...American Experience: SAT Style Argument Essay | Task: | Suggested Engagement Scenario: In order to be well-prepared for the SAT that you will take this year, it is important to practice the essay component of the exam. That is what you will do today.Part 1: Compose a 25- minute timed SAT style argument essay. Use the rubric to guide your response to this prompt: Is the American Dream possible for all people? Plan and write an essay in which you develop your position on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.Part 2: Review anchor papers with rubric, then determine your own score. (This does not replace teacher evaluation)Part 3: (optional follow-up) Compose a diary entry focused on the American Dream from the perspective of a Colonial Era immigrant. (W.# Narrative Task) | Standards: | RI.11.7: Integrate and evaluate multiple sources of information in order to address a question or solve a problem.W.11.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.L.11.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. | Materials: | Teacher Materials: * Teacher directions * Rubric | Student Materials: * SAT Style Essay prompt sheet * Rubric | General Notes:...
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...facilitated thru the use of the interpretative method because in history interpretation is more important. Similarly, it aims to give the students the knowledge, values and skills with the integration of PCC core values and religion as the core of the curriculum to effectively deal with the reconsideration of the facts of our history as a people. II. OBJECTIVES At the end of the course, the students should be able to: a. Demonstrate a thorough understanding of the facts of our history as a people from the point of view of the Filipinos for excellence thru classroom participation and academic achievements; b. Apply knowledge of Philippine History interpreted from a Filipino standpoint in their daily life toward efficient and effective respect for human dignity, Christian discipleship and responsible stewardship thru life witnessing; and c. Express gratitude and appreciation of the heroic deeds of the great men and women of the Philippine History as a vital tool to become persons of character and competence whose preferential option is always for the poor and the disadvantaged by actively participating in community service and other socio-civic activities. III. REFERENCES Agoncillo, Teodoro A. and Mangahas, Fe B. (2010). Philippine History Expanded and updated Ed. Quezon City: C and E Publishing, Inc. Halili, Maria Christine...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...Publications India Pvt Ltd B 1/I 1 Mohan Cooperative Industrial Area Mathura Road, New Delhi 110 044 India SAGE Publications Asia-Pacific Pte Ltd 33 Pekin Street #02-01 Far East Square Singapore 048763 Library of Congress Control Number: 2006939578 British Library Cataloguing in Publication data A catalogue record for this book is available from the British Library ISBN 978-1-4129-1882-4 ISBN 978-1-4129-1883-1 (pbk) Typeset by C&M Digitals (P) Ltd, Chennai, India Printed in Great Britain by The Cromwell Press, Trowbridge, Wiltshire Printed on paper from sustainable resources contents Part One Part Two 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12 2.13 2.14 2.15 2.16 2.17 2.18 2.19 2.20 Introducing your companion Core areas of the curriculum 1 7 8 12 18 22 27 31 35 39 45 51 57 61 66 70 76 81 85 90 95 101 Service operations management Operations strategy Operations performance objectives Operations process types Layout design Long-term capacity planning Facility location Process technologies Designing products and...
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...Republic of the Philippines Department of Education DepEd Complex, Meralco Avenue Pasig City K to 12 Curriculum Guide ENGLISH (Grade 10) K to 12 Curriculum Guide ENGLISH (Grade 10) December 2013 THE FRAMEWORK I. PHILOSOPHY AND RATIONALE Language is the basis of all communication and the primary instrument of thought. Thinking, learning, and language are interrelated. Language is governed by rules and systems (language conventions) which are used to explore and communicate meaning. It defines culture which is essential in understanding oneself (personal identity), forming interpersonal relationships (socialization), extending experiences, reflecting on thought and action, and contributing to a better society. Language, therefore, is central to the peoples’ intellectual, social and emotional development and has an essential role in all key learning areas1. Language is the foundation of all human relationships. All human relationships are established on the ability of people to communicate effectively with each other. Our thoughts, values and understandings are developed and expressed through language. This process allows students to understand better the world in which they live and contributes to the development of their personal perspectives of the global community. People use language to make sense of and bring order to their world. Therefore, proficiency in the language enables people to access, process and keep abreast of information, to engage with...
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...How does the International Baccalaureate Diploma Programme promote learning? The International Baccalaureate Diploma programme was established to provide ‘the educational needs of globally mobile students’ (IBO 2012 p.3), allowing them to gain a recognised qualification to allow them access to further education in universities around the world. Beyond these very broad objectives the initial programme was based on three fundamental principles, which outlined the IB’s approach to learning: * to provide a broad education, establishing the basic knowledge and critical thinking skill * to develop international understanding and citizenship * to provide choice within a balanced curriculum to allow the students interests to be fulfilled (ibid). The aim as Peterson has suggested was to not to just provide a place for the ‘acquisition of general knowledge, but the development of the general powers of the mind to operate in a variety of ways of thinking’ (IBO 2012 p.4). This is expressed further in the IB’s Mission Statement which states its desire to create a better world through education, which it claims can best, be achieved through international-mindedness. It adds to this by stating that ‘the International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect (ibid). As with the other programmes, the PYP and MYP, the DP ‘promotes the education...
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...mass democracy should encourage as many people as possible to become “capable and cultivated human beings” in Mill’s sense. We should not restrict the availability of a liberal education to a rarefied intellectual elite. More people should be going to college, not fewer.Yes and no. More people should be getting the basics of a liberal education. But for most students, the places to provide those basics are elementary and middle school. E. D. Hirsch Jr. is the indispensable thinker on this topic, beginning with his 1987 bookCultural Literacy: What Every American Needs to Know. Part of his argument involves the importance of a body of core knowledge in fostering reading speed and comprehension. With regard to a liberal education, Hirsch makes three points that are germane here:Full participation in any culture requires familiarity with a body of core knowledge. To live in the United States and not recognize Teddy Roosevelt, Prohibition, the Minutemen, Wall Street, smoke-filled rooms, or Gettysburg is like trying to read without knowing some of the ten thousand most commonly used words in the language. It signifies...
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...Phil Bannister and Ian Baker (Sheffield Hallam University) © University of Northumbria at Newcastle 2000 Published by: Assessment and the Expanded Text School of Humanities University of Northumbria Newcastle upon Tyne NE1 8ST Self-Assessment ISBN: 1-86135-080-5 Text editor: Rebecca Johnson Copy editor: Publications Office, University of Northumbria Designed and produced by the Department of External Relations DER: 2308HCB/6/00J Contents Project mission statement Introduction The nature and scope of the project i) The self-assessment sheet ii) Student guide to self-assessment iii) ‘Writing essays: A guide for literary studies students’ (sample) 5 7 8 10 13 23 Ways of using the materials i) How the self-assessment sheet can be used ii) Workshop using the self-assessment sheet 34 34 34 iii) How ‘Writing essays: A guide for literary studies students’ can be used 35 iv) Workshop using the essay guide 35 Impact on staff and students i) Student response to the self-assessment sheet ii) Student response to workshops using the materials iii) Staff response to the materials 37 37 37 37 Further references About the authors Acknowledgements Appendices i) Example of completed self-assessment sheet with essay 39 39 39 41 3 4 Project mission statement T he Assessment and the Expanded Text Consortium is a project directed by the English division at the University of Northumbria. It involves collaborating with colleagues who...
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...Introduction A. Social Problem Education plays an important role in the way a particular country progresses. The US has always strived for high education standards; however, recent statistics point out that the country has competitively fallen behind when compared to other developed countries. For this reason, education has played an important role in the US agenda for many years. In January 8th, 2002, the US Congress passed a law called “No Child Left Behind Act” (NCLB), which expanded the role of federal government in education. This law strongly emphasizes the implementation of standardized tests in public schools to measure the progress of students as well as to hold teachers and schools accountable for students’ progress. A social problem that the NCLB is trying to fix is the fact that the quality of education in US’ public schools has decreased during the last years. Alarming statistics have shown that the country’s education system is not as internationally competitive as it used to be. For example, according to a report issued by the Council on Foreign Relations, the United States has slipped ten spots in high school and college graduation rates in the past three decades (CFR). Poor education affects the entire country because of the close relation that progress has with having a skillful workforce. Furthermore, other social problems, such as poverty and crime, are indirectly related to inferior education. An extensive body of research has found that people with...
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...Moral Education His 324 –History of Education in America Rhonda Campbell July 19, 2010 How do we generate moral behavior? Perhaps in fear of spewing unwanted religious or philosophical dogma, public schools in America eschew a cognitive approach. Instead, schools take a behaviorist approach, and students learn to act in fear of punishment while hoping for reward. This reality is the result of an education system that serves a changing population with ever-evolving needs. To best appreciate this phenomenon, we need to consider significant developments in the history of education in America in light of moral education. Then, we must look at the current state of moral education in America. Currently, however, American teachers have little official incentive to engage in much discussion of morality with students. Yet, when we read about crime in our communities, watch a high-speed police chase, or hear the details of a school shooting, we cannot so easily shirk responsibility for assisting students’ moral growth. Parents and the wider family should hold the highest degree of responsibility in this matter. However, if they fail, we are perhaps the only barrier left between the students and potentially life-devastating decisions (Brimi, 2009). Historically, one of public education’s purposes in America has been the development of moral citizens. However, educators currently face more academic accountability due to No Child Left Behind. Consequently, teachers must strike...
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...factors influencing the emergence of the curriculum, models of curriculum design and the implication of curriculum evaluation. 1.1 Concept of curriculum There is no single definition of the curriculum .The most common definition of curriculum that most teachers give is that it is a syllabus or a program of study but this is an erroneous definition. For Taba (1962), it is a ‘plan for learning’, while Lawton describes the curriculum as “a selection from the culture of a society” (Lawton, 1975, p6). It has also been described as “a social and political construct that changes over time in response to a range of factors and influences” (Mc Cullock, 1992, p9). Hence, the term curriculum means different things for different people. While it is obvious that the curriculum is not neutral, its content and how it is transmitted depends on the kinds of interaction between curriculum developers, teachers and students. Stated differently, curricula emerges depending on the various ways curriculum developers, teachers and students interact with each other. In this essay, I will outline the internal and external factors that shape the interaction between the official curriculum, what is taught in secondary schools and learning that takes place in classrooms. Internal factors include the influences of philosophy, psychology and sociology, whereas external factors include the social, economic and political aspects that shape curriculum design. Two curriculum models, namely the rational and the dynamic...
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...variety of substances, and there is usually a substantial amount of help available to treat them. Alcohol, drugs and sex have all been known to bring out the addictive personality trait in some people, but other forms of addictive behaviour, such as exercise, watching television or spending too much time on a computer, have only recently been recognized. Computer addiction, like any addiction, can creep up on a person without one being aware of it. Talk shows are full of people whose relationships have been torn apart by one partner's computer addiction. Spending hours chatting online, surfing the web or playing computer games can cause relationships to deteriorate as other parts of a person’s life are neglected. http://www.studymode.com/essays/The-Effects-Of-Computer-Games-To-1171688.html Chapter 1 PROBLEM AND ITS BACKGROUND INTRODUCTION When the internet was first created programmers from all over the world created different games that could be play over the internet. Internet games (also known as online games) are games that are played online via the Internet. They are distinct from video and computer games in that they are normally platform independent relying solely on client side technology (normally called (‘plugins’). Normally all that is required to play internet games are a web browser and the appropriate plug in (normally available for free via plug-in makers website). A game played in a browser is often called browser-based games. Online computer games provide...
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...Chapter 1: Student Characteristics Understand Characteristics of Students with Disabilities Some students with disabilities pass through typical developmental milestones and express skills within an average range for their age group. Others show delayed growth at certain developmental milestones, and many students with disabilities experience challenges as they navigate through the school curriculum. It is critical that special education teachers know how to differentiate between typical individual differences among children without disabilities and differences that may indicate a disability that requires interventions and/or specialized designed instruction. In addition, special education teachers need to know the most common types of disabilities that students may experience and how those disabilities affect their ability to learn and their behavior in the classroom. Competency 1 thus focuses on the characteristics of typical and atypical human growth and development and the characteristics of students with various disabilities that special education teachers are likely to encounter. The test includes a wide range of multiple-choice questions that address Competency 1. * Questions on typical and atypical behaviors and abilities for children and adolescents at particular ages. * Questions on the types and characteristics of various disabilities. * Questions on the similarities and differences among students with and without disabilities. This competency encompasses...
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...School of ManagementAssignment Cover Sheetfor submission of individual and group work | Course / Unit Code | Assignment Number | Assignment due date | Group / Session name (if applicable) | BUSM1227 | 1 | 27/02/2012 | Class B | Course / Unit Name | Program Title | International Business | Bachelor of Business (Management) – Full Time | Lecturer / Teacher’s Name | Tutor / Marker’s Name (if applicable) | Wenda Leong | | This statement should be completed and signed by the student(s) participating in preparation of the assignment. Declaration and statement of authorship: 1. I / we hold a copy of this assignment, which can be produced if the original is lost / damaged. 2. This assignment is my / our original work and no part of it has been copied from any other student’s work or from any other source except where due acknowledgment is made. 3. No part of this assignment has been written for me / us by any other person except where such collaboration has been authorised by the lecturer / teacher concerned and is clearly acknowledged in the assignment. 4. I / we have not previously submitted or currently submitting this work for any other course / unit. 5. This work may be reproduced and / or communicated for the purpose of detecting plagiarism. 6. I/we give permission for a copy of my / our marked work to be retained by the School for review by external examiners. 7. I / we understand that plagiarism is the presentation of the work...
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