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Teaching Mathematics, Science and Social Studies. Student Edition

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Teaching Mathematics, Science and Social Studies. Student Edition DOCUMENT RESUME ED 284 442 FL 016 834 AUTHOR Santos, Sheryl L. TITLE Teaching Mathematics, Science and Social Studies. Student Edition. Bilingual Education Teacher Training Packets. Packet 3, Series C. INSTITUTION Dallas Independent School District, Tex. Dept. of Research and Evaluation. PUB DATE 82 NOTE 242p. PUB TYPE Guides - Non-Classroom Use (055) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Bilingual Education; Cross Cultural Training; Cultural Awareness; Educational Resources; Elementary Secondary Education; *English (Second Language); Faculty Development; Hispanic American Culture; Instructional Development; Instructional Materials; Second Language Instruction; *Social Studies; *Spanish; *Teacher Education; Teaching Guides ABSTRACT The teacher training materials contained in this manual form part of a series of packets intended for use in bilingual (Spanish-English) instruction by institutions of higher education, education service centers, and local school district inservice programs and address the content, methods, and materials for teaching effectively in the subject matter areas of mathematics, science, and social studies. Technical vocabulary is included and less commonly-taught information topics in science and social studies are presented. The manual's first section covers content development for bilingual social studies and features readings about the Spanish-speaking cultures, the Spanish language, and cultural and education needs of Americans of Spanish-speaking origin. Exercises for assessing intercultural knowledge, vocabulary, and bilingual and multicultural aspects are included. The aecond section features readings and exercises addressing teaching methods and strategies for the bilingual classroom. The third and last features readings, resources, and exercises regarding the development of English as a second language skills through social studies instruction. (CB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** ON lh /11 ilk AI WE ;'PERMISSION TO REPRODUCETHIs '4 -MATERIAL IN MICROFICHEONLY HAS BEEN GRANTED BY I= D At. C- TO THE EDUCATIONALRESOURCES _ 'INFORMATION CENTER (ERIC)," U.S. DEPARTMENT OF EDUCATV.01 Office ot Educational Research and Imr.covement , EDUCATIONAL RESOURCES INFORMATION , CENTER (ERIC) . ik. document has been reproduced as eived from the person or organization originating it. 0 Minor changes have been made to impiove- , reproduction quality . Points of ii usw or opinions stated in t his dodo= ment do not necessarily represent official i.: OERI position or policy - Ilk s II SITIES C: CONTENT, METHODS, AND MATERIALS FOR TEACHING SCIENCE, MATHEMATICS, AND SOCIAL STUDIES IN THE BILINCUAL CLASSROOM PACKET 3: CONTENT, METHODS, AND MATERIALS FOR TEACHING SCCIAL STUDIES DEVELOPED BY: DR. SHERYL L. SANTos, PH.D. 3 The project reported herein was performed pursuant to a Grant from the U.S. Department of Education, Office of Bilingual Education and Minority Languages Affairs. However, the opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education, and no official endorsement of the U.S. Department of Education should be inferred. This publication was printed with funds provided by Tale VII of the Elementary and Secondary Education Act of 1965, as amended sby Public Law 95-561. Published by Evaluation, Dissemination and Assessment CenterDallas Dallas Independent School District Dallas, Texas 75204 (214) 742-5991 COPYR IGHT IC 1982 4 BILINGUAL EDUCATION TEACHER TRAINING MATERIALS The bilingual education teacher trainingmaterials developed by the Center for the Development of Bilingual Curriculum- Dallas address five broad areas of need in the field of bilingualeducation: Series A: Bilingual Program Planning, Implementation, and Evaluation Series B: Language Proficiency Acquisition, Assessment, and Communicative Behavior . Series C: Teaching Mathematics, Science, andSocial Studies Series D: Teaching Listening, Speaking, Reading.and Writing Series E: Actualizing Parental Involvement These materials are intended foruse in institutions of higher education, education service centers, and local school districtin-service programs. They were developed by experts in the appropriatefields of bilingual educa- tion and teacher training. Series A addresses the critical issue of theeffective planning and implementation of programs of bilingualeducation as well as efficient program evaluation. Sample evaluation instruments and indicationsfor their use are included. Series B contains state-of-the-art information on theories and research concerning bilingual education, secondlanguage acquisition, and communicative competenceas well as teaching models and assessment techniques reflecting these theoriesand research. In Series C, the content, methods, and materialsfor teaching effectively in the subject matter areas of mathematics, science,and social studies are pre- sented. Technical vocabulary is includedas well as information on those 5 aspects rarely dealt with in the monolingual content area course. Series D presents the content area of language arts, specifically the vital knowledge and skills for teaching listening, speaking, reading, and writing in the bilingual classroom. The content of Series E, Actul alizing Parental Involvement, is directed toward involving parents with the school system and developing essential skills and knowledge for the decision-making process. Each packet of the series contains a Teacher Edition anda Student Edition. In general, the Teacher Edition includes objectives for the learning activity, prerequisites, suggested procedures,vo- cabulary or a glossary of bilingual terminology,a bibliography, and assessment instruments as well as all of the materials in the Student Edition. The materials for the student may be composed of assignments of readings, case studies, written reports, field work,or other pertinent content. Teaching strategies may include classroom observation, peer teaching, seminars, conferences, or micro-teaching sessions. The language used in each of the series is closely synchronized with specific objectives and client populations.The following chart illus- trates the areas of competencies, languages, and intended clientele. COMPETENCIES, LANGUAGE OF INSTRUCTION AND INTENDED CLIENTELE AREAS OF COMPETENCIES LANGUAGE CLIENTELE SERIES A. Bilingual Program Planning, English Primarily supervisors Implementation, and Evaluation SERIES B. Language Proficiency Acquistion, Spanish/ Primarily teachers Assessment, and Communicative Behavior English and supervisors SERIES C. Teaching Mathematics, Science, and Spanish/ Primarily teachers Social Studies English and paraprofessionals SERIES D. Teaching Listening, Speaking, Reading, Spanish/ Primarily teachers and Writing English and Paraprofessionals Primarily teachers. Actualizing Parental Irvolvement Spanish SERIES E. parents, and community liaisons In addition to the materials described, theCenter has developed a Management System to be used in conjunction with the packets inthe Series. Also available are four Practicums which includea take-home packet for the teacher trainee. The design of the materials provides for differinglevels of lin- guistic proficiency in Spanish and for diversifiedlevels of knowledge and academic preparation through the selection ofassignments and strate- gies. A variety of methods of testing the informationand skills taught in real or simulated situations is provided along withstrategies that will allow the instructor to meet individual needsand learning styles. In general, the materials are adaptableas source materials for a topic or as supplements to other materials, texts, or syllabi. They provide a model that learners can emulate in their own classroom. It is hoped that teacher trainers will find the materials motivationaland helpful in preparing better teachers for the bilingualclassroom. 7 TABLE OF CONTENTS Page Course Outline 1 UNIT I CONTENT DEVELOPMENT FOR BILINGUAL SOCIAL STUDIES Rationale and Objectives 5 Instructions 6 Materials 9 Reading 1 - The Importance of a Survey Knowledge of Spanish-speaking Cultures 11 Exercise 1 - Criteria for Reviewing Social Studies Texts 13 Reading 2 - A Brief History of the Spanish Language 15 Data Sheet and Transparencies- Spanish-speaking Nations and Territories . 19 Exercise 2 - Maps of Spanish-speaking Nations and Terri- tories 23 Reading 3 - The Conditions of Education for Hispanic Americans . 35 An Overview of Hispanics in the United States 37 TABLE 1.01 - Hispanic Population in the U. S. by sub- group: 1978 45 TABLE 1.02 - Immigration from Hispanic Countries to the U. S.: 1968-1977 47 TABLE 1.03 - Migration of Puerto Ricans from the U. S. Mainland to the island 51 TABLE 1.04 - Geographical Distribution of Hispanics among Selected States, by subgroup: 1976. 53 Reading 4 - The Special Assimilation Problems of Americansof Spanish- speaking Origin 57 Exercise 3 - (For Readings 3 & 4) U. S. Map 73 Reading 5 - Cultural Pluralism and the Social StudiesCurriculum . 77 Exercise 4 - Criteria for Evaluating Treatment of Minority Groups 81 Page Reading 6 Appreciating Cultural Diversity in Public Education 85 Reading 7 Components of a Multicultural Curriculum 95 Exercise 5 - Measure of Intercultural Knowledge . 105 Ejercicio 5 - Examen de Proficiencia Intercultural 115 ANSWER KEY 125 Exrcise 6 -
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