Loewen Chapter #11

Unlike the chapters we have uncovered this far, Chapter 11 of Loewen's book focuses on the end of the textbook. Loewen makes several points about the sugar-coating of the end of a textbook and how most textbooks end is way too positive.  He discusses that students leave the course with a false sense of hope and students leave believing that we have learned all of the mistakes and troubles of the past up until now, and since this last chapter is on the positive future, that means everything is going to be okay! Students need to be aware of the constant struggles Americans and the rest of the world face every single day, and even though we have made progress since the beginning of history that does not mean history can not repeat itself. Textbooks need to have progress incorporated, but also incorporate the negatives. There is climate change, poverty, crime, inequality, war, disease, and terrorism that affects lives globally today and will affect lives in the future, and students should be aware of it. On the other hand there needs to be plenty of optimism and progress incorporated such as technological advances or continuous human rights improvements. Students will be able to see a positive future but also understand to get there we must face challenges.


One of my favorite shows is the Newsroom, and this video sparked social media and my interest. Though it is a fictional show the main character brings out a lot of emotion with the audience. Check the link out below!!

http://www.youtube.com/watch?v=VMqcLUqYqrs


Big Question: What is a great lesson plan idea to end the course/textbook with?

Cantu Chapter #9

Chapter nine of Cantu's book covers civics education and discusses the standards for civics education. This is the first chapter that dives into a specific field of the social studies umbrella. There were also goals outlined in the chapter that can help me form civic based lesson plans. The goal that stood out to me the most was, "students develop understanding and skill to critique and transform society."Our students need to be able to be able to recognize the issues that their communities, their state, the U.S and the world is facing today. 

I absolutely hate that civics and government courses only last a semester over a four year period, at least that's all I got in high school. It is so imperative to educate our students on controversial topics and crucial issues our country is dealing with.Civics is not about teaching our students to pick a side or focus on the content, but to teach the values and purpose of being an American citizen. Functioning citizens of the U.S need to be aware of these kinds of issues and it is so important that we give them that basic knowledge to take with them after high school and into the real world. When our students turn 18 and if they chose to register to vote, they should be fully aware and educated on candidates and their platforms as well as issues currently being processed by the House and Senate. Even if civics only last a semester or it is not even offered it is the job of all social studies teachers to make sure these civic values are represented in the classroom. This is why my big question today asks the class, if there was no civic/ government course offered in your school and you were teaching another social studies course, how would you incorporate civic values into that course.

http://www.civicyouth.org/

CIRCLE (The Center for Information and Research on Civic Learning and Engagement) 

conducts research on the civic and political engagement of young Americans

Unit 1: Central America & The Caribbean

Prezi Presentation