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My Philosophy Statement

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As a child, we are all asked the same exact question: What do you want to be when you grow up? At this stage in our youth, we are prone to giving extravagant answers, such as becoming an astronaut, or maybe becoming a professional football player. Like many, my answer was seemingly no different. I told my parents I wanted to be a hero who would consequently change people’s lives. Of course, my family just chuckled and agreed, believing my imagination was getting the best of me. However, after a decade has come to pass and even high school is in the rear-view mirror, my answer has not wavered. My desire to become a hero still stands firm, as I am going to college to become a Social Studies teacher. I wish to be a Social Studies teacher because …show more content…

Thus, they do not see the value in the subject. “There have been a variety of studies which have found that social studies are not perceived by students as being among their favorite or most interesting subject” (Shug, Tod, and Beery). However, in my opinion, this is because students do not entirely grasp what social studies is. Social studies is arguably the most important class schools can offer, because it teaches the student body about how to become a successful, contributing citizen in society. “Social studies is the integrated study of the social sciences and humanities to promote civic competence” (National Council for The Social Studies). There is a multitude of classes that fall beneath the broad topic of socials studies, including history, geography, sociology, psychology, government and economics. All of these classes are of equal value, and each help to create a well-rounded individual. Social studies is the story of us, the story of people. Thus, that story is ever changing. “Social studies programs reflect the changing nature of knowledge, fostering entirely new and highly integrated approaches to resolving issues of significance to humanity” (National Council for The Social Studies). I will admit, before taking this Intro to Education class, I had no idea just how important social studies truly is to our youth. This subject fosters many different topics of interest that students will need to have knowledge on later in

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By incorporating social justice and cultural studies in schools, students can understand the way of life of others and positively affect the world to become a better place. Dedicating a class to teaching young minds about how other

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Students sense that history is just history, not realizing that they are a part of history, and because of history they are where they stand today. “They have no understanding of the ways that opportunity is not equal in American and no notion that social structure pushes people around, influencing the ideas they hold and the lives they fashion”.

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You brought up a very interesting points about DBQ 'S. I hated DBQ 'S as a child, maybe it was because social studies was not my favorite subject. The part I hated the most was analyzing the documents and interpreting them in my own words. The most difficult part for me was citing lines from the document to support my answers. Similar to you experience with social studies class, I also believe that the vocabulary used in certain documents were not grade level vocabulary words. I think that if social studies class included a lot more informational reading, students will better interpret and understand the concepts of the subject area.

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1. Description of public school partner’s use of lesson plan stages to organize instruction. Mrs. Sommers started her social studies lesson with activating existing schema by asking students questions about the material covered in previous lessons. Following questions were asked: “What status did women have in the end of 18th beginning of 19th century in United States? Did women have a right to vote?”

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Final Design by Joanne Tate June 2nd, 2024. Introduction: When brainstorming on how to fill the final few weeks of school, I landed on spending time on social studies. My students and I worked all year on perfecting their math skills leading up to the Georgia Milestone, and I was told all year my focus is math and anything else I am able to fit in is icing on the cake. Well since I teach Math, Science, and Social Studies, you can imagine what fell to the side due to us testing on Math and Science. My students had all heard of World War 1, but they had not studied it, so I did a brief synopsis of what happened before World War I. Students had been begging for Social Studies, so the silence was filled with excitement, and considering

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Social Studies is revived due to the concepts and content that Laurel Schmidt provides in Social Studies That Sticks. In this book, Schmidt provides a clear call for action to reestablish history as a course where humanity remains a central focus. The study of mankind should not be replaced with emotionless learning about dates, events, assessments, and memorization. In the first chapter, Schmidt makes it clear that history is a subject that demands the observation of its learners.

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In History 1111, it teaches a broad introduction to the development of the United States. From the casualty losses to major expansion, the United States has developed World History with each major aspect of important, historical events. In this course I have learned not only important events, but how to analyze them and how they affect our world today. History is a great topic because as we acknowledge past events, it influences the future. Events really mold the culture and society that everyone lives in.

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Things such as statistically insurmountable odds related to social class and mobility (or lack thereof), historical race/gender/class issues, and the true history of American/European imperialism may not always be the best thing to share with young minds lacking the historical and cognitive framework and background to digest this material in an academic way.

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In this pursuit of a conscious Canadian citizen, there has been certain objectives that have been present throughout achieve this. The social studies curriculum was created to give students the ability to "gather reference material, evaluate it, and draw conclusion that will help in interpreting life of to-day"; moreover, "to increase the ability to observe and interpret environmental factors in their geographic, historical and civic relations. ”15 These are just two of the many points made in the Junior High Social Studies--General Statement 1927 document expressing the need of a curriculum producing critical thinkers. Also present in the History and Citizenship--Grades Four to Six (1936) document is critical thinking. In that article, it is expressed that an emphasis of the curriculum is "upon thinking, appreciation , and understanding."16

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In social studies we are learning about the history of the United States. In Fifth and sixth grade we learned about world history such as the ancient aztec and egyptians too the Chinese dynasties. In Literature we are reading To Kill a Mockingbird. We are learning about the parts of speech and how to break down sentences into parts of speech. Mary Queen of Peace also gives us a stewardship experience like no other.

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In the modern, globalized world, the studying of interconnections between cultures has been more necessary than ever. As an inquisitive and assertive student from a family of first-generation immigrants, I have developed a keen interest in applying myself to appreciate humanistic geography and cultures. As an excelling academic student, I strongly believe that my current qualifications, contextual interest, and mature perspective will justify my ambitions to succeed in the college-level course, AP Human Geography, as a highschool freshman. The skill sets that I possess and regularly hone will play a significant role in my success with AP Human Geography.

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Have you ever known someone who was affected flawed body parts or needed a transplant of either new tissue or organs? Twenty years ago, the chances of that person dying from that illness was very high. In today’s world, the use of stem cells can decrease most if not all of the risk. According to News In Health, doctors are using tissue engineering to “repair or replace worn-out tissues and organs with living, working parts.” News In Health believes that this would be able to help 120,000 of the people on the kidney, liver or other organ transplant lists.

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My findings through various research studies showed that there are generally benefits to students who are taught literacy instruction through social studies classes. There is a general consensus among the finding for all the research that students who were given literacy instruction showed better content knowledge outcomes. One of the biggest strengths of these studies is that reading instruction has had positive impacts on students consistently, even though the studies varied when it came to methodology. Since positive results have been recreated in various different methods it shows that it may be worthwhile further researching the potential of developing literacy

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Textbook Analysis Essay When one thinks of Social Studies, they might think of important dates in time, key events in history, names of famous or influential people, and much more. The information covered in this academic subject is vast, and continuously expanding due to new information being learned by scholars in their field, as well as current events that are quickly becoming more and more relevant in the world today (Chapin, 2013). Though this information is expansive, and much of it is available through technologies, such as the internet, most schools today will still rely on good old-fashioned textbooks. In the state of Missouri, schools utilize different textbooks to teach Social Studies, depending on the grade level being taught.

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Social Reconstructionists, according to Schiro (2008) “assume that education, has the power to educate people, to analyze and understand social problems, envision a world in which those problems do not exist, and act so as to bring that vision into existence” (Schiro, 2008, pg 134). In other words, the aim of the Social Reconstruction Ideology is to have the Social Reconstructionist educator research real world issues, present them to the students, and have the students work together to create a solution to these problems. Besides the aim of Social Reconstruction, there are other elements of the ideology that requires further examination. While constructing curriculum, it is important to address the nature of knowledge, learning, teaching, the child, and

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