Duplass Topic 1315

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Duplass Topic 13-15 Nelson Chapter 5

• EDEL 4109 Humanities methods
• Dr. Nganga

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Topic 13 Geography and Constructs

• Cultural Geography Similar to Sociology and
  Anthropology.
• Physical Geography closely related to Geology.
• Political Geography
• Economic Geography
• Urban Geography
• Studying History requires us to know where
  locations are, and resources from these
  locations. This is important to elementary
  students because they learn about everything
  around them starting with the small picture.

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Topic 13 (Cont.)

• Standards for Geography
• The World in Spatial terms
• Places and Regions
• Physical Systems
• Human Systems
• Environment and Society
• The uses of Geography

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Topic 13 (cont.)

• Geography Concepts and Skills Knowledge
• Longitude / Latitude
• Scale / Distance
• Cardinal Distance
• Map Making
• Effects of Location
• Effects on Location
• Landforms / Water bodies
• Hemispheres
• Human Region Categories
• Transportation Systems

• Geography Concepts and Skills Lesson Plans
• Create a birds eye view of scaled map of rooms
• Write directions
• Create a map of the neighborhood
• Look at local resources, statistics, etc.
• Compare and contrast community with others in the
  nation
• Look at the class population
• Calculate driving distance
• Field trips to locations discussed in class
• Learn to use a compass

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Topic 13 (Cont.)

• U.S. Geography Knowledge
• Regions
• Natural resources
• Water bodies / Landforms
• State Capitals / Major cities
• Major landmarks
• Demographics by region, state, etc.

• U. S. Geography Lesson Plans
• Plan a trip
• Research projects on cities, states, etc.
• Map of the U.S. on the playground
• Create travel brochures
• Compare and contrast states
• Create state maps

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Topic 13 (cont.)

• World Geography Knowledge
• Projection types
• History of civilization
• Earths rotation
• Seasons
• Historical contributions of countries

• World Geography Lesson Plans
• Compare climates
• Travel brochures
• Simulation of International tour
• Time zones
• Calculate Longitude / Latitude
• Tour the seven wonders of the world

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What should students learn about Geography?

• Location
• -Position in the Earths surface
• -Absolute location
• -Relative location
• Place
• -Physical and human characteristics
• Human-Environmental Relations
• -Relationships within place
• -The Earth as an environmental system
• -Ethnics and Values

• Movement
• Humans interacting on the Earth
• Form and stimulus
• Global interdependence
• Models of human interaction
• Regions
• How they form and change
• Uniform region
• Functional region
• Cultural Diversity

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Topic 14 Political Science Goals and Constructs

• The Goal for educators is to help students decide
  their own democratic, ideological perspective in
  a reflective and thoughtful way.
• Societies What first bound people together.
• Government The method in which society is ruled.
• State U.S. state or a sovereign (autonomous)
  state with borders that are recognized.

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Topic 14 (Cont.)

• The responsibilities of a state are defined as
• Providing external security for its citizens
• Promoting the general welfare
• Maintaining order
• Safeguarding individual welfare
• Ensuring justice

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Topic 14 (Cont.)

• Direct Democracy Citizens vote directly for
  leaders laws
• Representative Democracy Representatives are
  expected to
• Be well informed
• Protects rights of the minority
• Not be easily swayed by passions or self interest
• Constitutional government to limit powers of
  elected officials during terms of office and
  guarantee certain fundamental rights by
  subjecting everyone to a basic set of rules and
  procedures.

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Civics and Government Standards(Overview)

• K-4 Standards
• These standards cover government, basic values
  and principles of American Democracy, the
  embodiment of the purposes, values, and
  principles of American Democracy relationships
  of the U.S. and other nations and to the world
  affairs and the roles of citizens.
• 5-8 Standards
• - These standards cover the civic life and
  politics Foundations of the American political
  system, the embodiment of the purposes, values,
  and principals of American Democracy What
  relationships the U.S. has with other nations,
  and with world affairs, and what are the roles of
  citizens in American Democracy.

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Topic 14 (Cont.)

• U.S. state and local government Knowledge
• Rules / Rights
• Consequences
• Duties of authority
• Civic values
• Speeches
• Organization of government
• Patriotic songs
• Citizenship
• Political Parties

• U.S. state and local government Lesson plans
• Role play
• Sing songs
• Create timelines
• Mock elections
• Mock trials
• Student created classroom rules
• Current event activates
• Read childrens literature that applies

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Topic 14 (Cont.)

• International Relations Knowledge
• Types of government
• Significant documents
• Major events
• Foreign relations

• International Relations Lesson plans
• Virtual tour of the U.N.
• Historical outlook on revolutions
• Classifications and comparisons of types of world
  government
• Create profiles of nation leaders
• Current events

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Topic 15 Social Science Goals and Constructs

• Types of Social Sciences
• Anthropology
• Sociology
• Psychology
• The social sciences are based on facts.
• Artifacts
• Statistics
• Observations
• The social sciences start with observation.

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Topic 15 (Cont.)

• The idea for the Social Sciences started in the
  Renaissance and the Enlightenment.
• This brought observation and experimentation.
• The development of nations made it possible for
  individuals to rise above their families status
  into the middle class.
• Peoples fate was now in their own hands.
• Social Sciences brought a higher understanding of
  the human condition.

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Topic 15 (Cont.)

• The Social Sciences rely on
• Observation
• Data and surveys
• Norms
• Normative Information Used to shape public
  opinion or public policy
• Normative Behavior Trends and statistical
  projections from the basis of expectations of
  behavior.
• a. Identifying trends in families.
• -Big brothers Big sisters

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Topic 15 (Cont.)

• Psychology focuses on the behavior and
  experiences of people as individuals.
• In elementary education the Psychology focus is
  on the development of the child.

• Sociology Focuses on the interactions of people
  with other people and their environment.
• Sociology uses
• Surveys
• Interviews
• Field studies
• Observations
• The sociologist focuses on current events.

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Topic 15 (Cont.)

• Cultural Anthropology Focuses on interactions
  between people and their environment.
• Interests include
• Crime
• Poverty
• Gender
• Enculturation
• Values
• Belief Systems
• Rituals
• Traditions
• Populations
• Anthropologists use historical and contemporary
  knowledge.

• Physical Anthropology Originates in Archeology.
  
• Archeology uses artifacts and fossils to trace
  history and culture of human beings.
• Physical Anthropology is used for a look at the
  medical side of population.

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Topic 15 (Cont.)

• Theories
• Social Change Theory
• a. The idea that society is always changing.
• Social disorganization Theory
• a. An emphasis on Norms is necessary for a
  society to be stable.
• b. Students will learn how to behave to fit in
  to American society.
• Value Conflict Theory Values adopted by
  individuals that conflict with the values of
  other individuals.
• Deviance Theory Behaviors that deviate from the
  norms. These behaviors are developed by
  associating with groups that deviate from the
  norms of society.
• Systemic Structure Theory Society by nature
  causes problems, the structure of society must be
  reformed. This theory ties with socialist and
  libertarian ideologies.

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Topic 15 (Cont.)

• What students should know about the Social
  Sciences
• Students will learn about self
• Family
• School
• Neighborhood
• Community
• State
• Nation
• World

• Key Social Science Questions
• They could be taught to children as questions
  that should be asked when examining other
  contemporary or historical cultures.
• When did they live?
• What do the artifacts tell us?
• What did they do for recreation?
• What customs and beliefs did they hold?
• What are their family patterns?
• What unique problems did they have?

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Topic 15 (Cont.)

• Self, Family, Community Knowledge
• Family history
• Types of family
• Community helpers
• Religion
• Symbols / Celebrations
• Multicultural appreciation
• Personal development

• Self, Family, Community Lesson plans
• Interview Grandparents
• Family histories
• Compare and contrast families
• Explore careers
• Compare and contrast religious tradition
• Look at music, food, etc. from different cultures
• Dress of different cultures

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History of Students with Disabilities

• 1.Originally not permitted in the Public
  Education System
• 2. 1975- Education for all Handicapped Children
  Act All handicapped students must be provided
  an education where they are assessed, given an
  IEP, and placed in the Least Restrictive
  Environment
• 3.1995-Individuals with Disabilities Act-
  placed more emphasis on inclusion.

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Types of Disability

• EMR
• Educable Mentally Retarded
• I.Q. 55-80, can learn basic skills and content
• 3. May have trouble in memory, language and
  behavior
• Learning Disabled
• Normal I.Q, but unable to learn
• specific skills, such as
• reading and math.
• Hearing Impaired
• Difficulty Hearing

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Teaching Tips

• 1. Tell Regular Ed. Students about new
  student prior to his arrival
• 2. Use change-of- pace activities
• 3. Overlap concepts through a variety of activity
• 4. Be empathetic of exhaustion often students
  are easily
• fatigued due to
• great concentration.

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Gifted Students

• A. Defined
• 1. Usually defined as having an I.Q. of 130
• 2. Other states include
• a. intellectual ability
• b. leadership ability
• c. creative or productive thinking
• d. Visual and performing arts
• e. psychomotor ability

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Common Characteristics of the Gifted

• 1. Longer Attention Spans
• 2. Learns rapidly and easily
• 3. Asks questions
• 4. Enjoys learning
• 5. Talented and Original
• 6. Emotional Stability
• 7. Well-developed sense of humor

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Common Physical Attributes of the Gifted

• 1. Female (3/4)
• 2. Brown Hair, (7/10)
• 3. Brown Eyes, (5/6)
• 4. Horn-rimmed glasses (3/4)
• 5. Acne on only one cheek (5/7)
• 6. AM-A-ZING smile

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Culture

• A. Defined A pattern of life or system of
  Beliefs
• B. American Culture
• 1. A melting pot
• 2. Innitially, Anglo-Saxon was the dominant
  group. Their culture was encouraged.
• 3. Now multiculturalism is encouraged
• 4. The same was true for our schools

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Latinos

• Refers to all Spanish-Speakers, though they
  infrequently share the same culture.
• Quickly becoming the largest and youngest
  minority in America

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Mexican-Americans

• Second-largest
• Non-white group

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Puerto-Ricans

• Most Puerto Ricans are
• a blend of Taino Indians,
• Spanish settlers and
• Black slaves.
• Greatest minority in poverty

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Cubans

• High number of professionals
• High rate of education
• Highest average income
• of all Latinos

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African Americans

• 12 of population
• Declining percentage attending college
• 30 in 20s in jail, or on probation or parole

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Asian Americans

• Four Largest Asian Groups
• Chinese-Americans
• Filipino-American
• Japanese-Americans
• Vietnamese-Americans

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Chinese

• Kept to themselves and formed Chinatowns in
  Western Cities.
• Often were ridiculed because of foreign
  Appearance.
• Japanese
• Had reputation for hard-working and patriotic.
• Are primarily urban dwellers with high rate of
  literacy and disproportionaly high percent of
  professionals compared with the overall populace.
  

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Native Americans

• Over 2,000 tribal groups once existed in the
  Americas.
• Sought to live in harmony with nature
• Unemployment runs 10 times the national average.

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European

• The 2nd largest concentration of people of Polish
  ancestry in the world lives in Chicago.
• The city with city with the largest Jewish
  population in the world in New York.
• There are more people of the Irish ancestry in
  Boston than in Dublin.

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Teaching Multiculturalism

• Integrate ethnic studies with the established
  curriculum.
• Ex. A unit on gold and integrate immigration.
• Ex. a unit on inventors and integrate ethnic
  backgrounds.

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Womens Studies Sexism

• Evaluate Instructional Materials Visibility of
  males and females.
• Role models-male and female
• Behavior regarding active or passive roles.
• Language
• Parallel treatment of men and women
• Teach in a non-sexist manner.

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What makes American Culture

• The students may feel that what exists in America
  has no cultural history or impact on society as a
  whole.
• Find what the students interests are, and how you
  can relate them to a lesson about the American
  Culture.
• Ex. Such as Baseball, ballet or theatre.