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The TEEMS program would allow me to merge the higher-level knowledge I acquired as part of my discipline-specific undergraduate degree with the type of education-related knowledge I would gain through the Masters in Teaching, Social Studies Education program at Georgia State University. I seek further education in such elements of teaching practice as classroom management, lesson planning, and deploying a wide variety of pedagogical techniques, designed to address student's unique learning styles while still meeting standardized assessment goals.
I believe that I could be an asset to the TEEMS program because of my enthusiasm for teaching and my passion for expanding high school student's financial literacy. Students today have seen the impact a lack of financial knowledge can have upon the world...
The recent recession that will continue to have an impact upon their future vocational lives.
I have lived in the Atlanta area all my life, near Georgia State, and TEEMS would also allow me to remain within the community, and hopefully give back to the community someday as a teacher. The program would provide me with a thorough grounding in teaching methodology quickly and efficiently, and enable me to begin my teaching career as soon as possible. I offer my youth and enthusiasm to the program, as well as my commitment to becoming a highly effective teacher.
Years from now, I hope that my students will say that I made economics fun, and that I taught them valuable lessons that they used in higher education, and more importantly in life.
Social Studies Lesson Planner Course Code: Grade Level/Student Pop: 7-12 New York State Common Core Standard 1: History of the U.S. & New York Reading Strand Writing Strand RH. 9-10.1 RH. 11-12.1 WHST. 9-10.1 WHST. 11-12.1 RH. 9-10.2 RH. 11-12.2 WHST. 9-10.2 WHST. 11-12.2 Standard 2: World History RH. 9-10.3 RH. 11-12.3 WHST. 9-10.3 WHST. 11-12.3 RH. 9-10.4 RH. 11-12.4 WHST. 9-10.4 WHST. 11-12.4 Standard 3: Geography RH. 9-10.5 RH. 11-12.5 WHST. 9-10.5 WHST. 11-12.5 RH. 9-10.6 RH. 11-12.6 WHST. 9-10.6 WHST. 11-12.6 Standard 4: Economics RH. 9-10.7 RH. 11-12.7 WHST. 9-10.7 WHST. 11-12.7 RH. 9-10.8 RH. 11-12.8 WHST. 9-10.8 WHST. 11-12.8 Standard 5: Civics, Citizenship, and Gov't RH. 9-10.9 RH. 11-12.9 WHST. 9-10.9 WHST. 11-12.9 RH. 9-10.10 RH.
11) Smart Board technology is still relatively new and not enough time has elapsed to examine the results of any longitudinal studies (if any are being conducted) regarding its effectiveness in the relationship between its use and improved achievement by elementary and middle school social studies students. However, some success has already been reported anecdotally. Byrd (2005) stated "this new wave of teaching is so much more hands-on, integrated and thematic instead
Tracking Progress As a social studies teacher, one of my proudest accomplishments is when students take a real and meaningful interest in history. I love hearing students talk about how they enjoyed a historical movie or television series with their family and can identify things we studied in class on the 'silver screen.' I also delight when we have discussions about current events and students can make comparisons between 'then'
World Research shows that American students need greater geographic awareness. The lack of concern for, or appreciation of, other cultures is also deplorably low among American students. As Roach (2006) points out, "Fewer than three in ten think it's absolutely necessary to know where countries in the news are located. Only 14% believe speaking another language fluently is a necessary skill," (p. 2). Not caring about geography shows that there
America Grade Level: Social Studies This activity is intended to focus on developing critical thinking, research, reading and writing skills in Students by making students motivated about learning necessary facts about United States, its demographics, history and distinctive attributes of U.S. Education Standards Addressed This particular lesson plan adheres to the Education Standard of United States (Teaching standards of the respective states) Enable students to develop report writing skills by following a given template. Enable students
Constructivist Methods in Social Studies Kaiser, C. (2010, February). Redrawing the boundaries: A constructivist approach to combating student apathy in the secondary history classroom. The History Teacher, 43(2), 223-232. Kaiser argues that there is really nothing terribly tidy or accurate about the divisions that teachers use to teach and study history. The author suggests that teachers need to know both why and how the divisions in the study of history occur --