We Have a Better Idea. (An Experimental Project in Lesson Development) Phase I [and] The World to the Classroom.

Autor/in	und weitere
Sonst. Personen	Dynneson, Thomas L. (Hrsg.)
Titel	We Have a Better Idea. (An Experimental Project in Lesson Development) Phase I [and] The World to the Classroom.
Quelle	(1980), (118 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Anthropology; Class Activities; Economics Education; Educational Objectives; Elementary Education; Geography Instruction; History Instruction; Learning Activities; Psychology; Social Sciences; Social Studies; Sociology; Student Developed Materials; Student Projects; Teaching Guides; United States Government (Course) + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Anthropologie; Wirtschaftskunde; Educational objective; Bildungsziel; Erziehungsziel; Elementarunterricht; Geography education; Geography lessons; Geografieunterricht; History lessons; Geschichtsunterricht; Lernaktivität; Psychologie; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Gemeinschaftskunde; Soziologie; Schulprojekt; Lehrerhandbuch
Abstract	Social studies lessons developed by students in the elementary social studies education program at the University of Texas (Permian Basin) are provided. The lessons are presented according to the phase in which they were developed. Phase I consists of lessons created in the Fall, 1979; Phase II includes selected Phase I lessons which were revised, taught, further revised, and evaluated. Phase I also includes lessons developed in the Spring 1980 class which survived the evaluation of at least two committees. The materials are presented according to grade level and comprise the subjects of history, government, sociology, economics, psychology, anthropology, and geography. Each lesson identifies the discipline, grade level, topic, amount of time needed, purpose, procedures, and materials required. Activities involve cooking an authentic colonial dessert, a bartering session using an object bought from home, constructing Egyptian pyramids, making a model volcano which erupts, examining group behavior, and writing commercials using specific advertising techniques. Students also write autobiographies, analyze problems of their town, investigate propaganda in newspapers, draw population maps of their block, analyze the relationship between color and emotion, and learn common words of Mexico. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01