|
Education
Web
Viewing 1-2 of 2 total results
 null
relationship among the content areas or even the relative amount of each area in the standards and eventually in the curriculum have not been resolved. Therefore, one critical challenge is to find ways to make connections within and across content areas. Second, social...
1
0
relationship among the content areas or even the relative amount of each area in the standards and eventually in the curriculum have not been resolved. Therefore, one critical challenge is to find ways to make connections within and across content areas. Second, social studies educators face a problem in trying to reflect both disciplinary “thinking” and “substance” in standards documents. This is particularly true in history and civics where people want students to develop more sophisticated ways to think
3
0
http://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=3
www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf#page=3
relationship among the content <span class="highlight">areas</span> or even the relative amount <span class="highlight">of</span> each area in the standards and eventually in the curriculum have not been resolved. Therefore, <span class="highlight">one</span> critical challenge is to find ways to make connections within and across content <span class="highlight">areas</span>. Second, social studies educators <span class="highlight">face</span> a problem in trying to reflect both disciplinary “thinking” and “substance” in standards documents. This is particularly true in history and civics where people want students to develop more sophisticated ways to think
untitled
relationship among the content areas or even the relative amount of each area in the standards and eventually in the curriculum have not been resolved. Therefore, one critical challenge is to fi nd ways to make connections within and across content areas. Second, social...
1
0
relationship among the content areas or even the relative amount of each area in the standards and eventually in the curriculum have not been resolved. Therefore, one critical challenge is to fi nd ways to make connections within and across content areas. Second, social studies educators face a problem in trying to refl ect both disciplinary “thinking” and “substance” in standards documents. This is particularly true in history and civics where people want students to develop more sophisticated ways to think
4
0
http://www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=4
www.michigan.gov/documents/mde/SS_HSCE_210739_7.pdf#page=4
relationship among the content <span class="highlight">areas</span> or even the relative amount <span class="highlight">of</span> each area in the standards and eventually in the curriculum have not been resolved. Therefore, <span class="highlight">one</span> critical challenge is to fi nd ways to make connections within and across content <span class="highlight">areas</span>. Second, social studies educators <span class="highlight">face</span> a problem in trying to refl ect both disciplinary “thinking” and “substance” in standards documents. This is particularly true in history and civics where people want students to develop more sophisticated ways to think
|
