ArkansasIDEAS Course Catalog

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646 course(s) found.

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SOE14009: Social Studies in Action: Teaching Social Studies
Subject Area: {"72e33c80a2dfcd5f40311ef264906180":{"option":"History & Government","icon":"","default":1,"delete":0}}
TESS Domain: {"cc7a1e792bca8ccb1946b7a07f6dbc03":{"option":"1d","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 2

Why do we teach social studies? This session focuses on the relevance of teaching social studies and discusses strategies for helping students gain a deeper understanding of social studies content. Along with the onscreen teachers, you will review standards and themes developed by the National Council for Social Studies (NCSS) and view video clips from the Social Studies in Action video library to identify examples of powerful teaching and learning.

SOE14010: Social Studies in Action: Applying Themes and Disciplines
Subject Area: {"72e33c80a2dfcd5f40311ef264906180":{"option":"History & Government","icon":"","default":1,"delete":0}}
TESS Domain: {"c5f590d18e1ea128362eeafb7192cc21":{"option":"1e","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 2

What do we teach? Working from the NCSS themes and standards, and related disciplines, you will identify building blocks for teaching social studies, and approaches to integrating disciplines while teaching social studies content. Classroom video segments illustrate effective strategies for developing a comprehensive curriculum and provide an opportunity for you to reflect on teaching practices. Finally, you will develop a lesson plan that incorporates a variety of themes and disciplines.

SOE14011: Social Studies in Action: Assessing Students' Learning
Subject Area: {"72e33c80a2dfcd5f40311ef264906180":{"option":"History & Government","icon":"","default":1,"delete":0}}
TESS Domain: {"55fac25c11a99ce497915bfc80308ffc":{"option":"3d","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 2

How do we know students are learning? Because assessment often provides only small snapshots of learning, this session provides you with a variety of tools and strategies to assess students' learning in formal, informal, ongoing, and culminating ways. You will analyze classroom video segments, develop criteria for assessment, and learn how to incorporate assessment strategies in your practice.

SOE14045: Making Civics Real: Freedom of Religion
Subject Area: {"72e33c80a2dfcd5f40311ef264906180":{"option":"History & Government","icon":"","default":1,"delete":0}}
TESS Domain: {"c5f590d18e1ea128362eeafb7192cc21":{"option":"1e","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 1

Ninth-grade civics teacher Kristen Borges involves her students at Southwest High School in Minnesota in a simulation of a U.S. Supreme Court hearing on a First Amendment case. 

Students assume the roles of Supreme Court justices, attorneys for the school district, and attorneys for the families. They first work in groups to prepare for the hearing, then participate in the hearing, and finally, debrief their experiences and write short papers stating their positions on the case. 

The methodologies highlighted in this lesson include questioning strategies and mock trials.

SOE14046: Making Civics Real: Electoral Politics
Subject Area: {"72e33c80a2dfcd5f40311ef264906180":{"option":"History & Government","icon":"","default":1,"delete":0}}
TESS Domain: {"efaa153b0f682ae5170a3184fa0df28c":{"option":"1a","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 1

This program shows the conclusion of a twelve-week civic engagement unit developed by the national Student Voices program. 

Jose' Velazquez's twelfth grade students at University High School in New Jersey divide into small groups to brainstorm and research community issues, prioritize the issues on the basis of what they have learned, present their findings to the class both orally and through a visual presentation, and develop a whole-class consensus on a youth agenda that they present to the mayoral candidates in a televised question-and-answer forum. 

The methodologies highlighted in this lesson include issue identification and consensus building.

SOE14047: Making Civics Real: Public Policy and the Federal Budget
Subject Area: {"72e33c80a2dfcd5f40311ef264906180":{"option":"History & Government","icon":"","default":1,"delete":0}}
TESS Domain: {"c5f590d18e1ea128362eeafb7192cc21":{"option":"1e","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 1

Leslie Martin’s ninth-graders at West Forsyth High School in North Carolina create, present, revise, and defend a federal budget, and then reflect on what they have learned. After assuming the roles of the President and his or her advisors to create a federal budget, students are introduced to the actual 2001 federal budget, and in a whole-class discussion, discuss some key concepts involved in creating it. Next, students return to cooperative learning groups, revise their budgets based on what they learned, present their revised budgets, and simulate a Congressional hearing. This lesson highlights the integration of teacher-directed instruction with small-group work.

SOE14048: Making Civics Real: Constitutional Convention
Subject Area: {"72e33c80a2dfcd5f40311ef264906180":{"option":"History & Government","icon":"","default":1,"delete":0}}
TESS Domain: {"c5f590d18e1ea128362eeafb7192cc21":{"option":"1e","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 1

Matt Johnson teaches an Advanced Placement (AP) Comparative Government class to seniors at Benjamin Banneker Senior High School in Washington, DC. In this lesson, his twelfth grade students create a constitution for a hypothetical country called Permistan. Matt Johnson uses this lesson to help students review for their final exam and the AP exam by having them draw on what they have learned during the semester about international governments. Students work in cooperative learning groups to discuss and debate issues relating to the executive and legislative branches of government. The lesson closes with a simulation of a constitutional convention. Simulation is the primary methodology highlighted in this lesson.

SOE14049: Making Civics Real: Patriotism and Foreign Policy
Subject Area: {"72e33c80a2dfcd5f40311ef264906180":{"option":"History & Government","icon":"","default":1,"delete":0}}
TESS Domain: {"efaa153b0f682ae5170a3184fa0df28c":{"option":"1a","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 1

The students in this program are seniors at the Duke Ellington School of the Arts, a public magnet school in Washington, DC. 

In this lesson, U.S. government teacher Alice Chandler has her students create a Museum of Patriotism and Foreign Policy. The lesson alternates between whole-class discussion and small-group committee work as students create a gallery for the museum using their respective arts concentration as the medium. 

The lesson concludes with students presenting their gallery contributions in dance, music, theatrical performances, and visual presentations, along with rationales for their selections. This lesson highlights small-group work as a constructivist methodology.

SOE14050: Making Civics Real: Civic Engagement
Subject Area: {"72e33c80a2dfcd5f40311ef264906180":{"option":"History & Government","icon":"","default":1,"delete":0}}
TESS Domain: {"c5f590d18e1ea128362eeafb7192cc21":{"option":"1e","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 1

This program shows a group of eleventh and twelfth grade students at Anoka High School in Minnesota engaging in service learning - a requirement for graduation. 

In this human geography class taught by Bill Mittlefehldt, students work in teams to define a project, choose and meet with a community partner who can help educate them about the issue and its current status, conduct further research, and present the problem and a proposed solution first to their peers, and then to a special session of the Anoka City Council. 

The primary methodology presented in this lesson is service learning.

SOE14051: Making Civics Real: Controversial Public Policy Issues
Subject Area: {"72e33c80a2dfcd5f40311ef264906180":{"option":"History & Government","icon":"","default":1,"delete":0}}
TESS Domain: {"efaa153b0f682ae5170a3184fa0df28c":{"option":"1a","icon":"advertising-practice","default":1,"delete":0}}
Credit Hours: 1

In this twelfth grade law class at Champlin Park High School in Minnesota, JoEllen Ambrose engages students in a structured discussion of a highly controversial issue - racial profiling - and connects student learning both to their study of due process in constitutional law and police procedure in criminal law. 

Students begin by completing an opinion poll, which they discuss as a group. Students are then put into pairs in which they conduct research on the topic. Next, students participate in a debate in which each partnership argues both sides of the issue. 

A debriefing discussion completes the lesson. The methodologies highlighted in this lesson include role playing and structured academic controversy.

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