Literaturnachweis - Detailanzeige
| Autor/in | Sandmann, Alexa |
|---|---|
| Titel | Contemporary Immigration: First-Person Fiction from Cuba, Haiti, Korea, and Cambodia |
| Quelle | In: Social Studies, 95 (2004) 3, S.115 (7 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0037-7996 |
| Schlagwörter | Foreign Countries; Teaching Methods; Individual Development; Cultural Awareness; Standards; History Instruction; Social Studies; Immigration; Governance; Fiction; Cambodia; Cuba; Florida; Haiti; South Korea; United States Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Individuelle Entwicklung; Cultural identity; Kulturelle Identität; Standard; History lessons; Geschichtsunterricht; Gemeinschaftskunde; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Fiktion; Kambodscha; Kuba; Korea; Republik; USA |
| Abstract | The topic of immigration is frequently taught in middle school classrooms as part of the history of America, for this country is indeed a "land of immigrants." Special emphasis is usually given to immigration that occurred a century or more ago, but contemporary immigration may prove to be a more compelling way to view this concept. Middle school students will be able to relate more easily to the challenges that more recent immigrants face because these are the times in which they live. In this article, the author provides a book list for middle school classrooms. Each of the first four books in the First-Person Fiction series addresses various NCSS middle grades standards, particularly in Strands I, Culture; IV, Individual Development, and Identity; V, Individuals, Groups, and Institutions; VI, Power, Authority, and Governance; IX, Global Connections; and X, Civic Ideals and Practices (NCSS 1994). (ERIC). |
| Anmerkungen | Springer-Verlag New York, LLC., Journal Fulfillment, P.O. Box 2485, Secaucus, NJ 07096. Tel: 800-777-4643 (Toll Free); Fax: 201-348-4505; Web site: http://www.springeronline.com. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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