1. Harro, Cycle of Liberation (pp. 627-634) (See attachment) (150 words) 2. Adams, Hopkins, Shlasko, Introduction: Classism (pp. 163-149). (See attachment) (150 words) 3. Mantsios, Class in America—2006 (pp. 173-185). (See attachment) (150 words) 4. Oliver & Shapiro, Race, Wealth & Equality (pp.185-191). (See attachment) (150 words) 5. Williams, What’s Debt Got To Do With It? (pp. 192-195). (See attachment) (150 words) 6. hooks, White Poverty (pp. 214-217). (See attachment) (150 words) 7. Video: People Like Us: Social Class in America (100 words) https://www.pbs.org/video/people-us-trailer/ 8. PowerPoint: Social Production Theory, cultural capital (see attachment) (150 words) 9. “Ten Chairs” Activity Lesson Plan (100 words) http://www.teachingeconomics.org/content/docs/complete.pdf 10. Money on the mind (100 words) https://www.pbs.org/video/money-on-the-mind-1378936308/ 11. Sklar: Imagine a country (See Attachment) (150 words) 12. Review: the grocery gap: who has access to food and why it matters (See attachment) (150 wrods) 13. Socioeconomic Class: Teachers' Classroom Exercises (150 words) https://www.apa.org/pi/ses/resources/publications/classroom-exercises Make sure you adhere to the critical consciousness requirement in the word document 1850 words
Consider the following prompts: Think about what you learned about classism, racism, gender stereotyping and sexism, and other"-isms" prevalent in our society. Consider the ways in which these "–isms" influence people's well being. Now, imagine that you are an early childhood professional who is experiencing one or more of the "-isms" in your personal life. i.e., people are reacting to you with stereotypes and prejudice. How might such experiences affect your own emotional, cognitive, and physical well being? How might this impact your work with young children and their families? Reflect upon and respond to the prompt below: Describe in detail the consequences you might expect for the children and families with whom you work while you experience specific "–ism(s)" in your own life. Include specific examples either those you have and/or are experiencing or ones you would anticipate. See the attachment below; focus on Chapter 5 and Chapter 8/Chapter 3. "Becoming an Anti-Bias Teacher: A Developmental Journey" (look at "Become Aware of Your Own Feelings and Beliefs" and "Examine Institutional Advantages and Disadvantages" on pp. 22--27).
In this milestone, you will submit the assessment analysis of your project on the organization. For additional details, review the Milestone Three Guidelines and Rubric document.
Here's some questions that can help with getting it started: 1. What is critical pedagogy? What's behind it? "Critical" of what? What are critical pedagogues critical of? 2. Who are the main advocates of critical pedagogy? Why might someone choose to support this approach? What's the warrant (evidence/argument) in support of this approach? 3. What might it look like in practice? How might schools be different if this approach were widely implemented? What would teaching and learning look like? 4. How much influence has critical pedagogy had on American schools and classrooms? In various subject areas? On rhetoric about teaching? On classroom practice? What is the evidence? 5. What are the dangers of critical pedagogy? Is it biased? How might critical teachers address this concern?
nstructions In this milestone, you will submit the implementation plan for your project. For additional details, review the Milestone Four Guidelines and Rubric document.
Description: You will meet people with disabilities and learn that they also have a broad array of abilities. Like many people without disabilities, they may participate in challenging hobbies and occupations, obtain a high school education or beyond, and enjoy close relationships. Perceptions shape attitudes about people with disabilities, and that process can positively or negatively impact our treatment and expectations of people with disabilities. Directions: You will complete the “What do you see? Perceptions of Disability” module online (http://iris.peabody.vanderbilt.edu/module/da-5/). 1. Watch the movie (1:08) found in the “Challenge” tab. 2. Develop a narrative detailing your initial reactions to the pictures viewed. a. What did you see? b. What feelings did you have about the photos? c. What thoughts did you have about the individuals in this challenge? d. Do perceptions matter? 3. Review each of the images presented in the “Perspectives and Resources” tab. 4. Watch the video (5:11) found in the “Wrap-up” section. 5. Watch the movie (1:20) found in the “Assessment” tab. 6. Develop a narrative detailing your responses to the questions. a. Some of these children have disabilities. Do you think people’s perceptions of others play a role in the success of children with disabilities? Why or why not? b. Based on your own perceptions, how would you feel about having these children in your classroom? c. If you were put in charge of a movie production about a person who is blind, what type of perceptions would you want to make sure are portrayed in your movie? What myths could you debunk? What stereotypes would you want to make sure to avoid?
Everything in red and or highlighted is important. Discussion 1 Construct a Deductively Valid Argument The topic of this week is deductive reasoning. Accordingly, in this discussion your task is to create a deductively valid argument for your position (the same position that you defended in the Week One discussion). (Topic: Is it important to teach arts and humanities to children?) This is the position. Prepare: To prepare to respond to this prompt, make sure to read carefully over the required portions of Chapter 3 and Chapter 4. See attached file) View the deLaplante (2013) video What Is a Valid Argument? (see attached file) Based on the sources, create a deductively valid argument for the position you defended in the Week One discussion. (Topic: Is it important to teach arts and humanities to children?) This is the position. To make your argument deductively valid, you will need to make sure that there is no possible way that your premises could be true and your conclusion false. Your premises must lead logically to the truth of your conclusion. Make sure that your argument is sound that is in addition to being valid, make sure that the premises are true as far as you can tell. If your argument is invalid or if it has a false premise, revise it until you get an argument that you can stand behind. Write: Identify the components and structure of your argument by presenting your deductively valid argument in standard form, and explain how your conclusion follows from your premises. Discussion 2 Week 2, Prompt option #2: Fill in the Missing Premises We have learned this week about deductive reasoning, including what it takes for an argument to be valid. (See attached file examples only) This discussion allows us to get more practice with the concept through making arguments valid. You will see a list of arguments here. These arguments are not presented in standard form, and each is missing a premise that would be necessary to make it valid. Your tasks will be to put the argument into standard form and add the missing premise that would validly link the premises to the conclusion. Prepare: To prepare to respond to this prompt, reread the section from Chapter 2 of our book titled “Extracting Arguments in Standard form,” all required portions of Chapters 3 and 4, as well as the guidance and required media for this week. (see attached files for chapters) and attached video file Reflect: Look at the list of argument options below. Choose an argument that has not yet been chosen by any of your classmates. ( I have taken out the ones that have already been taken.)Think through the reasoning and determine what premise is (or premises are) missing that would be needed to make the argument valid. You might also consider challenging yourself by choosing from the more difficult examples in the list (at the bottom). Choose from the following list of argument options. 2. Football is dumb because it is a waste of time. 3. If he loved you he would have shown up on time with flowers. He must not love you. 4. All mammals bear live young, so dragons are not mammals. 6. He broke the record for rushing yards in a game on that last play. Therefore he holds the record. 7. He won the election. So he will be the next governor. 8. He won’t go to the wedding since he doesn’t like mushy stuff and weddings are mushy. 9. I can’t go to the movies with you – I have a test tomorrow and I have to study. 11. You shouldn’t go out with that guy. He rides a motorcycle and goes to bars. 12. Capital punishment is wrong because it is killing and it doesn’t save anyone’s life. 13. You shouldn’t use drugs because they are addictive and can ruin people’s lives. 14. To fix your care you will need money. However, to have money you have to have money. It appears that you need to get a job. 15. To go to the movie you have to have a ticket. To buy a ticket you must pay money. Thus, to go the movie you must pay money. 16. If you don’t do your chores then you can’t have any dessert. You really like dessert, so you will certainly do your chores. 17. You will get an A if you study hard and always come to class. You came to class every time and studied. You are bound to get an A. 18. Julie is allergic to gluten. So she won’t be having any bread. 19. Only women can have babies, so women are more important to the survival of the species. 20. If I wear that cologne then women will love me. I bought that cologne, so women are going to love me. 21. I can’t go to the party because there will be alcohol there, and I am a Mormon. 22. You shouldn’t force me to wear a seat belt because that would violate my rights. 23. In order to buy a car you will need money. But to have money you need to get a job. But to go to a job you will need to be able to get to work. So you will not be able to buy a car. 24. Capital punishment kills a human being. It is wrong to kill a human being except in self-defense. So capital punishment is wrong. 25. You shouldn’t tell someone to do something unless you would be willing to do it yourself. You’ve never gone to war. So you shouldn’t vote for others to go to war. 26. If you talk to Mike about politics then he will yell at you. If he yells at you then you will be hurt and it will damage your friendship. Therefore, you shouldn’t talk to Mike about politics. 27. Either the maid or the butler did it. For the butler to have done it he would have had to have been at the mansion yesterday. The butler was away all day yesterday. So, the maid did it. 28. If the maid was guilty then she would have had to been at the scene during the crime. However, she was seen a mile away only minutes before the crime, and she has no car. She must be innocent. 29. It is always wrong to kill a human being unless it is necessary to save somebody’s life. Abortion kills a human being. So abortion is wrong unless the mother’s life is in danger due to the pregnancy. 30. Government intervention is justified if it is necessary to protect the welfare of the people and does not violate anyone’s constitutional rights. Therefore, government intervention is justified in this specific case because it is necessary to protect the welfare of the people.
Write a paper comparing the Mississippi social studies standards, the NCSS standards and the new Common Core standards. A copy of these standards is available on Canvas. The NCSS thematic standards are on page 54 in your book. For the Common Core standards, you are only responsible for writing about the K-5 standards that are on pages 9-33. The paper needs to have an introduction and a conclusion and must consist of at least 900 words. The cover page does not count toward the word length. The paper must respond to the following questions: What is the difference between the three sets of standards? In what way are they the same? Which set of standards is more important? Why? Are any of the NCSS standards less important than others? Explain Are any of the Mississippi social studies frameworks less important than others? Explain Are any of the Core standards less important than others? If you had to make a change to the NCSS standards, what would you do? Explain If you had to make a change to the Mississippi frameworks, what would you do? Explain? If you had to make a change to the Core standards, what would you do? Explain What is your overall opinion of the three sets of standards? This is the NCSS link: https://www.socialstudies.org/standards/national-curriculum-standards-social-studies-introduction The other 2 are uploads- PLEASE READ THE DIRECTIONS CLEARLY TO UNDERSTAND THE ASSIGNMENT.
research if you are for or against organ donation along with why or why not. You need to research the pros and cons of organ donation. Do not make a snap decision and start writing. This issue does not have a simple yes or no answer. This assignment is not about whether you are going to donate your organs, so do not share your personal decision(s). This assignment is for you to justify being for or against organ donation. You will justify the position you opt to argue with at least two outside resources to support your assertions.
