The document discusses the importance of social studies education, particularly history. It argues that history is essential to understanding people, societies, and how they change over time. It also helps provide identity and cultural literacy. The document outlines the social science subjects taught, including history, geography, economics, and others. It discusses how the focus today is on developing skills like critical thinking alongside content mastery. Examples of skills needed for the 21st century and tasks from different grade levels are also provided.
Presentation 1: The Generations Presentation 1 introductionClicked
An introduction to the theory of generations. Originally prepared in 2006, so the dates are all out, but the principles remain. More in this series:
Boomers: https://www.slideshare.net/Steve_Mellor/presentation-2-boomers
Generation X: https://www.slideshare.net/Steve_Mellor/presentation-3-generation-x
Millenials: https://www.slideshare.net/Steve_Mellor/presentation-4-generation-y
Generational Marketing: https://www.slideshare.net/Steve_Mellor/presentation-5-how-understanding-the-generations-benefits-marketing
This is a powerpoint presentation of Malcom Gladwell's book "Outliers". This book epitomizes story of success of various famous personalities. It analyzes various reasons and circumstances that propelled them to achieve great heights in their careers.
Presentation 1: The Generations Presentation 1 introductionClicked
An introduction to the theory of generations. Originally prepared in 2006, so the dates are all out, but the principles remain. More in this series:
Boomers: https://www.slideshare.net/Steve_Mellor/presentation-2-boomers
Generation X: https://www.slideshare.net/Steve_Mellor/presentation-3-generation-x
Millenials: https://www.slideshare.net/Steve_Mellor/presentation-4-generation-y
Generational Marketing: https://www.slideshare.net/Steve_Mellor/presentation-5-how-understanding-the-generations-benefits-marketing
This is a powerpoint presentation of Malcom Gladwell's book "Outliers". This book epitomizes story of success of various famous personalities. It analyzes various reasons and circumstances that propelled them to achieve great heights in their careers.
A presentation made for Teaching Reading under Dr. Estacio in partial fulfilment of the requirements for the degree of Master of Arts in Teaching, Major in English Language Teaching, in De La Salle University-Manila
Critical thinking and Multimodal LiteracyCLARKDOMINIC1
A presentation made for Teaching Reading under Dr. Mante-Estacio in partial fulfillment of the requirements for the degree of Master of Arts in English, Major in English Language Teaching, in De La Salle University-Manila
This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the inter-relatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
Teaching historical thinking concepts can give purpose, make connections, and engage students. History may be the stories we tell about the past but we need to ask critical questions of those stories.
These slides accompanied a March 2015 webinar for ALSC on the topic of diverse STEAM practices, from the reasons to incorporate them in a youth library setting to age-appropriate examples and resources.
A presentation made for Teaching Reading under Dr. Estacio in partial fulfilment of the requirements for the degree of Master of Arts in Teaching, Major in English Language Teaching, in De La Salle University-Manila
Critical thinking and Multimodal LiteracyCLARKDOMINIC1
A presentation made for Teaching Reading under Dr. Mante-Estacio in partial fulfillment of the requirements for the degree of Master of Arts in English, Major in English Language Teaching, in De La Salle University-Manila
This workshop explores the need to use English, with above beginners, as a global language to examine global issues through the practice of critical, comparative, and creative thinking skills related to social values. The framework is based on Robert Fisher’s language learning model of the inter-relatedness of reading, writing, listening, speaking, input, output and metacognition. In this awareness raising session the basic tenet underpinning the action is We are all the Same, We are all Different with the emphasis on teaching for diversity. Questioning ourselves comes before questioning the students, and changing our perceptions is a necessary first step. There will be some theory and plenty of activity.
Teaching historical thinking concepts can give purpose, make connections, and engage students. History may be the stories we tell about the past but we need to ask critical questions of those stories.
These slides accompanied a March 2015 webinar for ALSC on the topic of diverse STEAM practices, from the reasons to incorporate them in a youth library setting to age-appropriate examples and resources.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2. Why History Matters…Why History Matters…
""Memory is what makes us who weMemory is what makes us who we
are.are. If we lost all of our memory If we lost all of our memory
whenever we fell asleep at night, itwhenever we fell asleep at night, it
would be the same as if we died andwould be the same as if we died and
a new person woke up in our bodya new person woke up in our body
the next morning.the next morning. History is theHistory is the
memory of a nationmemory of a nation."."
Thomas Sowell, "The Vision of the Anointed."Thomas Sowell, "The Vision of the Anointed."
3. What We Teach:What We Teach:
History and the Social SciencesHistory and the Social Sciences
Social sciences include history asSocial sciences include history as
well as geography, economics,well as geography, economics,
psychology, anthropology,psychology, anthropology,
political science/civics andpolitical science/civics and
sociologysociology
Diversity of curriculum developsDiversity of curriculum develops
a broad spectrum of learninga broad spectrum of learning
4. Why We Teach It, orWhy We Teach It, or
Why Study the Social Sciences?Why Study the Social Sciences?
To understand people and societiesTo understand people and societies
To understand change and how theTo understand change and how the
society we live in came to besociety we live in came to be
To understand the importance ofTo understand the importance of
history in our own liveshistory in our own lives
To understand how history contributesTo understand how history contributes
to moral understandingto moral understanding
5. Why Study Social Sciences?Why Study Social Sciences?
(continued)(continued)
To provide identity—To provide identity—
cultural literacy: acultural literacy: a
shared history that isshared history that is
assumed all alreadyassumed all already
know.know.
To become responsibleTo become responsible
citizenscitizens
6. Why Study Social Sciences?Why Study Social Sciences?
(continued)(continued)
To develop essential skillsTo develop essential skills
• Critical thinkingCritical thinking
• QuestioningQuestioning
• Making connectionsMaking connections
• Adapting to newAdapting to new
situationssituations
To succeed in theTo succeed in the
world of workworld of work
7. What Do Our 17-Year-Olds Know?What Do Our 17-Year-Olds Know?
Intercollegiate Studies Institute (non-Intercollegiate Studies Institute (non-
profit) gave students at 25 selectiveprofit) gave students at 25 selective
colleges a civic literacy testcolleges a civic literacy test
• Freshman scored 56.6%Freshman scored 56.6%
• Seniors scored 59.4%Seniors scored 59.4%
• Harvard seniors 69.6%--passing?Harvard seniors 69.6%--passing?
• Less than half of college seniors knew thatLess than half of college seniors knew that
NATO was formed to resist Soviet expansion.NATO was formed to resist Soviet expansion.
8. It’s Not your Parents’ SocialIt’s Not your Parents’ Social
Studies classStudies class
Schools used to emphasize solely theSchools used to emphasize solely the
memorization of facts.memorization of facts.
Today the emphasis is onToday the emphasis is on skillsskills (concepts,(concepts,
connections and application) because ofconnections and application) because of
the concern that students in the U.S. arethe concern that students in the U.S. are
leaving high school without the necessaryleaving high school without the necessary
skills to function in higher education andskills to function in higher education and
the workforce in order to be globallythe workforce in order to be globally
competitive.competitive.
9. However, content is just asHowever, content is just as
necessary because:necessary because:
• it provides contextit provides context
and perspective forand perspective for
new learningnew learning
• it helps us reconcileit helps us reconcile
time and spacetime and space
• some is essential tosome is essential to
build a framework forbuild a framework for
skill developmentskill development
• skills without factsskills without facts
result in knowledgeresult in knowledge
gapsgaps
10. Our Focus is on EssentialOur Focus is on Essential
QuestionsQuestions
Essential Questions are questions that:Essential Questions are questions that:
• get students to thinkget students to think
• do not have a “right” answerdo not have a “right” answer
• can be debatedcan be debated
• point to big ideaspoint to big ideas
• help students make sense of difficult conceptshelp students make sense of difficult concepts
Example: What does it mean to be anExample: What does it mean to be an
American?American?
11. How are we preparing our studentsHow are we preparing our students
for the 21for the 21stst
century?century?
What skills areWhat skills are
needed?needed?
What skills are weWhat skills are we
teaching?teaching?
How are studentsHow are students
responding?responding?
Are our methodsAre our methods
working?working?
Are they learning?Are they learning?
12. Partnership of 21Partnership of 21stst
Century SkillsCentury Skills
developed this framework:developed this framework:
13. In Other Words, the skills needed inIn Other Words, the skills needed in
the 21the 21stst
Century are:Century are:
• Creativity and innovationCreativity and innovation
• Critical thinking and problem solvingCritical thinking and problem solving
• CommunicationCommunication
• CollaborationCollaboration
• Information literacyInformation literacy
• Media literacyMedia literacy
14. 2121stst
Century Skills (continued)Century Skills (continued)
Information and CommunicationInformation and Communication
Technology literacyTechnology literacy
Flexibility and adaptabilityFlexibility and adaptability
Initiative and self-directionInitiative and self-direction
Social and cross-cultural skillsSocial and cross-cultural skills
Productivity and accountabilityProductivity and accountability
Leadership and responsibilityLeadership and responsibility
15. New Jersey State StandardsNew Jersey State Standards
for Social Studiesfor Social Studies
Social Studies SkillsSocial Studies Skills
CivicsCivics
World HistoryWorld History
United States / New Jersey HistoryUnited States / New Jersey History
EconomicsEconomics
GeographyGeography
16. Our Curriculum:Our Curriculum:
ELEMENTARY SCHOOLELEMENTARY SCHOOL
Kindergarten: Belonging and FamilyKindergarten: Belonging and Family
Grade 1: Belonging and NeighborhoodsGrade 1: Belonging and Neighborhoods
Grade 2: Belonging and Communities/Grade 2: Belonging and Communities/
CitizenshipCitizenship
Grade 3: Lenape/Ethnic Heritage/Grade 3: Lenape/Ethnic Heritage/
ImmigrationImmigration
Grade 4: Colonization/AmericanGrade 4: Colonization/American
Revolution/Government (U.S. & NJ)Revolution/Government (U.S. & NJ)
Grade 5: 5 Themes of Geography/AncientGrade 5: 5 Themes of Geography/Ancient
CivilizationsCivilizations
17. Essential Questions, Grades 1-Essential Questions, Grades 1-
55
What is family? How can differences bringWhat is family? How can differences bring
people together?people together?
How do communities meet the needs of itsHow do communities meet the needs of its
members?members?
What are the elements of Lenape culture?What are the elements of Lenape culture?
How does the movement of people affectHow does the movement of people affect
others and the physical environmentothers and the physical environment
around them?around them?
How does geography impact humans? HowHow does geography impact humans? How
do humans impact geography?do humans impact geography?
18. 55thth
Grade TaskGrade Task
Person of Positive AchievementPerson of Positive Achievement
• Talk about the characteristics of such a personTalk about the characteristics of such a person
• Decide by consensus on a list of about 6Decide by consensus on a list of about 6
• Read “around the topic”Read “around the topic”
• Pick a person to study to researchPick a person to study to research
• Use online and reference materialsUse online and reference materials
• Take notesTake notes
• Cite sourcesCite sources
• Write a 3-5 paragraph essay explaining whyWrite a 3-5 paragraph essay explaining why
the person chosen meets the criteriathe person chosen meets the criteria
• Word process the documentWord process the document
19. Our Curriculum:Our Curriculum:
MIDDLE SCHOOLMIDDLE SCHOOL
Grade 6Grade 6
• World HistoryWorld History
Topics: Geography / Birth ofTopics: Geography / Birth of
Civilization / Early SocietiesCivilization / Early Societies
Grades 7 and 8Grades 7 and 8
• ““A” Year (Social Sciences):A” Year (Social Sciences):
CivicsCivics
• ““B” Year (US History, 1600 -B” Year (US History, 1600 -
1870: United States History,1870: United States History,
Colonization throughColonization through
ReconstructionReconstruction
20. Essential Questions, Grade 6Essential Questions, Grade 6
Why are the legacies of one societyWhy are the legacies of one society
important to another society?important to another society?
How does the culture of a societyHow does the culture of a society
influence its development?influence its development?
What happens when cultures collide?What happens when cultures collide?
Is government essential in a society?Is government essential in a society?
What causes a society to want toWhat causes a society to want to
expand?expand?
21. 66thth
Grade Research TaskGrade Research Task
Museum exhibitMuseum exhibit
• Choose a society that has had aChoose a society that has had a
significant impact on the worldsignificant impact on the world
• Research the society and a specificResearch the society and a specific
person, event or developmentperson, event or development
• Write an essayWrite an essay
• Construct a physical artifact/modelConstruct a physical artifact/model
• Create a multimedia presentationCreate a multimedia presentation
22. Essential QuestionsEssential Questions
Grades 7/8 A (Social Sciences)Grades 7/8 A (Social Sciences)
• How does government affect humanHow does government affect human
development?development?
• Is any political system the best?Is any political system the best?
• How does a nation’s government affect itsHow does a nation’s government affect its
relations with its citizens and the rest of therelations with its citizens and the rest of the
world?world?
• How is wealth distributed among individualsHow is wealth distributed among individuals
and nations?and nations?
• How does the use and distribution ofHow does the use and distribution of
available resources affect people’s lives?available resources affect people’s lives?
23. Essential QuestionsEssential Questions
Grades 7/8 B (U.S. History)Grades 7/8 B (U.S. History)
Can different cultures blend and appreciateCan different cultures blend and appreciate
each other?each other?
How does where you live effect how youHow does where you live effect how you
live?live?
Why do people revolt?Why do people revolt?
How do governments balance the commonHow do governments balance the common
good and individual rights?good and individual rights?
Is compromise the best solution to solveIs compromise the best solution to solve
conflict?conflict?
What qualities make an effective leader?What qualities make an effective leader?
24. 77thth
/8/8thth
Grade Research TaskGrade Research Task
Examine 10 significant events in world orExamine 10 significant events in world or
U.S. historyU.S. history
Choose one event to explore in moreChoose one event to explore in more
depthdepth
Locate 2 additional sources, take notes,Locate 2 additional sources, take notes,
develop a thesis and write a 5-paragraphdevelop a thesis and write a 5-paragraph
research paperresearch paper
Math connection: collect data, place it in aMath connection: collect data, place it in a
spreadsheet and create a chart or graph tospreadsheet and create a chart or graph to
present to peers in science classpresent to peers in science class
25. Our Curriculum:Our Curriculum:
High SchoolHigh School
*Grade 9: Government & Economics*Grade 9: Government & Economics
*Grade 10: United States History*Grade 10: United States History
*Grade 11: Global Studies*Grade 11: Global Studies
Grades 11 & 12: many choices ofGrades 11 & 12: many choices of
electiveselectives
*Required for graduation*Required for graduation
26. Essential QuestionsEssential Questions
Grade 9Grade 9 (Government & Economics)(Government & Economics)
Does any one form of government bestDoes any one form of government best
protect the rights of the individuals?protect the rights of the individuals?
What role should government play inWhat role should government play in
balancing the needs of individuals versusbalancing the needs of individuals versus
the needs of the community?the needs of the community?
Does the government have theDoes the government have the
responsibility to protect the rights of allresponsibility to protect the rights of all
people?people?
Can there be a truly “free” economy?Can there be a truly “free” economy?
What role should government play in theWhat role should government play in the
distribution of wealth?distribution of wealth?
27. Essential QuestionsEssential Questions
Grade 10 (U.S. History)Grade 10 (U.S. History)
How does war impact society and theHow does war impact society and the
individuals involved in war? What can beindividuals involved in war? What can be
learned from war?learned from war?
How does the global community affect theHow does the global community affect the
U.S?U.S?
How did the U.S. government expand itsHow did the U.S. government expand its
involvement in the economy during theinvolvement in the economy during the
1930s?1930s?
How does propaganda influence people’sHow does propaganda influence people’s
opinions and actions?opinions and actions?
What was and is the role of the U.S. in theWhat was and is the role of the U.S. in the
world?world?
28. Essential QuestionsEssential Questions
Grade 11(Global Studies)Grade 11(Global Studies)
How has the spread of religion shaped ourHow has the spread of religion shaped our
world?world?
Why are regions of the world interdependent?Why are regions of the world interdependent?
Is it possible for China to maintain a moreIs it possible for China to maintain a more
open economy in a society that is still closedopen economy in a society that is still closed
politically?politically?
What does the rise of India mean for the restWhat does the rise of India mean for the rest
of the world?of the world?
How is globalization changing the face ofHow is globalization changing the face of
South Asia?South Asia?
How has Russia’s failure to develop a vibrantHow has Russia’s failure to develop a vibrant
economic system caused a cycle of reformeconomic system caused a cycle of reform
and repression in Russian political life?and repression in Russian political life?
29. ElectivesElectives
In grades 11 & 12, students may choose fromIn grades 11 & 12, students may choose from
the following electives. Currently there are 923the following electives. Currently there are 923
students enrolled in social studies electives atstudents enrolled in social studies electives at
SBHS:SBHS:
• Holocaust & GenocideHolocaust & Genocide
• Race, Class & GenderRace, Class & Gender
• American JusticeAmerican Justice
• SociologySociology
• AnthropologyAnthropology
• IPLEIPLE
• The Vietnam EraThe Vietnam Era
• PsychologyPsychology
30. More ElectivesMore Electives
Students may also choose from theStudents may also choose from the
following Advanced Placement courses,following Advanced Placement courses,
provided they meet the prerequisites:provided they meet the prerequisites:
• European HistoryEuropean History
• U.S. HistoryU.S. History
• U.S. GovernmentU.S. Government
• Comparative GovernmentsComparative Governments
• PsychologyPsychology
31. Co-curricular activitiesCo-curricular activities
The following clubs and activities relatedThe following clubs and activities related
to the social studies are offered at theto the social studies are offered at the
high school:high school:
• Psychology ClubPsychology Club
• Military Education ClubMilitary Education Club
• Model UNModel UN
• Dead Presidents Society (historyDead Presidents Society (history
club)club)
• Phi Alpha Theta (history honorPhi Alpha Theta (history honor
society)society)
32. So, Your Child Wants to Major inSo, Your Child Wants to Major in
Social Studies?Social Studies?
What can you do with a major inWhat can you do with a major in
history/social studies?history/social studies?
• Become an educatorBecome an educator
• Become a writer/editor/journalistBecome a writer/editor/journalist
• Become a librarian/archivist/museumBecome a librarian/archivist/museum
curator/historic preservationistcurator/historic preservationist
• Become a lawyer or paralegalBecome a lawyer or paralegal
• Become a psychologistBecome a psychologist
• Work for a non-profit organizationWork for a non-profit organization
• These are just a few of the opportunitiesThese are just a few of the opportunities
availableavailable
33. How Does Social Studies ApplyHow Does Social Studies Apply
Outside the Classroom?Outside the Classroom?
It provides knowledge and understandingIt provides knowledge and understanding
and the ability to think, adapt andand the ability to think, adapt and
questionquestion
It educates people for citizenship “in aIt educates people for citizenship “in a
multicultural, democratic society” (Starmulticultural, democratic society” (Star
Ledger Sept ’08)—E pluribus unum: outLedger Sept ’08)—E pluribus unum: out
of many, oneof many, one
““And if we think them (the people) notAnd if we think them (the people) not
enlightened enough, the remedy is toenlightened enough, the remedy is to
inform them by education.”inform them by education.”
~Thomas Jefferson~Thomas Jefferson
34. What does this all mean?What does this all mean?
““If we dedicate ourselves to studyingIf we dedicate ourselves to studying
our history rightly, if we take theour history rightly, if we take the
time to look at the entirety of ourtime to look at the entirety of our
firmament, we will see what ourfirmament, we will see what our
Founders saw we could be, whatFounders saw we could be, what
foreigners who came here saw allforeigners who came here saw all
along, and what we ourselves can—along, and what we ourselves can—
even today—see once again.”even today—see once again.”
--William J. Bennett--William J. Bennett
35. Where can you find it?Where can you find it?
In your own backyardIn your own backyard: resources for: resources for
discovering our local history—adiscovering our local history—a
presentationpresentation
36. SourcesSources
American Historical AssociationAmerican Historical Association
Equipped for the Future ContentEquipped for the Future Content
StandardsStandards
National Council for the SocialNational Council for the Social
StudiesStudies
The History ChannelThe History Channel