1. SESSION 5 CIVICS/ECONOMICS, WORK SESSION FOR PARTS IV AND V INSTRUCTOR: AMANDA BAUMANN Good Morning, Sunshines! TE 803: Social Studies for All Students

2. KICKOFF! Which of your and “our” issues do you think this story speaks to? What if anything could be a teacher’s action with a “Margaret” in your class? In this story, would you say that Margaret has a disability? Medicalised or traditional notions of disability view ‘disability’ as synonymous to ‘problem’. Such notions are being increasingly contested through new models of disability that define disability as socially constructed as opposed to something physically determined. --Nicola Martin, head of disability

3. AGENDA Kickoff Experience… what should we call this fact sheet assignment? Special Education Fact Sheet Groups Civics: a quick look back Econ: a quick look back… with pix! Your Tomlinson Moment: lightning quick share-out of the good Work Time! For your lesson overviews and lessons

4. SPECIAL EDUCATION FACT SHEETS RESPONSIVE EDUCATION FACT SHEETS DIFFERENTIATION TOOLKIT …whatever you want to call it, it is still all about enabling you, the teacher, to know more about and to serve the needs of ‘em all. We need to make groups We need to decide who researches what ADHD, Autism Spectrum, Traumatic Brain Injury, Deaf/hard of hearing, Emotional/behavior disorder, Orthopedic (physical) impairment, Cognitive impairment, Specific learning disability, Speech-language impairment, Visual impairment, Tourette’s, Gifted, “Margaret”, Fetal alcohol syndrome, ELL, PTSD, Nonverbal learning disorder, Dyslexia, Elective mutism, Depression/mental illness, 504 plans and what they’re for

5. CIVICS AND GOVERNMENT Historically, teaching about civics and government has been part of American History, especially when it comes to immigrants. Challenges it poses: educating for citizenship v. maintaining respecting cultural diversity Trying to cultivate active participation v. espousing your own viewpoints on your captive audience Academic knowledge of material v. opportunities to debate and discuss social matters RESOURCES Amazing thing: IT’S IN THE NEWS ALL….THE…..TIME.

6. CIVICS AND GOVERNMENT Lori Rasche’s Current Events Alphabet

7. CIVICS AND GOVERNMENT  Children think about the government as being the president (jelly bean stories)  Most children hold a positive image of laws  Most children know that the president’s job is difficult and do not aspire to be in government  Children think the government is all-powerful and good, but they have a hard time imagining the overall structure and processes of a government

8. TEACHING ECONOMICS Economics is the study of decision making in the context of limited resources Economics is the study of the production, distribution, exchange, and consumption of goods and services that people need or want under conditions of scarcity.

9. Children’s Misconceptions about Economic Principles (no grasp of any system) E: What do you do when you buy something? S: Give the shoplady money. E: What does she do with it? S: Gives the money back. E: Is it the same money? S: Yes.

10. Children’s Misconceptions about Economic Principles (some understanding about there being 2 integrated systems between buyers and sellers) E: What happens to the money at the end of the day? S: I think it gets counted out. I don’t think they give it out till the end of the week. E: Who do they give it to? S: They pay the people who’ve been serving. E: Do they give it all out? S: They keep some to buy more stuff for the shop. E: Does the shop pay the same for the things? S: I think they get them cheaper. If they got them at the same price they wouldn’t be making anything.

11. WHY IS TEACHING ECONOMICS IMPORTANT?* Half of all Americans live paycheck to paycheck Half of all Americans have not yet begun saving for retirement 32% of 18 and 19 year olds have credit cards; more young people filed for bankruptcy than graduated college in 2001 *Suiter, M. and Meszaros, B.T. (2005). Teaching about saving and investing in the elementary and middle school grades. Social Education, 69 (2), 92-95.

12. WHY IS TEACHING ECONOMICS TO YOUNG CHILDREN IMPORTANT? By 2004, spending by children ages 4- 12 exceeded $40 billion Children 12 years old and younger influenced (directly and indirectly) more than $600 billion of household spending in 2000 Think about the influence of advertising on children.

13. WHY IS TEACHING ECONOMICS TO YOUNG CHILDREN IMPORTANT? Research shows that children tend to define themselves in terms of what they own (deeply enmeshed in a culture of getting and spending) Much of what children learn outside of school is false or misleading (and only 32% of parents talk with children regularly about personal finance)

14. THE TOMLINSON Ch10: More on differentiating by readiness (a lot on weaving different student strengths into whole class activities; also a great couple of “flow of the unit” examples) Ch11: Lots of strategies for differentiating content (so you’ve sorted the students, now what do you do with the materials?) Ch12: Strategies for differentiating process: not just helping students perform, but helping them think about their learning.

15. BREAK AND WORK TIME …will be from now until 11:40. I trust you to take a 10- 15 minute break if you wish at a time that makes sense for you. Sign up on the whiteboard if you want a piece of me.

16. For next time… New feedback plan: content-oriented once-over, then straight to lessons. First you will get the go-ahead to teach and/or request to revise/resubmit for parts IV and V, and then I will send feedback for parts I and II which is essentially an academic writing task. Kickoff discussions: now extra credit! Due: draft Parts IV and V this weekend sometime. PLEASE INCLUDE YOUR TEACHING START DATE IN YOUR SUBMISSION EMAIL. Readings for next March: they’re on the calendar. Look ‘em up.

17. HERE YOU GO! What is the single coolest thing about your SS unit? One sentence only, but it has to be actually something you really do think is cool. Lead teaching What makes you nervous? What makes you excited? Sign up for optional visits on wiki calendar page! (GR people, work together!)– 30m per obs with or without follow- up meeting Weekly (social media savvy) update on FB?

18. HERE YOU GO!