND INFORMATION LITERACY (MIL)
LESSON 4: INFORMATION ACCESS
• defines information needs, locates, accesses, assesses, organizes, and communicates information
• Identify the skills needed to be an information literate
• demonstrates ethical use of information
This presentation was provided by Kyle Dickson of Abilene Christian University during the two-part NISO webinar, Digital and Data Literacy, held on September 20, 2017.
Presso il nostro campo compatibilmente con gli appuntamenti già presi ogni 1° e 3° martedì del mese allenamenti di Obedience con una docente d’eccezzione: Nicoletta Bellucci. Aperto a cani che hanno già affrontato il percorso di Educazione Base, motivate sul propietario che non presentino fobie e problem di aggressività intra e extraspecifica.
MEDIA AND INFORMATION LITERACY (MIL)
LESSON 4: INFORMATION ACCESS
• defines information needs, locates, accesses, assesses, organizes, and communicates information
• Identify the skills needed to be an information literate
• demonstrates ethical use of information
This presentation was provided by Kyle Dickson of Abilene Christian University during the two-part NISO webinar, Digital and Data Literacy, held on September 20, 2017.
Presso il nostro campo compatibilmente con gli appuntamenti già presi ogni 1° e 3° martedì del mese allenamenti di Obedience con una docente d’eccezzione: Nicoletta Bellucci. Aperto a cani che hanno già affrontato il percorso di Educazione Base, motivate sul propietario che non presentino fobie e problem di aggressività intra e extraspecifica.
Analog Camera, Indoor Dome Camera, Outdoor Bullet Camera, Day/Night Camera, IR Dome Camera, IR Bullet Camera, IP Camera (Megapixel), PTZ Camera, HD Camera, HDCVI Camera
This presentation provides the importance of incorporating the 4 C's into teaching, besides of the definition of every "C", its relation with one another, and different ways to integrate it into the classroom.
In this presentation, you will find an overview of each of the “Four Cs”: critical thinking and problem solving, communication, collaboration, and creativity and innovation.
These are the skills we as teachers have to work in our students, in order for them to be prepared for life.
1. Update-Social Studies - 2013
Content:
American Revolution, Creating a Republic, The Federalist Era, The Age of Jefferson, The Industrial
Revolution, Westward Expansion, Jacksonian Era, Civil War, Reconstruction. The National Council for Social
Studies has recognized the importance of educating students who are committed to the ideas and values of our
democratic republic and who are also able to use knowledge about their community, nation, and world, along
with skills of data collection and analysis, collaboration, decision-making, and problem-solving.
As we start the NEW YEAR, in Social Studies we will continue to explore topics from the American Nation,
current HOT topics, the past, the present, and continuously make predictions and explore our future. Our future
explorers will not be traveling on a ship or only making connections from a book.....they will be:
1)Using communication, information processing, and research tools (such as word processing, e-mail,
groupware, presentation software, and the Internet) to access, manage, integrate, evaluate, create, and
communicate information). These skills include information and media literacy skills.
2) Using problem-solving tools (such as spreadsheets, decision support, and design tools) to manage
complexity, solve problems, and think critically, creatively, and systematically.
3) Using personal development and productivity tools (such as e-learning, time managers, and collaboration
tools) to enhance productivity and personal development. These skills include accountability and adaptability
skills.
4) Use digital technology and communication tools to access, manage, integrate and evaluate information;
Construct new knowledge; Communicate with others effectively. Examples:(such as word processing, e-mail,
presentation software, the Internet, spreadsheets, decision support programs, design tools, e-learning, time
management programs, and collaboration tools) combined with learning skills in core subjects equals 21st
Century Skills
5) Learning must expand beyond the four classroom walls into areas like Global awareness Financial, economic
and business literacy, and Civic literacy.
"Global Connections Project"- enrich and culminate
All students will have the opportunity to join and continue our project "GLOBAL CONNECTIONS"
Using our RI GSE’s, Common Core, and NCSS, students will be given multiple opportunities to enhance and
foster their individual strengths and develop areas of weakness as they continue to connect outside our
classroom.
C&G 5 (7-8) Students demonstrate an understanding of the many ways Earth’s people are interconnected
HP 2(7-8): History is a chronicle of human activities, diverse people, and the societies they form.Students
connect the past with the present.
Common Core-SL1(a-d),5
Essential Questions:
Why does what happened in the past matter to me today?
How do things change but still remain the same?
Students are able to formulate their own questions.
Topics:
Community today and its history
Rhode Island’s role in international events/trends and Rhode Island History
