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GirlTrek-EWC Walking Tigers
by Ragan Summers - Tuesday, October 17, 2017, 6:23 PM
 

Join us for our first GirlTrek walks on Sunday, October 22, 2017 and October 29, 2017, at 3:00 p.m. We will start at the fountain near the Lee-Cousin Building. We will be observing breast cancer (October 22) and domestic violence (October 29) awareness.  Ladies, let’s get TREKking to a healthier ...

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National Depression Screening Day-October 11, 2017
by Ragan Summers - Thursday, October 5, 2017, 3:27 PM
 

No one needs to suffer in silence or alone.  Join us in the SUB for a free, confidential depression assessment and links to resources.  A counselor will be available.

WEDNESDAY- OCTOBER 11, 2017

1:00PM-3:00PM

EDWARD WATERS COLLEGE

STUDENT UNION BUILDING (SUB)

 

Sponsored by the Edward Waters College Counseling Center

For additional information, feel free to contact a counselor @

904-470-8231.


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Ease Your Stress with Financial Management
by Ragan Summers - Thursday, October 5, 2017, 10:58 AM
 

Ms. Lessie Johnson is a graduate of Voorhees College in Executive Administration.  She is a business owner, former Human Service Specialist with the South Carolina Department of Human Health, and UPS.  She volunteers to  help college students make healthy decisions when it comes to forming a ...

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Available courses

This is a first course in concepts of systems analysis and design.  It defines and describes the five traditional phases of the systems development life cycle and uses a case study approach to illustrate concepts.  Recent technological impacts of the Internet and World Wide Web are integrated into subject matter to help students understand what computers can do in the modern world and the many considerations involved in exploiting their potential successfully.


This course is designed to acquaint first-year students with skills and habits needed to succeed in college and beyond.  This course will incorporate topics that include the benefit of a college education, money managing, choosing a major, study methods, technology, information competency, academic planning, and health and wellness

This course will examine the Judeo-Christian traditions, cultures and history.  It is designed to offer introductory knowledge and understanding of Old and New Testament writings of the aforementioned religious heritage.  It is also intended to enable students to relate the content to everyday life, relationships, and contemporary society through selected readings from Biblical and supplementary Judeo-Christian literature. 

The undergraduate psychology practicum experience provides the opportunity to integrate and apply classroom concepts with actual field experiences while developing beginning competency skills.  Students function under the direct supervision and guidance of mental health professionals already operating in the field.  A minimum of 160 hours of field experience is required to receive six credits. The 160 hours of practicum experience provides the student with the opportunity to become familiar with the mission, philosophy, goals, objectives, organizational structure, and administrative guidelines of the organization and to participate to a limited extent in the organization’s day-to-day operation.  Students should become familiar with the policies and procedures of the organization. 

 


Topics will be chosen from the History of Mathematics, which starts when number systems were invented and continues to this day. For example, number theory and geometry have been studied thousands of years. The contributions from great mathematicians such as Archimedes, Newton, Leibnitz, Euler, and Gauss will be discussed.


This module introduces adult learners to various management planning models and techniques and applies these to actual business cases. It stresses the concepts of strategic planning and strategic management. (A "CLIMB" component)


International Finance is an area of financial economics that deals with monetary interactions between two or more countries, concerning itself with topics such as currency exchange rates, international monetary systems, foreign direct investment, and issues of international financial management including political risk and foreign exchange risk inherent in managing multinational corporations.  This course will explore these concepts in depth using a macroeconomic concept, examining economies as a whole rather than individual markets. 

Welcome to HUM201-01 Introduction to the Fine Arts

This course will study the roles and functions of the financial manager within the corporate form of business organization, providing an introduction to the critical financial management functions of the business firm including basic financial frameworks, concepts, principles, tools, and techniques. The major topics to be covered include the objectives and functions of financial management, the financial environment affecting the firm, time value of money, capital budgeting, an introduction to domestic and international financial markets, financial analysis and planning, cash flow, and traditional sources of debt and equity financing. Uses spreadsheets and financial calculators.

The course will introduce criminal justice and other social science students to the field of terrorism and homeland security. It is designed for students who have little or no understanding of the world of terrorism.

EDWARD WATERS COLLEGE

DEPARTMENT OF TEACHER EDUCATION AND URBAN

STUDIES SYLLABUS

Basic Information

Term: Fall 2017 Meeting Time and Location

T TH 2:30 - 3:50 p.m. Room 11

Instructor’s Name- Mrs. Winifred B. Henry

Office Phone - (904) 470-8062

Cell phone (904) 612-8670

Mobile Phone – (904) 612-8670

Instructor Email w.henry@ewc.edu Office Hours - MWTH 8:55-10:55

Course Name- Social Studies in the Elementary School

Course Number EDU 332

Phase: two

 

Catalog Description-This course is designed to provide methods for teaching social studies in the elementary School. Emphasis is placed on instructional strategies.

Prerequisites - EDU 200, 250

 

Texts, Materials - Social Studies in Elementary Education, 15th edition & Historic Photos of Jacksonville

 

Disclaimer- The instructor has the right to alter or adjust the syllabus as needed.

Student Learning Outcomes

By the end of this course, the successful student will know and identify each competency:

Demonstrate knowledge of effective Instructional Practice and Assessment of the Social Sciences.

Identify and Analyze the Knowledge of Time, Continuity, and Change (i.e., History).

Will be able to gain Knowledge of People, Places, and Environment (i.e., Geography).

Obtain basic Awareness of Government and the· Citizen (i.e., Government and Civics)

Understand a basic concept of Knowledge of Production, Distribution, and Consumption (i.e., Economics).

Florida Educator Accomplished Practices (FEAPs)

 

6A-5.065 The Educator Accomplished Practices.

Purpose and Foundational Principles.

Purpose. The Educator Accomplished Practices are set forth in rule as ’s core standards for effective educators. The Accomplished Practices form the foundation for the state’s teacher preparation programs, educator certification requirements and school district instructional personnel appraisal systems.

(b) Foundational Principles. The Accomplished Practices are based upon and further describe three (3) essential principles:

1. The effective educator creates a culture of high expectations for all students by promoting the importance of education and each student’s capacity for academic achievement.

2. The effective educator demonstrates deep and comprehensive knowledge of the subject taught.

3. The effective educator exemplifies the standards of the profession.

 

1. Instructional Design and Lesson Planning. Applying concepts from human development and learning theories, the effective educator consistently:

a. Aligns instruction with state-adopted standards at the appropriate level of rigor;

b. Sequences lessons and concepts to ensure coherence and required prior knowledge;

c. Designs instruction for students to achieve mastery;

d. Selects appropriate formative assessments to monitor learning;

e. Uses diagnostic student data to plan lessons; and,

f. Develops learning experiences that require students to demonstrate

Purpose and Foundational Principles

2. Environment. To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective educator consistently:

a. Organizes, allocates, and manages the resources of time, space, and attention;

b. Manages individual and class behaviors through a well-planned management system;

c. Conveys high expectations to all students;

d. Respects students’ cultural linguistic and family background;

e. Models clear, acceptable oral and written communication skills;

f. Maintains a climate of openness, inquiry, fairness and support;

g. Integrates current information and communication technologies;

h. Adapts the learning environment to accommodate the differing needs and diversity of students; and,

i. Utilizes current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals.

 

3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a deep and comprehensive knowledge of the subject taught to:

a. Deliver engaging and challenging lessons;

b. Deepen and enrich students’ understanding through content area literacy strategies, verbalization of thought, and application of the subject matter;

c. Identify gaps in students’ subject matter knowledge;

d. Modify instruction to respond to preconceptions or misconceptions;

e. Relate and integrate the subject matter with other disciplines and life experiences;

f. Employ higher-order questioning techniques;

g. Apply varied instructional strategies and resources, including appropriate technology, to provide

comprehensible instruction, and to teach for student understanding;

h. Differentiate instruction based on an assessment of student learning needs and recognition of individual

differences in students;

i. Support, encourage, and provide immediate and specific feedback to students to promote

student achievement; and,

j. Utilize student feedback to monitor instructional needs and to adjust instruction.

 

4. Assessment. The effective educator consistently:

a. Analyzes and applies data from multiple assessments and measures to diagnose students’ learning needs, informs instruction based on those needs, and drives the learning process;

b. Designs and aligns formative and summative assessments that match learning objectives and lead to mastery;

c. Uses a variety of assessment tools to monitor student progress, achievement and learning gains;

d. Modifies assessments and testing conditions to accommodate learning styles and varying levels of knowledge;

e. Shares the importance and outcomes of student assessment data with the student and the student’s parent/caregiver(s); and,

f. Applies technology to organize and integrate assessment information.

(b) Continuous Improvement, Responsibility and Ethics.

5. Continuous Professional Improvement. The effective educator consistently:

a. Designs purposeful professional goals to strengthen the effectiveness of instruction based on students’ needs;

b. Examines and uses data-informed research to improve instruction and student achievement;

c. Uses a variety of data, independently, and in collaboration with colleagues, to evaluate learning outcomes, adjust planning and continuously improve the effectiveness of the lessons;

d. Collaborates with the home, school and larger communities to foster communication and to support student learning and continuous improvement;

e. engages in targeted professional growth opportunities and reflective practices; and,

f. Implements knowledge and skills leaned in professional development in the teaching and learning process.

6. Professional Responsibility and Ethical Conduct. Understanding that educators are held to a high moral standard in a community, the effective educator adheres to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida, pursuant to Rules 6A-10.080 and 6A-10.081, F.A.C., and fulfills the expected obligations to students, the public and the education profession.

Rulemaking Authority 1004.04, 1004.85, 1012.34, 1012.56 FS. Law Implemented 1004.04, 1004.85, 1012.34, 1012.56 FS. History–New 7-2-98, Amended 2-13-11.

METHODS OF INSTRUCTIONS

A variety of technological and informational resources (e.g. libraries, databases, computer networks, and videos)

Lectures & ModelingHistorical visits & Role playing

Peer Pairs Simulations and Micro Teaching by Student

Class Discussions Written assignments and Reports

Group Presentations & Read Aloud

Hands-on activities Individual Inquiry Assignments

Reading in textbooks Written Reflections

Academic Policies

 

Academic Dishonesty- Honesty, trust, and personal responsibility are fundamental attributes of the college community; therefore, academic dishonesty will not be tolerated in this class.

Cheating and plagiarism are not tolerated with great concern and will watch carefully for them.

Any instance of alleged or suspected academic dishonesty will be processed through the appropriate channels.

Examples of academic dishonesty include but are not limited to cheating on an exam or written assignment, plagiarism, submitting your previously presented academic work for an assignment in this class, allowing someone else to submit your work as his/hers, and knowingly destroying or altering another student’s work.

Plagiarism is a serious crime and will result in an automatic F in the course. Plagiarism includes:

Submitting an assignment purporting to be the student’s original work which has been wholly or partly created by another person;

Presenting as one’s own the work, ideas, representations, or words of another person without customary and proper acknowledgment of sources

Submitting as newly executed work, without faculty member’s prior knowledge and consent, one’s own work which has been previously presented for another class at EWC or elsewhere;

Knowingly permitting one’s work to be submitted by another person as if it were the submitter’s original work.

Many factors that put a student at risk for cheating can be prevented. EWC’s Counseling Center offers services to help you with any deficiencies.

You are always welcome to stop by after class or come to my office for a further explanations of anything pertaining to this course.

 

Attendance: (Attend class regularly, punctual, and stay for the entire class): Attendance Policy

(Effective Fall 2016-Campus Wide)

Students must be present for 80% of the scheduled course time in order to receive credit for a course. Please note that students who miss more than six (6) class periods will not receive credit for the course and will be given an FN grade (Failure for Non-Attendance). We will no longer provide excused absences to ensure compliance to this policy. Students with extenuating circumstances may appeal to the Office of Academic Affairs and may be granted an administrative withdrawal from their respective course (s) and/or receive a W, WP, or WF depending on their grade and time period in the semester at which they fail to meet the 66% attendance rule. Students representing the college with sufficient documentation from the Athletic Department, Choir, Band, and other auxiliary organizations will receive an excuse for “Official College Business.”

Note: Students conducting “Official College Business” are required to attend all classes unless the Office of Academic Affairs and the Instructor of Record have been given prior notice by the activity director that the student will be absent. Under no circumstances will students be excused from class for practice.

Late Arrival Policy

It is important that students arrive to class on time.

* Because we cannot always plan for unforeseen circumstances, students will be allowed a grace period of 5 minutes only.

* Beyond 5 minutes up to 15 minutes late, students will be marked tardy. The accumulation of 3 tardies will be the equivalent of 1 absence.

* Students who are late beyond 15 minutes, for any reason, will be marked absent for the day.

* Remember: Students must attend at least 80% of class sessions

You are expected to attend every class session; you are expected to be on time; and, you are expected to stay for the entire class period. In addition, you should be fully prepared for every class meeting, which means thoughtfully reading/completing your assignment(s) and being ready to actively participate in discussions.

Active participation means not only participating in completing an in-class activity, but also commenting on the assigned readings, discussing and responding to the questions posed by the professor, asking significant content questions, sharing ideas, and listening to understand the information presented by others.

 

Late Work- Provide the late work policy for the course. There is no institution-wide late work policy; each instructor has the right to establish a specific late work policy best suited to a given course. Late work policy for this course is that all work must be submitted on time to receive full credit. No late work will be accepted one week (7-days) after the due date unless prior approval has been granted in advance. Late work may be penalized. Remember that late work can never be accepted after the end of the term unless there are extenuating circumstances (i.e. Illness or death).

 

Absences Caused by Short-term Suspensions- the instructor has the right to decide if students can make-up work due to or during a short term suspension. Absences that result from short-term suspensions due to violations of the principles outlined in the Student Life Agreement will be treated as unexcused absences, and significant academic penalties may apply as a result of such unexcused absences.   

 

Class Expectations - the College seeks to provide an environment where discussions and expressions of all views relevant to the subject are recognized and necessary to the educational process. In this course you will participate in several “Mighty Write” assignments relating to current events and effective teacher quality. By doing so, you will address our institution’s mission to improve the writing of all students on our campus in every department.

 

Students do not have the right to interfere with the instructor’s right to teach or the other students’ rights to learn. A student demonstrating inappropriate behavior during class time will be asked to leave the class. The student’s behavior will be discussed with the instructor following the class or prior to the next class session.

Cell phones are not needed in class as a rule. However, if they are you will receive prior notice. Leave them in a secured place, and or turned off/silent during class time. They are distracting to the instructor and for other students who are here to learn.

 

Disability Accommodations- If a student has a disability that qualifies under the Americans Disability Act (ADA) and requires accommodations; he/she should contact the Counseling Center for information on appropriate policies and procedures. Disabilities covered by ADA may include learning, psychiatric, physical disabilities, or chronic health disorders. Students can contact the Counseling Center staff if they are not certain whether a medical condition/disability qualifies at Edward Water College’s Counseling Center, 1658 Kings Road, Jacksonville Florida, 32209. Telephone: 904.470.8990 or8231; Fax 904.470.8036. Individuals with hearing impairments can contact our office using the Florida Relay Service at 1-800-955-8771 (TTY) or email Ragan Summers at ragan.summers@ewc.edu.

 

Dress Code- Students must dress in a manner that will not constitute a disruption or a safety hazard or exhibit impropriety in the College:

 

Student dress and grooming shall be neat and clean.

Shoes/sneakers shall be worn. Bedroom slippers should not be worn outside of the dormitories.

Students should refrain from wearing clothing that promotes alcohol, cigarettes, sexual impressions, violence, drugs and profanity.

Revealing clothing should not be worn. The wearing of overly tight, distracting see through or mesh garments, extreme styles or inappropriate apparel is not permitted.

Male students shall not wear hats, caps, and/or head attire inside any of the campus buildings.

Pants or skirts must be pulled up to the waist and worn at the waist at all times.

Description of Tentative Course Requirements:

 

You will develop an awareness of social, multicultural and international issues as they connect to Social Science. Research shows that meaningful learning results when students are empowered to self-direct their learning. When students are engaged in critical thinking via stimulating and supporting activities, then faculty assist students in becoming self-directed learners and critical thinkers.

 

Professionalism/Preparation/Participation

 

This is a Professional Education Course required for your degree in education. Because you are working toward joining a field in which you are expected to behave professionally, you need to begin fostering professionalism in your attitudes, work ethic, and conduct now. I expect you to be at every class on time, ready to engage in discussion, having read all of the assigned material, and having completed your assignments before class begin. In his speech to the teamsters (July 2009), President Barack Obama stated, “The job of a teacher is too important to accept less than the best.” Becoming the best teacher you can begins as a teacher candidate—now. The expectation is that you will focus on the requirements of this course, so that your future students will benefit from your expertise.

Assessment and Grades

Assessment - Point Breakdown

Point Breakdown:

Weekly Wonder Word Journal 10 pts. each 50 pts

Historical Journey (20 extra points each trip) 100 pts

Chapter tests (ch. 1- 5 and ch. 7- 11 ) 1000 pts

Mini Lesson Knowledge of Time, Change

Continuity i.e. History (Critical Task 1 ) 100 pts

Lesson Plan Knowledge of People,

Places & Environment (Critical Task 2) 100 pts

Create assessment Knowledge of Government

and the Citizens (Critical Task 3) 100 pts

Power point Knowledge Production, Distribution and Consumption

(Critical Task 4) 100 pts

DVD “Hidden Figures” discussion ques. 50 pts

Diagnostic (post) 100

Final Exam200 pts

 

Professionalism/Preparation/Participation

Total for Professionalism 100

 

 

Total Points Possible on this Grade Scale:

2000-1800A

1799-1600B

1599-1400C

1399-1200D

1199-BelowF

 

 

 

 

 

Topical Course Outline

 

WEEK 1

Assignment

Course Orientation

 

Introduction – Course syllabus

 

Ice Breaker Activity (bingo)

 

Weekly Wonder Words (WWW) #1 voc. Ch. 1

Competency:

Knowledge of effective instructional practice and assessment of the social sciences.

Knowledge of people, places, and environment (i.e., geography)

Knowledge of government and the citizen (i.e., government and civics)

 

 

Chapter test on Ch. 1 and Hidden Figures

Thursday – diagnostic and part one of

Hidden Figures

 

 

 

Chapter 1 – build a mental model of the contents and organization of the chapter.

Vocabulary –

3 – using photos, videos, figures, and tables students create a curriculum based on student experiences.

Review Common Core State Standards (CCSS)

Reflect and discuss features, answer end of chapter questions and activities

Look at the website on #3 and write a connection to any picture. Explain or copy and paste the picture.

 

Video – Hidden figures (packet)

Resources

1. www.cpalms.org

2. www.usa.gov

3. www.loc.gov

 

 

WEEK 2

Assignment

 

Chapter 2 Teaching in Diverse Classrooms

 

Short answer: Create a rubric found in Chapter three of the text to assess your participation. “What should children in the primary (K-3), intermediate (4-5), and middle grades (6-8) be taught about race and racism.

 

Critical Task 1 – power point ch 2 (ext res)

 

Vocabulary WWW #2

Competency: 1. Knowledge of effective instructional practice and assessment of the social sciences.

Gain knowledge of people, places and environment (Geography)

3. Awareness of Government and the Citizen (i.e. Government and Civics)

 

*Self-Knowledge Assessment (b.2.); (b.1.e.)

*Apprehensive Survey (b.2.); (b.1.e.)

 

1. Choose appropriate methods for assessing social science concepts.

 

2. Determine appropriate learning environments for social science lessons.

 

3. Trip to downtown to explore the pictures assigned from the book, “Historic Photos of Jacksonville “ book is needed.

 

Resources:

1. www.wjct.org/teach (OPTIONAL)

2. memory.loc.gov/ammem/index.html

3. historyexplorer.si.edu

4. bensguide.gpo.gov

5. www.socialstudies.org

6. www.readwritethink.org

WEEK 3

Assignment

 

Chapter 3 Democratic Citizenship Education

 

 

Weekly Wonder Words #3

 

 

Take a trip to Cummer Museum and share some historical events and timelines displayed. Take pictures and write a summary of your trip.

 

1. Identify and analyze historical events that are related by cause and effect.

2. Analyze the sequential nature of historical events using timelines

3. Analyze examples of primary and secondary source documents for historical perspective.

Identify and analyze physical, cultural, economic, and political reasons for the movement of people in the world, nation, or state.

 

4.Evaluate the impact of transportation and communication networks on the economic development in different regions.

 

5.Compare and contrast major regions of the world, nation, or state.

Create chart of a major region

Resources:

1. Council on Economic Education (www.councilforeconed.org)

 

Video – A time for Justice

 

 

 

WEEK 4

 

 

Assignment

Weekly Wonder Words #4

Chapter 5 Maps, Globes, Charts, and Graphs

Ch. 6

 

Assessment for Ch. 5 & 6

 

 

* Knowledge of time, continuity, and change (i.e., history)

 

*Knowledge of Production, Distribution, and Consumption (i.e. Economics).

 

 

 

 

 

 

 

 

 

1. Analyze the impacts of the cultural contributions and technological developments of Africa; the Americas; Asia, including the Middle East; and Europe.

 

2. Identify the significant historical leaders and events that have influenced Eastern and Western civilizations.

 

3. Determine the causes and consequences of exploration, settlement, and growth on various cultures.

4. Create Data organizer chart

1. (optional)

 

Resources:

 

1. Rubric

 

WEEK 5

Assignment

Weekly Wonder Words#5

 

Chapter 6 Current Events & Public Issues

2. Knowledge of time, continuity, and change (i.e., history)

 

Knowledge of government and the citizen (i.e., government and civics)

 

Write a current event and use technology to share. Why is this important?

 

Review

Chapters 1-5

 

Prepare for mid term

 

1. Interpret the ways that individuals and events have influenced economic, social, and political institutions in the world, nation, or state.

 

2. Analyze immigration and settlement patterns that have shaped the history of the United States.

 

Resources:

 

Notebook

 

 

 

 

 

 

WEEK 6

 

Weekly Wonder Words #6

 

4 Democratic Citizenship Education/History, Geography and The Social Sciences

 

Trip to the Tolbert House – Pearce St.

 

Cont. 2. Knowledge of time, continuity, and change (i.e., history

 

Quiz # 4

 

Mini Lesson (Critical Task 2)

 

9. Identify how various cultures contributed to the unique social, cultural, economic, and political features of Florida.

 

10. Identify the significant contributions of the early and classical civilizations.

Resources:

1. www.cpalms.org

2. Students mini lesson reports

Rubric

WEEK 7

Assignment

 

Weekly Wonder Words #7

 

Chapter 6 Current Events & Public Issues

 

2. Knowledge of time, continuity, and change (i.e., history)

 

Knowledge of government and the citizen (i.e., government and civics)

 

 

 

3.Knowledge of people, places, and environment (i.e., geography)

 

 

 

 

Theme Essay # Review/Report DVD from “The First Days of School” : .

 

4.Interpret statistics that show how places differ in their human and physical characteristics.

 

5.Analyze ways in which people adapt to an environment through the production and use of clothing, food, and shelter.

 

6.Determine the ways tools and technological advances affect the environment.

Resources

1. Theme Essay “The First Days of School” with Chelonnda Seroyer due

 

WEEK 8

Assignment

Weekly Wonder Words #8

Cont. 3.. Knowledge of people, places, and environment (i.e., geography)

 

Ch. 7 Assessing Student Learning

 

Quiz # 5

 

Mini Lesson (Critical Task) 3

 

Create a mini lesson on your assessment for a mode of transportation students can use to travel to their specific destination Make sure it is interactive.

 

Theme Essay # 2;Classroom Management: The effective teacher is an extremely good classroom manager

 

7.Identify and analyze physical, cultural, economic, and political reasons for the movement of people in the world, nation, or state.

 

8.Evaluate the impact of transportation and communication networks on the economic development in different regions.

 

9.Compare and contrast major regions of the world, nation, or state.

 

Resources:

1. Council on Economic Education (www.councilforeconed.org)

2. How does the pictures discovered from the book differ today in downtown Jacksonville?

Write a Theme Essay

3. www.cpalms.org

4. Students mini lesson reports

Rubric

WEEK 9

Assignment

Weekly Wonder Words #9

 

Ch. 8 Planning Units, lessons, and Activities

 

 

Chapter 5 Powerful Tools: maps, globes, charts, and graphs

 

Video – importance of teaching governmental histories

 

 

Theme Essay # 3;: How to teach students to Follow Classroom Procedures

 

1.Distinguish between the structure, functions, and purposes of federal, state, and local government.

 

2.Compare and contrast the rights and responsibilities of a citizen in the world, nation, state, and community.

 

Resources:

Write a Theme Essay from this section of American rights verses another country

 

WEEK 10

Assignment

Weekly Wonder Words #10

 

Ch. 9 Five Great Teaching Strategies

 

Cont. 4. Knowledge of government and the citizen (i.e., government and civics)

 

Quiz # 6

 

 

 

Theme Essay # 4; -Classroom Management: How Procedures improve the Opportunity to Learn

 

3.Identify and interpret major concepts of the U.S. Constitution and other historical documents.

 

4.Compare and contrast the ways the legislative, executive, and judicial branches share powers and responsibility.

Resources:

 

 

Cont. Resources:

Write a Theme Essay from this section of the Constitution and dissect the letter written by Coretta Scott King re: Sessions

 

WEEK 11

Assignment

Weekly Wonder Words #11

 

Cont. 4. Knowledge of government and the citizen (i.e., government and civics

 

Quiz # 7

 

Mini Lesson (Critical Task) 4

 

 

 

Theme Essay # 5; Wong-Lesson Mastery: The successful teacher knows how to design lessons to help students achieve

 

5.Analyze the U.S. electoral system and the election process.

 

6.Identify and analyze the relationships between social, economic, and political rights and the historical documents that secure these rights in the United States.

 

7.Identify and analyze the processes of the U.S. legal system.

 

Resources:

1. www.cpalms.org

2. Write a Theme Essay from this section of Wong

3. Students mini lesson reports

Rubric

 

 

WEEK 12

 

Assignment

Weekly Wonder Words #12

 

 

Cont. 5. Knowledge of production, distribution, and consumption (i.e., economics)

 

 

 

 

10- The Literacy – Social Studies Connection

 

 

Theme Essay #6; O’Connor, Ken, “A repair Kit For Grading:15 Fixes for Broken Grades; DISCUSSION GUIDE

1.Determine ways that scarcity affects the choices made by governments and individuals.

 

2.Compare and contrast the characteristics and importance of currency.

 

Resources:

Council on Economic Education (www.councilforeconed.org)

 

O’Connor pgs. 139-148, Write a Theme Essay from the Discussion Guide.

 

 

 

WEEK 13

Assignment

Weekly Wonder Words #13

Review WWW, #12

 

Cont. 5. Knowledge of production, distribution, and consumption (i.e., economics)

 

 

Introduce ch. 11

11 – Social Studies as the integrating Core

 

Quiz # 8

 

 

1.Determine ways that scarcity affects the choices made by governments and individuals.

 

2.Compare and contrast the characteristics and importance of currency.

 

3.Identify and analyze the role of markets from production through distribution to consumption.

4.Identify and analyze factors to consider when making consumer decisions.

Resources:

 

 

WEEK 14

Assignment

Weekly Wonder Words #14

Review WWW, #13

 

Field trip to Prime Osborn and Amtrak Train Station

 

Use Historic Photos of Jacksonville p.

 

Cont. 5. Knowledge of production, distribution, and consumption (i.e., economics)

 

Mini Lesson (Critical Task) 5

5.Analyze the economic interdependence between nations (e.g., trade, finance, movement of labor).

 

6.Identify human, natural, and capital resources and evaluate how these resources are used in the production of goods and services.

Resources:

1. www.cpalms.org

2. Students mini lesson reports

Rubric

 

 

WEEK 15

Presentations of Critical Task 5

 

Weekly Wonder Words #15

Review WWW, #14

 

Assignment

 

With prior approval from the professor, students will be allowed to complete previous assignments.

November , Fall Break (School Closed).

 

Thanksgiving Holiday

 

WEEK 16

Assignment

Classes End December

 

Review of all chapters covered. Final includes portfolio of journal, voc. And written exam.

 

Reading Day December

Week 17

Assignment

Final Exam Week

(b.1.e.) (b.1.f.)

Final Grades are due on December

 


Welcome to your Introduction to Elementary Education.  

This is a lively class where we discuss all things current and past that affects education and learning.  Each of you will have a say in this class.  So get ready!

An introduction to macroeconomics, which deals with the theories of employment, inflation, money, backing, economic growth and development, the public sector, and how these are influenced by government fiscal and monetary policies.

This course surveys the pre-modern era of the African Diaspora from the early Bantu migration to the modern era or the Slave trade.  This course will explore traditional East, West, and Central African culture in addition to the African Age of Exploration.  Particular focus will be granted to the African presence and contributions to Asia, the Americas, and Europe.


Prerequisite: MAT 105

This course attempts to respond to the changing needs of business and management by using a practical approach to statistical analysis. While studying descriptive and inferential concepts, the student will apply these to business, management, and industry in general, government and related areas.


Prerequisite:  Senior year only

A study of how all functions of a business entity are correlated and integrated. Case study shows how policy and strategy is set.


Quantitative techniques and models are presented. Decisions under uncertainty, model building and decision-making criteria will prepare the student for future managerial decisions. Linear programming, decision trees, probabilities, guessing, and such theories are studied.


This capstone course for seniors (and advanced juniors with permission of instructor) will survey the major influences and intellectual movements that have shaped the field of Psychology.  This is a systematic review of psychology’s epistemological development progressing from its historical roots in the Aristotelean traditions of empiricism to the 21st century postmodern present.


The undergraduate psychology practicum experience provides the opportunity to integrate and apply classroom concepts with actual field experiences while developing beginning competency skills.  Students function under the direct supervision and guidance of mental health professionals already operating in the field.  A minimum of 160 hours of field experience is required to receive six credits. The 160 hours of practicum experience provides the student with the opportunity to become familiar with the mission, philosophy, goals, objectives, organizational structure, and administrative guidelines of the organization and to participate to a limited extent in the organization’s day-to-day operation.  Students should become familiar with the policies and procedures of the organization. 

 


This course explores concepts and principles governing the psychometric assessment of individual differences. It presents current practices in the design, construction, administration, scoring and interpretation of test data. This includes diagnostic, achievement, and aptitude tests -- both standardized and otherwise. Students will critically examine issues of reliability and validity, ethical practices in testing, and issues of bias versus cultural fair interpretation of test data for diverse populations

Welcome back!

I am looking forward to a very productive year ahead and I know you will be ready to work hard to master Organic Chemistry.

The syllabus is on Moodle and for preparation please review atomic structure and hybridization of orbitals from gen chem notes.

I will meet you next week, since I am reocvering from medical problem this week.

Welcome back to a wonderful year of learning and fun