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– ## A4ReflectionRubric1.docx – ## 1A4Details.docx – ## A4Rubric1.docx – thumbnail1.jfif – thumbnail2.jfif – thumbnail3.jfif – thumbnail4.jfif – thumbnail5.jfif – thumbnail.jfif **## A4ReflectionRubric1.docx** ## Personal Reflection Rubric – Education Law Project – 10 Points **Criteria:** Analysis; …

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Assignment Prompt & Instructions

– ## A4ReflectionRubric1.docx

– ## 1A4Details.docx

– ## A4Rubric1.docx

– thumbnail1.jfif
– thumbnail2.jfif
– thumbnail3.jfif
– thumbnail4.jfif
– thumbnail5.jfif
– thumbnail.jfif

**## A4ReflectionRubric1.docx**

## Personal Reflection Rubric – Education Law Project – 10 Points

**Criteria:**

Analysis; Connection to Educational Context; Personal Perspective and Voice; Organization and Clarity; Mechanics, Length, and Formatting.

**4**

· Demonstrates exceptional insight into the law’s impact on education.

· Strong, explicit connections made between the law and specific examples from schools, classrooms, or educational policy.

· Writing reflects a distinct, authentic voice; expresses well-developed personal beliefs, values, or experiences related to education and the law.

· Reflection is exceptionally well-organized with a logical flow. Clear introduction, body, and conclusion; transitions enhance readability.

· Virtually free of grammar/spelling errors. Stays within 1–2 pages. Professional tone and formatting.

3

· Demonstrates clear understanding of the law’s impact on education with some personal insight and reflection.

· Adequate connections made between the law and general educational practices or settings.

· Voice is clear and sincere; personal views are present and relevant.

· Organized and coherent with minor lapses in flow or transitions.

· Few minor grammar/spelling errors; adheres to 1–2 pages limit.

2

· Provides general thoughts on the law’s impact but lacks depth or connection to broader educational implications.

· Limited or vague connections to educational settings.

· Some personal opinion evident but underdeveloped or inconsistent.

· Somewhat organized but may lack smooth transitions or a clear structure.

· Several grammar/spelling errors or slightly exceeds/falls short of length requirement.

**1**

· Reflection is superficial or purely descriptive with little or no personal insight.

· No meaningful connection made between the law and education.

· Disorganized or difficult to follow; lacks clear structure.

· Frequent grammar/spelling errors or failure to follow length/format guidelines.

**Instructor Comments:**

**Total Score: ____ / 10**

**## 1A4Details.docx**

**EDSN 600 History and Philosophy of Education and Special Education Summer 2023**

2

**EDSN 600 History and Philosophy of Education and Special Education – Fall 2025**

**Assignment 4 – Law Research and Presentation (10 points) This is a group project.**

**Due: Thursday, 12/4 – 4:30 pm; upload reflection to Canvas.**

· The instructor will assign group members and provide relevant law and court cases. You will research the law and orally present the details of the law in class. Further information will be discussed in class.

· Each group member will submit an individual reflection.

**Note the following:**

·
**_Group/Partner portion of the Assignment_** – Oral Presentation

·
**_Individual portion of the Assignment_** – Written Reflection (Each group member will submit an individual reflection.)

**An Oral Presentation should include the following:**

· Synopsis of the law; the historical context of education at the time it was passed.

· Critical aspects and details of the law and how it has influenced and changed current educational practices in America.

· In addition, cite your personal thoughts on its relevance to education.

· The Presentation should be
**_engaging and interactive. It should include an activity to reinforce participants' grasp of the content._**

·
**_Email_** presentation mode to
[professorcrgl@yahoo.com](mailto:professorcrgl@yahoo.com) by 3:30 pm.

·
**_Include the names of all of the group members in the presentation mode._**

· The oral Presentation should be limited to 10-15 minutes. Do not exceed 15 minutes.

· The Reflection will address your personal thoughts on the law's impact on education.

· The cover sheet, reflection, and references. (1-2 pages- do not exceed two pages.), should be uploaded as one document.

Page 1

**## A4Rubric1.docx**

**EDSN 600 – Education Law/Court Case Presentation Rubric (10 points)**

| | | | | |
| — | — | — | — | — |
| | **Exceeding the Standard** | **Meeting the Standard** | **Approaching the Standard** | **Below the Standard** |
| **Content** | \* All important provisions of the law or case presented in a clear and engaging way.<br>\* Relevant historical context is clearly presented with insightful connections made to the law.<br>\* Rich, thorough examination of the law’s influence using appropriate data and examples.<br>\* Insightful personal reflections. | \* Major provisions of the law/case clearly presented.<br>\* Relevant historical context clearly explained.<br>\* Thorough examination of the law’s influence on American education.<br>\* Meaningful personal reflection. | \* One major provision omitted<br>\* Historical background included, but may be incomplete or unclear.<br>\* Partial examination of the law’s influence on American education.<br>*Satisfactory personal reflection. | \* Two or more major provisions missing.<br>\* Historical background incomplete or inaccurate.<br>*Incomplete examination of the law’s influence.<br>\* Lacks personal reflection. |
| **Presentation** | \* Information is well organized with carefully planned framework.<br>\* Included effective introduction and conclusion.<br>\* All group members contribute equally.<br>\* Evidence of extensive preparation and fluency.<br>\* Times limits adhered to. | \* Information is sufficiently organized with planned framework.<br>\* Included sufficient introduction and conclusion.<br>\* All group members participate equally.<br>\* Evidence of advance preparation, and fluency.<br>\* Time limits adhered to. | \* Information is somewhat organized with evidence of little planning.<br>\* Adequate introduction and conclusion.<br>\* All group members participate, but unequally.<br>\* Evidence of minimal preparation and fluency.<br>\* Attempt to adhere to time limits. | \* Information lacks organization. <br>\* Introduction and conclusion are unclear.<br>*One or more group members participates minimally or not at all.<br>\* No evidence of preparation and lack of fluency.<br>\* Time limits not adhered to. |
| **Interactive Activity** | \* Engaging, creative interactive activity included.<br>\* Activity clearly relates to the law presented and substantially enhances participants understanding of the law.<br>\* All participants actively engaged. | \* Appropriate interactive activity included.<br>\* Activity relates to the law presented.<br>\* Attempts made to engage all participants. | \* Interactive activity mostly appropriate.<br>\* Activity indirectly relates to the law presented.<br>\* Partial attempt made to engage all participants. | \* Interactive activity inappropriate or absent<br>\* Minimal attempt to engage all participants.<br>\* Minimal relationship between activity and law presented. |
| **Visual Presentation** | \* Numerous creative, engaging, appropriate visuals included. | \* Appropriate, attractive visuals included. | \* Visuals included. | \* Visuals inappropriate or in adequate. |

**COMMENTS:**

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**## A4ReflectionRubric1.docx**

## Personal Reflection Rubric – Education Law Project – 10 Points

**Criteria:**

Analysis; Connection to Educational Context; Personal Perspective and Voice; Organization and Clarity; Mechanics, Length, and Formatting.

**4**

· Demonstrates exceptional insight into the law’s impact on education.

· Strong, explicit connections made between the law and specific examples from schools, classrooms, or educational policy.

· Writing reflects a distinct, authentic voice; expresses well-developed personal beliefs, values, or experiences related to education and the law.

· Reflection is exceptionally well-organized with a logical flow. Clear introduction, body, and conclusion; transitions enhance readability.

· Virtually free of grammar/spelling errors. Stays within 1–2 pages. Professional tone and formatting.

3

· Demonstrates clear understanding of the law’s impact on education with some personal insight and reflection.

· Adequate connections made between the law and general educational practices or settings.

· Voice is clear and sincere; personal views are present and relevant.

· Organized and coherent with minor lapses in flow or transitions.

· Few minor grammar/spelling errors; adheres to 1–2 pages limit.

2

· Provides general thoughts on the law’s impact but lacks depth or connection to broader educational implications.

· Limited or vague connections to educational settings.

· Some personal opinion evident but underdeveloped or inconsistent.

· Somewhat organized but may lack smooth transitions or a clear structure.

· Several grammar/spelling errors or slightly exceeds/falls short of length requirement.

**1**

· Reflection is superficial or purely descriptive with little or no personal insight.

· No meaningful connection made between the law and education.

· Disorganized or difficult to follow; lacks clear structure.

· Frequent grammar/spelling errors or failure to follow length/format guidelines.

**Instructor Comments:**

**Total Score: ____ / 10**

**## 1A4Details.docx**

**EDSN 600 History and Philosophy of Education and Special Education Summer 2023**

2

**EDSN 600 History and Philosophy of Education and Special Education – Fall 2025**

**Assignment 4 – Law Research and Presentation (10 points) This is a group project.**

**Due: Thursday, 12/4 – 4:30 pm; upload reflection to Canvas.**

· The instructor will assign group members and provide relevant law and court cases. You will research the law and orally present the details of the law in class. Further information will be discussed in class.

· Each group member will submit an individual reflection.

**Note the following:**

·
**_Group/Partner portion of the Assignment_** – Oral Presentation

·
**_Individual portion of the Assignment_** – Written Reflection (Each group member will submit an individual reflection.)

**An Oral Presentation should include the following:**

· Synopsis of the law; the historical context of education at the time it was passed.

· Critical aspects and details of the law and how it has influenced and changed current educational practices in America.

· In addition, cite your personal thoughts on its relevance to education.

· The Presentation should be
**_engaging and interactive. It should include an activity to reinforce participants' grasp of the content._**

·
**_Email_** presentation mode to
[professorcrgl@yahoo.com](mailto:professorcrgl@yahoo.com) by 3:30 pm.

·
**_Include the names of all of the group members in the presentation mode._**

· The oral Presentation should be limited to 10-15 minutes. Do not exceed 15 minutes.

· The Reflection will address your personal thoughts on the law's impact on education.

· The cover sheet, reflection, and references. (1-2 pages- do not exceed two pages.), should be uploaded as one document.

Page 1

**## A4Rubric1.docx**

**EDSN 600 – Education Law/Court Case Presentation Rubric (10 points)**

| | | | | |
| — | — | — | — | — |
| | **Exceeding the Standard** | **Meeting the Standard** | **Approaching the Standard** | **Below the Standard** |
| **Content** | \* All important provisions of the law or case presented in a clear and engaging way.<br>\* Relevant historical context is clearly presented with insightful connections made to the law.<br>\* Rich, thorough examination of the law’s influence using appropriate data and examples.<br>\* Insightful personal reflections. | \* Major provisions of the law/case clearly presented.<br>\* Relevant historical context clearly explained.<br>\* Thorough examination of the law’s influence on American education.<br>\* Meaningful personal reflection. | \* One major provision omitted<br>\* Historical background included, but may be incomplete or unclear.<br>\* Partial examination of the law’s influence on American education.<br>*Satisfactory personal reflection. | \* Two or more major provisions missing.<br>\* Historical background incomplete or inaccurate.<br>*Incomplete examination of the law’s influence.<br>\* Lacks personal reflection. |
| **Presentation** | \* Information is well organized with carefully planned framework.<br>\* Included effective introduction and conclusion.<br>\* All group members contribute equally.<br>\* Evidence of extensive preparation and fluency.<br>\* Times limits adhered to. | \* Information is sufficiently organized with planned framework.<br>\* Included sufficient introduction and conclusion.<br>\* All group members participate equally.<br>\* Evidence of advance preparation, and fluency.<br>\* Time limits adhered to. | \* Information is somewhat organized with evidence of little planning.<br>\* Adequate introduction and conclusion.<br>\* All group members participate, but unequally.<br>\* Evidence of minimal preparation and fluency.<br>\* Attempt to adhere to time limits. | \* Information lacks organization. <br>\* Introduction and conclusion are unclear.<br>*One or more group members participates minimally or not at all.<br>\* No evidence of preparation and lack of fluency.<br>\* Time limits not adhered to. |
| **Interactive Activity** | \* Engaging, creative interactive activity included.<br>\* Activity clearly relates to the law presented and substantially enhances participants understanding of the law.<br>\* All participants actively engaged. | \* Appropriate interactive activity included.<br>\* Activity relates to the law presented.<br>\* Attempts made to engage all participants. | \* Interactive activity mostly appropriate.<br>\* Activity indirectly relates to the law presented.<br>\* Partial attempt made to engage all participants. | \* Interactive activity inappropriate or absent<br>\* Minimal attempt to engage all participants.<br>\* Minimal relationship between activity and law presented. |
| **Visual Presentation** | \* Numerous creative, engaging, appropriate visuals included. | \* Appropriate, attractive visuals included. | \* Visuals included. | \* Visuals inappropriate or in adequate. |

**COMMENTS:**

**thumbnail1.jfif**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/thumbnail1-jfif-10452985)

**thumbnail2.jfif**

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**thumbnail3.jfif**

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**thumbnail4.jfif**

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**## A4ReflectionRubric1.docx**

## Personal Reflection Rubric – Education Law Project – 10 Points

**Criteria:**

Analysis; Connection to Educational Context; Personal Perspective and Voice; Organization and Clarity; Mechanics, Length, and Formatting.

**4**

· Demonstrates exceptional insight into the law’s impact on education.

· Strong, explicit connections made between the law and specific examples from schools, classrooms, or educational policy.

· Writing reflects a distinct, authentic voice; expresses well-developed personal beliefs, values, or experiences related to education and the law.

· Reflection is exceptionally well-organized with a logical flow. Clear introduction, body, and conclusion; transitions enhance readability.

· Virtually free of grammar/spelling errors. Stays within 1–2 pages. Professional tone and formatting.

3

· Demonstrates clear understanding of the law’s impact on education with some personal insight and reflection.

· Adequate connections made between the law and general educational practices or settings.

· Voice is clear and sincere; personal views are present and relevant.

· Organized and coherent with minor lapses in flow or transitions.

· Few minor grammar/spelling errors; adheres to 1–2 pages limit.

2

· Provides general thoughts on the law’s impact but lacks depth or connection to broader educational implications.

· Limited or vague connections to educational settings.

· Some personal opinion evident but underdeveloped or inconsistent.

· Somewhat organized but may lack smooth transitions or a clear structure.

· Several grammar/spelling errors or slightly exceeds/falls short of length requirement.

**1**

· Reflection is superficial or purely descriptive with little or no personal insight.

· No meaningful connection made between the law and education.

· Disorganized or difficult to follow; lacks clear structure.

· Frequent grammar/spelling errors or failure to follow length/format guidelines.

**Instructor Comments:**

**Total Score: ____ / 10**

**## 1A4Details.docx**

**EDSN 600 History and Philosophy of Education and Special Education Summer 2023**

2

**EDSN 600 History and Philosophy of Education and Special Education – Fall 2025**

**Assignment 4 – Law Research and Presentation (10 points) This is a group project.**

**Due: Thursday, 12/4 – 4:30 pm; upload reflection to Canvas.**

· The instructor will assign group members and provide relevant law and court cases. You will research the law and orally present the details of the law in class. Further information will be discussed in class.

· Each group member will submit an individual reflection.

**Note the following:**

·
**_Group/Partner portion of the Assignment_** – Oral Presentation

·
**_Individual portion of the Assignment_** – Written Reflection (Each group member will submit an individual reflection.)

**An Oral Presentation should include the following:**

· Synopsis of the law; the historical context of education at the time it was passed.

· Critical aspects and details of the law and how it has influenced and changed current educational practices in America.

· In addition, cite your personal thoughts on its relevance to education.

· The Presentation should be
**_engaging and interactive. It should include an activity to reinforce participants' grasp of the content._**

·
**_Email_** presentation mode to
[professorcrgl@yahoo.com](mailto:professorcrgl@yahoo.com) by 3:30 pm.

·
**_Include the names of all of the group members in the presentation mode._**

· The oral Presentation should be limited to 10-15 minutes. Do not exceed 15 minutes.

· The Reflection will address your personal thoughts on the law's impact on education.

· The cover sheet, reflection, and references. (1-2 pages- do not exceed two pages.), should be uploaded as one document.

Page 1

**## A4Rubric1.docx**

**EDSN 600 – Education Law/Court Case Presentation Rubric (10 points)**

| | | | | |
| — | — | — | — | — |
| | **Exceeding the Standard** | **Meeting the Standard** | **Approaching the Standard** | **Below the Standard** |
| **Content** | \* All important provisions of the law or case presented in a clear and engaging way.<br>\* Relevant historical context is clearly presented with insightful connections made to the law.<br>\* Rich, thorough examination of the law’s influence using appropriate data and examples.<br>\* Insightful personal reflections. | \* Major provisions of the law/case clearly presented.<br>\* Relevant historical context clearly explained.<br>\* Thorough examination of the law’s influence on American education.<br>\* Meaningful personal reflection. | \* One major provision omitted<br>\* Historical background included, but may be incomplete or unclear.<br>\* Partial examination of the law’s influence on American education.<br>*Satisfactory personal reflection. | \* Two or more major provisions missing.<br>\* Historical background incomplete or inaccurate.<br>*Incomplete examination of the law’s influence.<br>\* Lacks personal reflection. |
| **Presentation** | \* Information is well organized with carefully planned framework.<br>\* Included effective introduction and conclusion.<br>\* All group members contribute equally.<br>\* Evidence of extensive preparation and fluency.<br>\* Times limits adhered to. | \* Information is sufficiently organized with planned framework.<br>\* Included sufficient introduction and conclusion.<br>\* All group members participate equally.<br>\* Evidence of advance preparation, and fluency.<br>\* Time limits adhered to. | \* Information is somewhat organized with evidence of little planning.<br>\* Adequate introduction and conclusion.<br>\* All group members participate, but unequally.<br>\* Evidence of minimal preparation and fluency.<br>\* Attempt to adhere to time limits. | \* Information lacks organization. <br>\* Introduction and conclusion are unclear.<br>*One or more group members participates minimally or not at all.<br>\* No evidence of preparation and lack of fluency.<br>\* Time limits not adhered to. |
| **Interactive Activity** | \* Engaging, creative interactive activity included.<br>\* Activity clearly relates to the law presented and substantially enhances participants understanding of the law.<br>\* All participants actively engaged. | \* Appropriate interactive activity included.<br>\* Activity relates to the law presented.<br>\* Attempts made to engage all participants. | \* Interactive activity mostly appropriate.<br>\* Activity indirectly relates to the law presented.<br>\* Partial attempt made to engage all participants. | \* Interactive activity inappropriate or absent<br>\* Minimal attempt to engage all participants.<br>\* Minimal relationship between activity and law presented. |
| **Visual Presentation** | \* Numerous creative, engaging, appropriate visuals included. | \* Appropriate, attractive visuals included. | \* Visuals included. | \* Visuals inappropriate or in adequate. |

**COMMENTS:**

**thumbnail1.jfif**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/thumbnail1-jfif-10452985)

**thumbnail2.jfif**

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November 5, 2026
[Solved] Lorem, Ipsum

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– ## Unit4AssignmentTemplate10Articles1.docx **## Unit4AssignmentTemplate10Articles1.docx** Evidence Hierarchy/Level of Evidence Chart | | | | | — | — | — | | In-text Citation | Level of Evidence | Rationale | | 1 | | | | 2 | | | | 3 | | | | 4 | | | | 5 | | | | 6 | | | | 7 | | | | 8 | | | | 9 …

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– ## Unit4AssignmentTemplate10Articles1.docx

**## Unit4AssignmentTemplate10Articles1.docx**

Evidence Hierarchy/Level of Evidence Chart

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**## Unit4AssignmentTemplate10Articles1.docx**

Evidence Hierarchy/Level of Evidence Chart

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November 5, 2026
[Solved] question

✓ Verified Academic Solution Available

Executive Solution Overview

– ## HWA5-PortraitofaTeacherPhilosophyofEducationStatement.docx **## HWA5-PortraitofaTeacherPhilosophyofEducationStatement.docx** **EDSN 600 History and Philosophy of Education and Special Education-** **Assignment 5: Written Paper: Portrait of a Teacher: Philosophy of Education Statement (20 points…

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Assignment Prompt & Instructions

– ## HWA5-PortraitofaTeacherPhilosophyofEducationStatement.docx

**## HWA5-PortraitofaTeacherPhilosophyofEducationStatement.docx**

**EDSN 600 History and Philosophy of Education and Special Education-**

**Assignment 5: Written Paper: Portrait of a Teacher: Philosophy of Education Statement (20 points)**

·
**_A Philosophy of Education Statement_** reflects one's core values and beliefs concerning education.

·
**_Assignment Requirements:_** 6-8 pages;
**_do not_** exceed eight pages (the cover sheet and works cited pages are not included in the required page count).

**_Specified details and documents will be_** given in class, emailed, and posted on Canvas.

**_See Assignment 5 details below:_**

Your personal philosophy of education statement will center on the intersections and interactions of historical themes, current practices, relevant theory and philosophy, and personal identity in education.

This reflective piece, 6-8 pages long, summarizes your educational position on the purpose, process, nature, and ideals of education.

Your personal education philosophy explains the beliefs and ideas that underlie your thinking and regulate your actions and the philosophical and historical theories and themes behind them. Your statement should include numerous references to the philosophies and philosophers that have informed your thinking.
**APA format required.**

**Make sure your essay addresses all of the questions below:**

· Briefly describe your K–12 education (2 paragraphs). What philosophical ideas did your education exemplify? How did this approach influence your ideas about teaching and learning?

· In your view, what is the purpose of education? What philosophical ideas and historical developments studied in class support this view? (2-3 paragraphs)

· How do you define your role as a teacher? What is the role of the student? What philosophical ideas and historical developments studied in class support this view? (3-4 paragraphs)

· What are your objectives for student learning and development? What knowledge, skills, and attitudes are important? What are you preparing students to do or become? What philosophical ideas and historical developments studied in class support your response? (3-5 paragraphs)

· How will you address the needs of special needs learners in your classes? What specific teaching strategies do you endorse for exceptional learners? What philosophical ideas and historical developments studied in class support this view? (3-4 paragraphs)

· Give specific examples of teaching strategies and assessment practices that are aligned with your philosophical ideas. Explain how they are aligned. (3-4 paragraphs).

· How does your own identity (e.g., race, gender, class, background, experience, and levels of privilege) affect the classroom? How does this contrast with your students’ identities? How do/will you, account for diverse ways of learning and knowing various cultures and abilities in your classroom? What philosophical ideas and historical developments studied in class support this view? (3-4 paragraphs)

· Summarize your personal philosophy of teaching in a mission statement of not more than five sentences. What steps will you take to assess your growth and progress toward actualizing your personal philosophy of education? (1-2 paragraphs)

**REQUIRED TEXTBOOK & COURSE MATERIALS**

**1. Gutek, Gerald L. Historical and Philosophical Foundations of Education, 5th ed., Pearson**
**2011**
**2. Brighouse, Harry. On Education, Routledge 2006**

**## HWA5-PortraitofaTeacherPhilosophyofEducationStatement.docx**

**EDSN 600 History and Philosophy of Education and Special Education-**

**Assignment 5: Written Paper: Portrait of a Teacher: Philosophy of Education Statement (20 points)**

·
**_A Philosophy of Education Statement_** reflects one's core values and beliefs concerning education.

·
**_Assignment Requirements:_** 6-8 pages;
**_do not_** exceed eight pages (the cover sheet and works cited pages are not included in the required page count).

**_Specified details and documents will be_** given in class, emailed, and posted on Canvas.

**_See Assignment 5 details below:_**

Your personal philosophy of education statement will center on the intersections and interactions of historical themes, current practices, relevant theory and philosophy, and personal identity in education.

This reflective piece, 6-8 pages long, summarizes your educational position on the purpose, process, nature, and ideals of education.

Your personal education philosophy explains the beliefs and ideas that underlie your thinking and regulate your actions and the philosophical and historical theories and themes behind them. Your statement should include numerous references to the philosophies and philosophers that have informed your thinking.
**APA format required.**

**Make sure your essay addresses all of the questions below:**

· Briefly describe your K–12 education (2 paragraphs). What philosophical ideas did your education exemplify? How did this approach influence your ideas about teaching and learning?

· In your view, what is the purpose of education? What philosophical ideas and historical developments studied in class support this view? (2-3 paragraphs)

· How do you define your role as a teacher? What is the role of the student? What philosophical ideas and historical developments studied in class support this view? (3-4 paragraphs)

· What are your objectives for student learning and development? What knowledge, skills, and attitudes are important? What are you preparing students to do or become? What philosophical ideas and historical developments studied in class support your response? (3-5 paragraphs)

· How will you address the needs of special needs learners in your classes? What specific teaching strategies do you endorse for exceptional learners? What philosophical ideas and historical developments studied in class support this view? (3-4 paragraphs)

· Give specific examples of teaching strategies and assessment practices that are aligned with your philosophical ideas. Explain how they are aligned. (3-4 paragraphs).

· How does your own identity (e.g., race, gender, class, background, experience, and levels of privilege) affect the classroom? How does this contrast with your students’ identities? How do/will you, account for diverse ways of learning and knowing various cultures and abilities in your classroom? What philosophical ideas and historical developments studied in class support this view? (3-4 paragraphs)

· Summarize your personal philosophy of teaching in a mission statement of not more than five sentences. What steps will you take to assess your growth and progress toward actualizing your personal philosophy of education? (1-2 paragraphs)

**REQUIRED TEXTBOOK & COURSE MATERIALS**

**1. Gutek, Gerald L. Historical and Philosophical Foundations of Education, 5th ed., Pearson**
**2011**
**2. Brighouse, Harry. On Education, Routledge 2006**

November 5, 2026
[Solved] Education Homework

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Hello. Is there anyone that can assist me with my homework. I will have everything in the upload below – ## BookCreatorAssignment.docx **## BookCreatorAssignment.docx** Book Creator Assignment: Traditional Arts of Japan Book Creator Assignment: Traditional Arts and Crafts of Japan Use book creator (…

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Hello. Is there anyone that can assist me with my homework. I will have everything in the upload below

– ## BookCreatorAssignment.docx

**## BookCreatorAssignment.docx**

Book Creator Assignment: Traditional Arts of Japan

Book Creator Assignment: Traditional Arts and Crafts of Japan

Use book creator (I’ll give you the code) to make a virtual story book describing and explaining one of the cultural aspects of Japanese culture. 12 page minimum. Using the Internet research and gather information about the traditional arts or crafts of Japan. We will spin the wheel and you will chose one of the following traditional Japanese art forms: You will be teaching the class about your chosen cultural topic.

9. Manga/Anime

**## BookCreatorAssignment.docx**

Book Creator Assignment: Traditional Arts of Japan

Book Creator Assignment: Traditional Arts and Crafts of Japan

Use book creator (I’ll give you the code) to make a virtual story book describing and explaining one of the cultural aspects of Japanese culture. 12 page minimum. Using the Internet research and gather information about the traditional arts or crafts of Japan. We will spin the wheel and you will chose one of the following traditional Japanese art forms: You will be teaching the class about your chosen cultural topic.

9. Manga/Anime

November 5, 2026
[Solved] Cybersecurity Management Plan

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Need assistance with the following requirements: **A.** Provide a summary of the current security weaknesses outlined in the attached **Independent Security Report**. **B.** Create mitigation plans to remediate the security gaps identified in the **Independent Security Report**, ensuring alignment w…

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Need assistance with the following requirements:
**A.** Provide a summary of the current security weaknesses outlined in the attached **Independent Security Report**.
**B.** Create mitigation plans to remediate the security gaps identified in the **Independent Security Report**, ensuring alignment with **PCI DSS** and **GDPR** standards.
**C.** Specify three essential security roles that must be hired to satisfy compliance, risk management, and governance needs, and define the responsibilities of each position using the **NICE Framework** referenced in the **Independent Security Report**.
**D.** Identify at least three physical security threats or vulnerabilities and at least three logical threats or vulnerabilities, and explain how each one affects the organization’s overall security posture based on the **Company Overview** and the **Independent Security Report**.
**E.** Build a cybersecurity awareness training program that adheres to **NIST** guidelines and includes:
– Annual mandatory training
– Role-specific or specialized training
– Ongoing awareness efforts
**F.** Summarize the required standards for protecting organizational assets, including policies for acceptable use, mobile devices, password management, and safeguarding PII, referencing regulatory or contractual requirements as evidence.
**G.** Create an incident response plan consistent with the **Independent Security Report** and structured around the four NIST-defined incident handling phases.
**H.** Develop a business continuity plan (BCP) that addresses natural disaster risks cited in the **Independent Security Report**, incorporating:
– Project scoping and planning
– Business impact analysis
– Continuity strategy development
– Plan approval and implementation
**I.** Cite all referenced, paraphrased, or summarized information using appropriate in-text citations and a reference list.

November 5, 2026
[Solved] nursing

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Below is the instruction and Rubric, and a Sample paper of the assignment to be done. please do not use any information from the sample paper. i need the work done APA format, no chat-GPt use or AI detection and no plagiarism. The Community county that i choose for the assignment is "Blaine county O…

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Below is the instruction and Rubric, and a Sample paper of the assignment to be done. please do not use any information from the sample paper. i need the work done APA format, no chat-GPt use or AI detection and no plagiarism. The Community county that i choose for the assignment is "Blaine county Oklahoma". You can research about the county to get information's and data just be sure to city the source or sources. Community Assessment instruction and RubricInstructions: After reading about the implementation of the nursing process at the community level in Chapter 17, you will complete a community assessment and plan of care. This assignment is designed to give you an opportunity to participate in the assessment of a whole community. Data gathered will be used to determine the health status of the selected community and to formulate community health nursing diagnoses. You will propose (you will not actually be implementing these interventions) nursing interventions for primary, secondary, and tertiary levels of prevention to improve or maintain the health of the selected community. You will submit a paper with your data findings and plan of care for the community. The steps of a community assessment are:1. Data Collection2. Problem Clarification3. Analysis of Problem4. Resource Identification5. Resource Utilization6. Action Plan (Community Nursing Care Plan)Using the nursing process, the student will:1. Select appropriate data sources to assess a selected community.2. Identify factors that promote wellness and factors that are detrimental to the health of a community.3. Interpret data collected for the community assessment to determine the health status of a community.4. Formulate nursing diagnoses that reflect assets and liabilities of the community. 5. Identify the role of the community health nurse in improving the health status of the community.6. Communicate effectively with key people in the selected community to obtain required data.7. Demonstrate accountability for professional practice as a team member in conducting a community assessment.8. Formulate goals and nursing interventions that could improve the health of the selected community, using primary, secondary and tertiary levels of prevention.9. Evaluate outcomes based on goals and interventions.**GENERAL TOOLS TO USE FOR DATA COLLECTION:**1. Windshield Survey2. Existing data sources (national, state and local: see Sources for Data below) 3. Surveys – sample a specific population to get opinions4. Interviews – key informants and community members and/or leaders5. Community forums – get input from members of the community**WINDSHEILD SURVEY:**The best initial step in assessing a community is to walk or drive around the community, looking at physical or environmental characteristics of the community. The next step is to conduct research regarding your chosen community (see Sources for Data Collection below). There will be a lot of information to cypher through; here are some suggested categories to help organize your data:· Physical/Environmental· Political· Social· Economic· HealthA **partial listing** of data that should be considered is as follows:· Income statistics/taxes· Transportation services· Churches, stores, recreational areas· Air quality· Waste disposal systems· Climate· Noise levels· Highways/streets/access· Crime statistics/police coverage/lighting· Morbidity and mortality statistics· Educational levels/resources· Accident rates· Health care facilities/practitioners· Presence of natural resources such as grass, trees, rivers· Housing· Demographic statistics· Observed health hazards· Factories/businesses· Meals on Wheels and other health care resources· Geography of the area· Water and air quality· Fire departments/emergency services· Government offices/type of government: mayor, city council, etc. ·History of the community**SOURCES OF DATA AND WHERE TO FIND THEMDATA SOURCES**Census data Local government planning office Chamber of CommerceOnlineMorbidity and mortality statistics State/Local Health Department OnlineVital records State Health Department Local government vital statisticsregistrarDemographic data Local government planning office Public LibraryChamber of CommerceHealth DepartmentInformation for special studies and projects Source of recipient of studyHospital admission and discharge statistics Hospital websiteDepartment of Health annualhospital reportDisease-specific data State/Local Health Departments;Disease-specific organizations suchas the Cancer Society, etc.Small population group data Community surveys, Household interviews, QuestionnairesFamily and individual client data Interviews, assessments and past medical recordsAir and water quality data State/Local Health Dept.**COMMUNITY-ORIENTED NURSING DIAGNOSES**The development of the community-oriented nursing diagnosis helps to clarify the problem and is an important first step in planning. Community diagnoses clarify who receives the care, identifies problems faced by whoever is getting the care, as well as identifies factors that contribute to the problem.A three-part approach to the community-oriented nursing diagnosis is suggested:1. Identify the problem faced by the community and the members of the community (among/in)2. Identify factors that contribute to the problem (related to)3. Supporting data that document the problem (as evidenced by)EXAMPLES OF COMMUNITY PROBLEMS THAT COULD BE USED IN FORMULATINGNURSING DIAGNOSES:· Inaccessible or unavailable services· Mortality and morbidity rates· Communicable disease rates· Specific populations at risk for physical or emotional problems· Health promotion needs for specific populations· Community dysfunction· Environmental hazardsEXAMPLES OF COMMUNITY-FOCUSED NURSING DIAGNOSES:1. Increased rates of infant mortality **among** young mothers in Enid **related to** a higher level of teenage pregnancies and a lack of prenatal care in this aggregate **as evidenced by** infant mortality rates above the national average.2. Increased incidence of respiratory diseases **among** citizens in Buffalo **related to** increased air pollution compared to national standards **as evidenced by** high rates of asthma.**Grading Rubric:**Use this rubric to help guide the development of your paper to receive maximum points.1. Introduction of the community _________/102. Assessment: Comprehensiveness of data collection/Resources used (including atleast 1 informant interview) _________/253. Data analysis/problem list (Minimum of 2)Use of Healthy People 2020 objectives(One objective linked to each problem) _________/204. Nursing diagnoses (Minimum of 2)_________/255. Planning: Establish and prioritize goals toaddress the 2 priority nursing diagnoses(One goal for each diagnosis) _________/206. Implementation: Identify/Prioritize interventionsdesigned to meet above listed goals _________/20 (Must include at least one primary, secondary andtertiary level of prevention for each goal)7. Evaluation: Plan for each nursing diagnoses developed _________/15 (One evaluation for each goal)8. Reference List __________/59. APA Format/Grammar __________/10TOTAL POINTS POSSIBLE _________/150 GRADER Community Assessment sample paperWellston, Oklahoma
## Introduction of the Community
If you hop onto Route 66 headed east of Edmond, Oklahoma, and drive for about 30 minutes, you will come to the small, quiet town of Wellston, Oklahoma. Located in Lincoln County, it is north of the Turner Turnpike and about 40 miles northeast of Oklahoma City. The population as of 2014 was 787. This represents a 4.6% population change since 2000. Wellston was first established as a trading post in 1880. The trading post officially became a town in 1895 and was laid out by a pharmacist named J.L. Ross, who also served as the town clerk. Around the turn of the century, the town included a school, three churches, general stores, two lumber yards, two hotels, cotton gins, a bank, and a brickyard. The town grew steadily until reaching its peak population of 912 in 1990. Since the turn of the 21st century, the population has steadily declined.
## Assessment
_Physical/Environmental:_ Due to its small size, Wellston has little noise or air pollution and the air quality index score is 79.3. The climate is moderate, with an average low temperature in January of 28 degrees Fahrenheit and an average high temperature in July of 93 degrees Fahrenheit. There are an average of 243 sunny days per year. Yearly, Wellston gets about 38 inches of rain and 4 inches of snow. This moisture is enough to support many trees both in and out of town, as well as some small ponds and lakes in the area. Historically, Wellston’s tornado activity is 243% higher than the U.S. average. This rate is only slightly higher than the rate for Oklahoma, though. Wellston’s average earthquake activity rate is about the same as that of Oklahoma. This is about 70% smaller than the U.S. average. Wellston is located just off of Route 66 and the Turner Turnpike. There is no form of public transportation in Wellston, and many residents use their own vehicles to commute to the Oklahoma City metro area for work. _Political_: In addition to a Town Hall in Wellston, the Wellston Chamber of Commerce is led by president and Wellston resident Gloria Goggin. The mayor of Wellston is Paul Whitnah. _Social_: The windshield survey revealed that Wellston has 8 churches, 1 town park, 4 restaurants, 1 gas station, and 1 Dollar General. Police coverage in Wellston is maintained by the Wellston Police Department and the Oklahoma State Patrol. The crime rate in Wellston is similar to the average crime rate of Oklahoma and slightly lower than the crime rate of the Oklahoma City metro area. There are 20 registered sex offenders in the town of Wellston. The Wellston Fire Department is run completely by volunteers. Wellston residents are predominantly white, with 85% of the population being white. The next largest group is American Indians with 5% of the population. 11% of Wellston residents live at or below the poverty line. This is significantly lower than the state average. 89% of residents hold a high school diploma and 15% have a Bachelor’s degree. As previously mentioned, many Wellston residents commute to the Oklahoma City metro for work, with a mean travel time to work of 30 minutes. Wellston has an elementary, middle, and high school. The nearest university is about 30 minutes away. _Economic_: The average household income in Wellston is $28,553. The most common occupations of Wellston residents are in construction and extraction, management, office and administrative support, material moving, production, transportation, and sales. The average home value in Wellston is $85,714. _Health_: The top 10 causes of death in Lincoln County are heart disease, cancer, bronchitis/emphysema/asthma, unintentional injury, stroke, diabetes mellitus, Alzheimer’s disease, influenza, pneumonia, liver disease, and suicide. Like much of Oklahoma, the population of Wellston struggles with obesity. In Wellston, 41.5% of the population is overweight or obese. Some observed health hazards include agricultural waste and accidents. Health services are limited in Wellston, but there is one clinic called The Clinic at Wellston. The county health department is located in Chandler, OK, which is about 17 minutes away. The nearest large hospital is about 30 minutes away, in the Oklahoma City metro. The closest Meals on Wheels program is in Harrah, OK, which is about 15 miles away. We interviewed Wellston resident Sandy Canada about what exercise and healthy lifestyle resources are available in Wellston. She said that to her knowledge, there are no gyms, exercise programs, healthy eating programs, or walking trails available.
## Data Analysis
There were several points of concern related to the physiologic health conditions in the Wellston community. The two most prevalent physiologic conditions in Wellston are obesity and diabetes. In Wellston, 41.5% of the population is overweight. This is significantly higher than Oklahoma’s rate of 33.1%. This statistic is even more concerning when looking at the bigger picture, which displays Oklahoma as the eighth most obese state in the U.S. It was also reported that the Diabetic rate for Wellston is 11.3%, which is the same as that of the highest diabetic state in the United States, Mississippi. These statistics reveal a need for attention to the issues of obesity and diabetes. After observing Wellston, several elements are apparent that contribute to the present health of its residents. First is the access to food. There is no grocery store located in Wellston. There is a Dollar General and a gas station where residents can purchase non-perishables or frozen food, but there is no fresh produce available to be purchased in Wellston. There are also no public resources for residents to exercise. There is no recreational building, weight room, walking trails. There is only one playground. At this time, Wellston does not provide an environment that promotes health. There are currently no resources available to combat the problems of obesity and diabetes. Healthy People 2020 has a goal to create an environment to promote better health for all. Some ways to help the community of Wellston achieve this goal would be the addition of a grocery store and public facilities that encourage physical activity. If Wellston can improve their overall health, then it is likely that the community will also accomplish another goal of Healthy People 2020. This goal is for people to have higher quality, longer lives, be free of preventable diseases, and have a decrease in premature death.
## Nursing Diagnoses
• Risk of imbalanced nutrition among diabetic residents in Wellston related to limited access to nutrient-dense foods that align with a diabetic diet and lack of communitybased support for diabetics as evidenced by a diabetic rate of 11.3% of the Wellston adult population. • The increased rate of activity intolerance among Wellston residents related to inadequate public resources for exercise as evidenced by a rate of 41.8% of the population being overweight in Wellston.
## Planning
_Risk for imbalanced nutrition:_ Goal: Diabetics living in Wellston will have a basic understanding of healthy eating and be able to describe a “healthy plate” by the end of 12 months. _Risk for activity intolerance:_ Goal: The residents of Wellston will have access to at least two free resources for physical activity by the end of 12 months.
## Implementation
_Risk for imbalanced nutrition_ 1. Primary prevention – nutrition and cooking classes will be taught in the schools to promote better lifestyle choices hopefully preventing diabetes 2. Secondary prevention – community health screenings will be held 4 times a year to identify those at risk for developing diabetes or those who maybe undiagnosed 3. Tertiary prevention – patients who have diabetes will be offered education classes on how to manage diabetes with diet and medication _Risk for activity intolerance_ 1. Primary prevention – education will be provided in the schools about the importance of exercise to prevent obesity and they will provided with free resources in the community for physical activity (walking trails, community center) 2. Secondary prevention – community screenings will be held 4 times a year to identify those who are at risk for obesity or already overweight 3. Tertiary prevention – education will be provided to those who are identified as obese as to what resources are free to them in the community for physical activity (walking trails, community center)
## Evaluation
At the end of the 12 months, we would send out surveys to those who participated in each class. For diagnoses number one we would ask the diabetic participants to describe a healthy plate. For diagnosis number two we’d survey a group of Wellston residents and ask them to identify at least two resources in the community where they could get some exercise for free. This would tell us if our plan was successful or if we needed to do a better job of communicating with our target groups.
## Reference List
About Healthy People. (2014). Retrieved November 28, 2017, from [https://www.healthypeople.gov/2020/About](https://www.healthypeople.gov/2020/About-Healthy-People) [-](https://www.healthypeople.gov/2020/About-Healthy-People) [Healthy](https://www.healthypeople.gov/2020/About-Healthy-People) [-](https://www.healthypeople.gov/2020/About-Healthy-People) [People](https://www.healthypeople.gov/2020/About-Healthy-People) GET STARTED TODAY. (2017). Retrieved November 28, 2017, from [https://www.mealsonwheelsamerica.org/signup/aboutmealsonwheels/find](https://www.mealsonwheelsamerica.org/signup/aboutmealsonwheels/find-programs?filter=74881) [programs?filter=74881#](https://www.mealsonwheelsamerica.org/signup/aboutmealsonwheels/find-programs?filter=74881) Greenfield, G. S. (2009). WELLSTON. _The Encyclopedia of Oklahoma History and Culture_. Retrieved November 28, 2017, from [http://www.okhistory.org/publications/enc/entry.php?entry=WE011](http://www.okhistory.org/publications/enc/entry.php?entry=WE011) List of Water Systems in SDWIS. (2017, October 23). Retrieved November 28, 2017, from [https://oaspub.epa.gov/enviro/sdw_query_v3.get_list?wsys_name=&fac_search=fac_begi](https://oaspub.epa.gov/enviro/sdw_query_v3.get_list?wsys_name=&fac_search=fac_beginning&pop_serv=&sys_status=active&wsys_id=&last_fac_name=&page=1&query_results=&total_rows_found=&fac_county=Lincoln&fac_state=OK) [nning&pop_serv=&sys_status=active&wsys_id=&last_fac_name=&page=1&query_resu](https://oaspub.epa.gov/enviro/sdw_query_v3.get_list?wsys_name=&fac_search=fac_beginning&pop_serv=&sys_status=active&wsys_id=&last_fac_name=&page=1&query_results=&total_rows_found=&fac_county=Lincoln&fac_state=OK) [lts=&total_rows_found=&fac_county=Lincoln&fac_state=OK](https://oaspub.epa.gov/enviro/sdw_query_v3.get_list?wsys_name=&fac_search=fac_beginning&pop_serv=&sys_status=active&wsys_id=&last_fac_name=&page=1&query_results=&total_rows_found=&fac_county=Lincoln&fac_state=OK) Sandy Canada, personal communication, November 17, 2017 Wellston, OK Profile: Facts, Map & Data. (2017, July 1). Retrieved November 28, 2017, from [https://oklahoma.hometownlocator.com/ok/lincoln/wellston.cfm](https://oklahoma.hometownlocator.com/ok/lincoln/wellston.cfm) Wellston, Oklahoma . (2017). Retrieved November 28, 2017, from [http://www.bestplaces.net/climate/city/oklahoma/wellston](http://www.bestplaces.net/climate/city/oklahoma/wellston) Wellston, Oklahoma. (2017). Retrieved November 28, 2017, from [http://www.city](http://www.city-data.com/city/Wellston-Oklahoma.html) [data.com/city/Wellston](http://www.city-data.com/city/Wellston-Oklahoma.html) [-](http://www.city-data.com/city/Wellston-Oklahoma.html) [Oklahoma.html](http://www.city-data.com/city/Wellston-Oklahoma.html) Windshield survey

November 5, 2026
[Solved] Education I need help with homework

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I need help with homework – ## RequiredResourcesforweek6assignment.docx – ## CrossCurricularSocialStudiesWeeklyPlan.docx – ## week6assignmentwithRubric.docx **## RequiredResourcesforweek6assignment.docx** How to Put Self-Directed Learning to Work in Your Classroom [https://www.edutopia.org/discussio…

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I need help with homework

– ## RequiredResourcesforweek6assignment.docx

– ## CrossCurricularSocialStudiesWeeklyPlan.docx

– ## week6assignmentwithRubric.docx

**## RequiredResourcesforweek6assignment.docx**

How to Put Self-Directed Learning to Work in Your Classroom

[https://www.edutopia.org/discussion/how-put-self-directed-learning-work-your-classroom](https://www.edutopia.org/discussion/how-put-self-directed-learning-work-your-classroom)

The Habits of Self-Directed Learners

[https://ascd.org/el/articles/the-habits-of-self-directed-learners](https://ascd.org/el/articles/the-habits-of-self-directed-learners)

Promoting Self-Direction Through Better Feedback4

[https://www.edutopia.org/article/promoting-self-direction-through-better-feedback](https://www.edutopia.org/article/promoting-self-direction-through-better-feedback)

Justice Then and Now: Engaging Students in Critical Thinking About Justice and History

**Required**

Read “Justice Then and Now: Engaging Students in Critical Thinking About Justice and History” by Cummings, from
_The Socia_

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https://doi-org.lopes.idm.oclc.org/10.1080/00377996.2019.1652140

The Use of Music to Connect the Past, Present, and Future

**Required**

Read “The Use of Music to Connect the Past, Present, and Future,” by Ender and Varga, from
_The Social Studies_ (2022)

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https://doi-org.lopes.idm.oclc.org/1

Sharma, S. (2023).
_Supporting student engagement with technology_. Edutopia.
[https://www.edutopia.org/article/using-technology-support-student-engagement/](https://www.edutopia.org/article/using-technology-support-student-engagement/)

**## CrossCurricularSocialStudiesWeeklyPlan.docx**

**Cross-Curricular Social Studies Weekly Plan**

**Grade: 4th**

| | | | | | |
| — | — | — | — | — | — |
| | **Monday** | **Tuesday**<br>**(Virtual)** | **Wednesday** | **Thursday (Virtual)** | **Friday** |
| **Lesson Title** | | | | | |
| **Summary and Rationale** | | | | | |
| **State/National Social Studies and Arts standards**<br>_(May include more than one standard per lesson)_ | | | | | |
| **State/National Science and/or Math standard**<br>_(May include more than one standard per lesson)_ | | | | | |
| **State/National English/ELA standard**<br>_(May include more than one standard per lesson)_ | | | | | |
| **Learning Objectives** | | | | | |
| **Vocabulary and Academic Language** | | | | | |
| **Instructional Strategies**<br>· <br>_Direct instruction_<br>· <br>_Indirect instruction_<br>· <br>_Collaborative learning_<br>· <br>_Experiential learning_<br>· <br>_Independent study_<br>· <br>_Interactive instruction_ | | | | | |
| **Activities and Engagement Strategies** | | | | | |
| **Real-World Connections** | | | | | |
| **Differentiation**<br>· <br>_Special Education_<br>· <br>_Gifted_<br>· <br>_ELLs_<br>· <br>_Early finishers_ | | | | | |
| **Materials, Resources, and Technology Needed** | | | | | |
| **Formative Assessment Strategies Planned** | | | | | |
| **Summative Assessment**<br>_(This should be a short description of the summative assessment)_ | |
| **Reflection:** |

References

.

**## week6assignmentwithRubric.docx**

This week’s topic of discussion for week 6 is B
_uilding Real-World Connections._ You will identify strategies and tools that encourage learners to creatively identify, question, and analyze ideas from diverse perspectives. You will design learning experiences that engage learners in collaborative and self-directed learning in virtual and in-person environments. You will also create real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally. You will participate in the discussion forum for week 6.

Assessment Traits

Benchmark

Requires Lopeswrite

Assessment Description

Throughout this program, you have had the opportunity to research various methods of integrating different content areas. As an elementary educator, one of the most significant challenges will be incorporating each of these content areas into your planning. The ability to use each content area to support the others will lessen this challenge in planning throughout the year. Furthermore, utilizing content-specific areas to support other content areas enables students to make real-world connections to the curriculum and instruction.

**Part 1: Cross-Curricular Plan**

You are an elementary teacher, and your school has decided to conduct two days of virtual learning each week. Therefore, your planning must be a hybrid of in-person and virtual learning where you consider how to differentiate and engage students in each environment.

For this benchmark, plan how to integrate social studies into your weekly planning. For example, think about how social studies content can support math computation, or how social studies can support learning to read critically. Use the “Cross-Curricular Social Studies Weekly Plan” template to plan how you will utilize social studies to help other content area standards. Within the plan, include the following:

· A minimum of two social studies standards.

· At least one arts standard that can be used to enhance student learning throughout the week.

· At least one science and/or math standard that can be supported during the week.

· At least one English/ELA standard that can be supported during the week.

· In the Instructional Strategies section of the planning template, include strategies and tools that encourage students to creatively identify, question, and analyze ideas from diverse perspectives.

· In the Activities and Engagement Strategies section of the planning template, include experiences that engage students in collaborative and self-directed learning in both virtual and in-person environments.

· At least one opportunity for students to create real-world connections and extend their learning locally and globally.

**Part 2: Reflection**

In 250-500 words, justify how you created real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally. Describe your struggles and strengths in creating a cross-curricular plan for a hybrid environment.

Support the plan with three to five scholarly resources.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite technical support articles for assistance.

**Benchmark Information**

_MEd Elementary Education (ITL/NITL)_

_This benchmark assignment assesses the following programmatic competencies and professional standards:_

_1.5: Create real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally. [InTASC 3(i), 4(c), 4(j), 5(a), 5(h), 5(i), 5(s), 7(h); ISTE-E 4c; TPE 1.3, 1.5; AAQEP 2d; MC2, MC5; COE 1.5]_

_2.1: Identify strategies and tools that encourage learners to creatively identify, question, and analyze ideas from diverse perspectives. [InTASC 4(b), 4(g), 5(f), 5(g), 5(o), 5(p); MC2, MC3; COE 2.1]_

_3.7: Design learning experiences that engage learners in collaborative and self-directed learning in virtual and in-person environments. [InTASC 2(n), 3(b), 3(e), 3(h), 3(i), 3(j), 3(o), 3(p), 3(q), 8(n); ISTE-E 5c, 6a; TPE 2.2; MC1; COE 3.7]_

**Rubric Criteria**

**Rubric Criteria**

**Standards**

**30 points**

**Criteria Description**

**5. Target**

**30 points**

**The plan includes at least two social studies and one arts standard to enhance student learning. A realistic plan comprises at least one science and/or math standard and one English/ELA standard that can be supported during the week.**

**4. Acceptable**

**25.5 points**

**The plan clearly includes at least two social studies and one arts standard to enhance student learning. The plan consists of at least one science and/or math standard and one English/ELA standard that can be supported during the week.**

**No submission**

**0 points**

**Not addressed.**

**Instructional Strategies (B)**

**60 points**

**Criteria Description**

**(C2.1)**

**5. Target**

**60 points**

**A comprehensive plan includes strategies and tools that encourage learners to creatively identify, question, and analyze ideas from diverse perspectives.**

**4. Acceptable**

**51 points**

**The plan clearly includes strategies and tools that encourage learners to creatively identify, question, and analyze ideas from diverse perspectives.**

**No submission**

**0 points**

**Not addressed.**

**Activities and Engagement Strategies (B)**

**60 points**

**Criteria Description**

**(C3.7)**

**5. Target**

**60 points**

**The plan comprehensively includes experiences that engage learners in collaborative and self-directed learning, both in virtual and in-person environments.**

**4. Acceptable**

**51 points**

**The plan clearly includes experiences that engage learners in collaborative and self-directed learning, both in virtual and in-person settings.**

**No submission**

**0 points**

**Not addressed.**

**Real-World Connections**

**30 points**

**Criteria Description**

**5. Target**

**30 points**

**A well-planned lesson includes at least one opportunity to create real-world connections and extend learning both locally and globally.**

**4. Acceptable**

**25.5 points**

**The plan clearly includes at least one opportunity to create real-world connections and extend learning both locally and globally.**

**No submission**

**0 points**

**Not addressed.**

**Reflection: Real-World Connections (B)**

**60 points**

**Criteria Description**

**(C1.5)**

**5. Target**

**60 points**

**Justification of real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally is realistic. Reflection draws complex connections to struggles and strengths in creating a cross-curricular plan for a hybrid environment.**

**4. Acceptable**

**51 points**

**The justification of real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning both locally and globally is detailed. Reflection provides relevant examples for struggles and strengths in creating a cross-curricular plan for a hybrid environment.**

**No submission**

**0 points**

**Not addressed.**

**Differentiation**

**15 points**

**Criteria Description**

**5. Target**

**15 points**

**The description of how instruction will be differentiated for students is comprehensive and detailed.**

**4. Acceptable**

**12.75 points**

**Description of how instruction will be differentiated for students is adequate.**

**No submission**

**0 points**

**Not addressed.**

**Assessment Strategies**

**15 points**

**Criteria Description**

**5. Target**

**15 points**

**The description of various assessments is insightful. The brief description of how summative assessment will be used to ensure mastery of the standards and learning objectives is exceptional.**

**4. Acceptable**

**12.75 points**

**Description of various assessments is clear. A brief description is provided detailing how summative assessment will be used to ensure mastery of the standards and learning objectives.**

**No submission**

**0 points**

**Not addressed.**

**Supporting Research and Documentation of Sources**

**15 points**

**Criteria Description**

**Uses appropriate designated style and formatting to document sources in citations and references.**

**5. Target**

**15 points**

**Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to the assignment and style, and format is free of error.**

**4. Acceptable**

**12.75 points**

**Supporting research is credible and relevant. Sources are documented, as appropriate to the assignment and style, and format is mostly correct.**

**## week6assignmentwithRubric.docx**

This week’s topic of discussion for week 6 is B
_uilding Real-World Connections._ You will identify strategies and tools that encourage learners to creatively identify, question, and analyze ideas from diverse perspectives. You will design learning experiences that engage learners in collaborative and self-directed learning in virtual and in-person environments. You will also create real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally. You will participate in the discussion forum for week 6.

Assessment Traits

Benchmark

Requires Lopeswrite

Assessment Description

Throughout this program, you have had the opportunity to research various methods of integrating different content areas. As an elementary educator, one of the most significant challenges will be incorporating each of these content areas into your planning. The ability to use each content area to support the others will lessen this challenge in planning throughout the year. Furthermore, utilizing content-specific areas to support other content areas enables students to make real-world connections to the curriculum and instruction.

**Part 1: Cross-Curricular Plan**

You are an elementary teacher, and your school has decided to conduct two days of virtual learning each week. Therefore, your planning must be a hybrid of in-person and virtual learning where you consider how to differentiate and engage students in each environment.

For this benchmark, plan how to integrate social studies into your weekly planning. For example, think about how social studies content can support math computation, or how social studies can support learning to read critically. Use the “Cross-Curricular Social Studies Weekly Plan” template to plan how you will utilize social studies to help other content area standards. Within the plan, include the following:

· A minimum of two social studies standards.

· At least one arts standard that can be used to enhance student learning throughout the week.

· At least one science and/or math standard that can be supported during the week.

· At least one English/ELA standard that can be supported during the week.

· In the Instructional Strategies section of the planning template, include strategies and tools that encourage students to creatively identify, question, and analyze ideas from diverse perspectives.

· In the Activities and Engagement Strategies section of the planning template, include experiences that engage students in collaborative and self-directed learning in both virtual and in-person environments.

· At least one opportunity for students to create real-world connections and extend their learning locally and globally.

**Part 2: Reflection**

In 250-500 words, justify how you created real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally. Describe your struggles and strengths in creating a cross-curricular plan for a hybrid environment.

Support the plan with three to five scholarly resources.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite technical support articles for assistance.

**Benchmark Information**

_MEd Elementary Education (ITL/NITL)_

_This benchmark assignment assesses the following programmatic competencies and professional standards:_

_1.5: Create real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally. [InTASC 3(i), 4(c), 4(j), 5(a), 5(h), 5(i), 5(s), 7(h); ISTE-E 4c; TPE 1.3, 1.5; AAQEP 2d; MC2, MC5; COE 1.5]_

_2.1: Identify strategies and tools that encourage learners to creatively identify, question, and analyze ideas from diverse perspectives. [InTASC 4(b), 4(g), 5(f), 5(g), 5(o), 5(p); MC2, MC3; COE 2.1]_

_3.7: Design learning experiences that engage learners in collaborative and self-directed learning in virtual and in-person environments. [InTASC 2(n), 3(b), 3(e), 3(h), 3(i), 3(j), 3(o), 3(p), 3(q), 8(n); ISTE-E 5c, 6a; TPE 2.2; MC1; COE 3.7]_

**Rubric Criteria**

**Rubric Criteria**

**Standards**

**30 points**

**Criteria Description**

**5. Target**

**30 points**

**The plan includes at least two social studies and one arts standard to enhance student learning. A realistic plan comprises at least one science and/or math standard and one English/ELA standard that can be supported during the week.**

**4. Acceptable**

**25.5 points**

**The plan clearly includes at least two social studies and one arts standard to enhance student learning. The plan consists of at least one science and/or math standard and one English/ELA standard that can be supported during the week.**

**No submission**

**0 points**

**Not addressed.**

**Instructional Strategies (B)**

**60 points**

**Criteria Description**

**(C2.1)**

**5. Target**

**60 points**

**A comprehensive plan includes strategies and tools that encourage learners to creatively identify, question, and analyze ideas from diverse perspectives.**

**4. Acceptable**

**51 points**

**The plan clearly includes strategies and tools that encourage learners to creatively identify, question, and analyze ideas from diverse perspectives.**

**No submission**

**0 points**

**Not addressed.**

**Activities and Engagement Strategies (B)**

**60 points**

**Criteria Description**

**(C3.7)**

**5. Target**

**60 points**

**The plan comprehensively includes experiences that engage learners in collaborative and self-directed learning, both in virtual and in-person environments.**

**4. Acceptable**

**51 points**

**The plan clearly includes experiences that engage learners in collaborative and self-directed learning, both in virtual and in-person settings.**

**No submission**

**0 points**

**Not addressed.**

**Real-World Connections**

**30 points**

**Criteria Description**

**5. Target**

**30 points**

**A well-planned lesson includes at least one opportunity to create real-world connections and extend learning both locally and globally.**

**4. Acceptable**

**25.5 points**

**The plan clearly includes at least one opportunity to create real-world connections and extend learning both locally and globally.**

**No submission**

**0 points**

**Not addressed.**

**Reflection: Real-World Connections (B)**

**60 points**

**Criteria Description**

**(C1.5)**

**5. Target**

**60 points**

**Justification of real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally is realistic. Reflection draws complex connections to struggles and strengths in creating a cross-curricular plan for a hybrid environment.**

**4. Acceptable**

**51 points**

**The justification of real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning both locally and globally is detailed. Reflection provides relevant examples for struggles and strengths in creating a cross-curricular plan for a hybrid environment.**

**No submission**

**0 points**

**Not addressed.**

**Differentiation**

**15 points**

**Criteria Description**

**5. Target**

**15 points**

**The description of how instruction will be differentiated for students is comprehensive and detailed.**

**4. Acceptable**

**12.75 points**

**Description of how instruction will be differentiated for students is adequate.**

**No submission**

**0 points**

**Not addressed.**

**Assessment Strategies**

**15 points**

**Criteria Description**

**5. Target**

**15 points**

**The description of various assessments is insightful. The brief description of how summative assessment will be used to ensure mastery of the standards and learning objectives is exceptional.**

**4. Acceptable**

**12.75 points**

**Description of various assessments is clear. A brief description is provided detailing how summative assessment will be used to ensure mastery of the standards and learning objectives.**

**No submission**

**0 points**

**Not addressed.**

**Supporting Research and Documentation of Sources**

**15 points**

**Criteria Description**

**Uses appropriate designated style and formatting to document sources in citations and references.**

**5. Target**

**15 points**

**Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to the assignment and style, and format is free of error.**

**4. Acceptable**

**12.75 points**

**Supporting research is credible and relevant. Sources are documented, as appropriate to the assignment and style, and format is mostly correct.**

**## RequiredResourcesforweek6assignment.docx**

How to Put Self-Directed Learning to Work in Your Classroom

[https://www.edutopia.org/discussion/how-put-self-directed-learning-work-your-classroom](https://www.edutopia.org/discussion/how-put-self-directed-learning-work-your-classroom)

The Habits of Self-Directed Learners

[https://ascd.org/el/articles/the-habits-of-self-directed-learners](https://ascd.org/el/articles/the-habits-of-self-directed-learners)

Promoting Self-Direction Through Better Feedback4

[https://www.edutopia.org/article/promoting-self-direction-through-better-feedback](https://www.edutopia.org/article/promoting-self-direction-through-better-feedback)

Justice Then and Now: Engaging Students in Critical Thinking About Justice and History

**Required**

Read “Justice Then and Now: Engaging Students in Critical Thinking About Justice and History” by Cummings, from
_The Socia_

… Read More

https://doi-org.lopes.idm.oclc.org/10.1080/00377996.2019.1652140

The Use of Music to Connect the Past, Present, and Future

**Required**

Read “The Use of Music to Connect the Past, Present, and Future,” by Ender and Varga, from
_The Social Studies_ (2022)

… Read More

https://doi-org.lopes.idm.oclc.org/1

Sharma, S. (2023).
_Supporting student engagement with technology_. Edutopia.
[https://www.edutopia.org/article/using-technology-support-student-engagement/](https://www.edutopia.org/article/using-technology-support-student-engagement/)

**## CrossCurricularSocialStudiesWeeklyPlan.docx**

**Cross-Curricular Social Studies Weekly Plan**

**Grade: 4th**

| | | | | | |
| — | — | — | — | — | — |
| | **Monday** | **Tuesday**<br>**(Virtual)** | **Wednesday** | **Thursday (Virtual)** | **Friday** |
| **Lesson Title** | | | | | |
| **Summary and Rationale** | | | | | |
| **State/National Social Studies and Arts standards**<br>_(May include more than one standard per lesson)_ | | | | | |
| **State/National Science and/or Math standard**<br>_(May include more than one standard per lesson)_ | | | | | |
| **State/National English/ELA standard**<br>_(May include more than one standard per lesson)_ | | | | | |
| **Learning Objectives** | | | | | |
| **Vocabulary and Academic Language** | | | | | |
| **Instructional Strategies**<br>· <br>_Direct instruction_<br>· <br>_Indirect instruction_<br>· <br>_Collaborative learning_<br>· <br>_Experiential learning_<br>· <br>_Independent study_<br>· <br>_Interactive instruction_ | | | | | |
| **Activities and Engagement Strategies** | | | | | |
| **Real-World Connections** | | | | | |
| **Differentiation**<br>· <br>_Special Education_<br>· <br>_Gifted_<br>· <br>_ELLs_<br>· <br>_Early finishers_ | | | | | |
| **Materials, Resources, and Technology Needed** | | | | | |
| **Formative Assessment Strategies Planned** | | | | | |
| **Summative Assessment**<br>_(This should be a short description of the summative assessment)_ | |
| **Reflection:** |

References

.

**## week6assignmentwithRubric.docx**

This week’s topic of discussion for week 6 is B
_uilding Real-World Connections._ You will identify strategies and tools that encourage learners to creatively identify, question, and analyze ideas from diverse perspectives. You will design learning experiences that engage learners in collaborative and self-directed learning in virtual and in-person environments. You will also create real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally. You will participate in the discussion forum for week 6.

Assessment Traits

Benchmark

Requires Lopeswrite

Assessment Description

Throughout this program, you have had the opportunity to research various methods of integrating different content areas. As an elementary educator, one of the most significant challenges will be incorporating each of these content areas into your planning. The ability to use each content area to support the others will lessen this challenge in planning throughout the year. Furthermore, utilizing content-specific areas to support other content areas enables students to make real-world connections to the curriculum and instruction.

**Part 1: Cross-Curricular Plan**

You are an elementary teacher, and your school has decided to conduct two days of virtual learning each week. Therefore, your planning must be a hybrid of in-person and virtual learning where you consider how to differentiate and engage students in each environment.

For this benchmark, plan how to integrate social studies into your weekly planning. For example, think about how social studies content can support math computation, or how social studies can support learning to read critically. Use the “Cross-Curricular Social Studies Weekly Plan” template to plan how you will utilize social studies to help other content area standards. Within the plan, include the following:

· A minimum of two social studies standards.

· At least one arts standard that can be used to enhance student learning throughout the week.

· At least one science and/or math standard that can be supported during the week.

· At least one English/ELA standard that can be supported during the week.

· In the Instructional Strategies section of the planning template, include strategies and tools that encourage students to creatively identify, question, and analyze ideas from diverse perspectives.

· In the Activities and Engagement Strategies section of the planning template, include experiences that engage students in collaborative and self-directed learning in both virtual and in-person environments.

· At least one opportunity for students to create real-world connections and extend their learning locally and globally.

**Part 2: Reflection**

In 250-500 words, justify how you created real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally. Describe your struggles and strengths in creating a cross-curricular plan for a hybrid environment.

Support the plan with three to five scholarly resources.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite technical support articles for assistance.

**Benchmark Information**

_MEd Elementary Education (ITL/NITL)_

_This benchmark assignment assesses the following programmatic competencies and professional standards:_

_1.5: Create real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally. [InTASC 3(i), 4(c), 4(j), 5(a), 5(h), 5(i), 5(s), 7(h); ISTE-E 4c; TPE 1.3, 1.5; AAQEP 2d; MC2, MC5; COE 1.5]_

_2.1: Identify strategies and tools that encourage learners to creatively identify, question, and analyze ideas from diverse perspectives. [InTASC 4(b), 4(g), 5(f), 5(g), 5(o), 5(p); MC2, MC3; COE 2.1]_

_3.7: Design learning experiences that engage learners in collaborative and self-directed learning in virtual and in-person environments. [InTASC 2(n), 3(b), 3(e), 3(h), 3(i), 3(j), 3(o), 3(p), 3(q), 8(n); ISTE-E 5c, 6a; TPE 2.2; MC1; COE 3.7]_

**Rubric Criteria**

**Rubric Criteria**

**Standards**

**30 points**

**Criteria Description**

**5. Target**

**30 points**

**The plan includes at least two social studies and one arts standard to enhance student learning. A realistic plan comprises at least one science and/or math standard and one English/ELA standard that can be supported during the week.**

**4. Acceptable**

**25.5 points**

**The plan clearly includes at least two social studies and one arts standard to enhance student learning. The plan consists of at least one science and/or math standard and one English/ELA standard that can be supported during the week.**

**No submission**

**0 points**

**Not addressed.**

**Instructional Strategies (B)**

**60 points**

**Criteria Description**

**(C2.1)**

**5. Target**

**60 points**

**A comprehensive plan includes strategies and tools that encourage learners to creatively identify, question, and analyze ideas from diverse perspectives.**

**4. Acceptable**

**51 points**

**The plan clearly includes strategies and tools that encourage learners to creatively identify, question, and analyze ideas from diverse perspectives.**

**No submission**

**0 points**

**Not addressed.**

**Activities and Engagement Strategies (B)**

**60 points**

**Criteria Description**

**(C3.7)**

**5. Target**

**60 points**

**The plan comprehensively includes experiences that engage learners in collaborative and self-directed learning, both in virtual and in-person environments.**

**4. Acceptable**

**51 points**

**The plan clearly includes experiences that engage learners in collaborative and self-directed learning, both in virtual and in-person settings.**

**No submission**

**0 points**

**Not addressed.**

**Real-World Connections**

**30 points**

**Criteria Description**

**5. Target**

**30 points**

**A well-planned lesson includes at least one opportunity to create real-world connections and extend learning both locally and globally.**

**4. Acceptable**

**25.5 points**

**The plan clearly includes at least one opportunity to create real-world connections and extend learning both locally and globally.**

**No submission**

**0 points**

**Not addressed.**

**Reflection: Real-World Connections (B)**

**60 points**

**Criteria Description**

**(C1.5)**

**5. Target**

**60 points**

**Justification of real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally is realistic. Reflection draws complex connections to struggles and strengths in creating a cross-curricular plan for a hybrid environment.**

**4. Acceptable**

**51 points**

**The justification of real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning both locally and globally is detailed. Reflection provides relevant examples for struggles and strengths in creating a cross-curricular plan for a hybrid environment.**

**No submission**

**0 points**

**Not addressed.**

**Differentiation**

**15 points**

**Criteria Description**

**5. Target**

**15 points**

**The description of how instruction will be differentiated for students is comprehensive and detailed.**

**4. Acceptable**

**12.75 points**

**Description of how instruction will be differentiated for students is adequate.**

**No submission**

**0 points**

**Not addressed.**

**Assessment Strategies**

**15 points**

**Criteria Description**

**5. Target**

**15 points**

**The description of various assessments is insightful. The brief description of how summative assessment will be used to ensure mastery of the standards and learning objectives is exceptional.**

**4. Acceptable**

**12.75 points**

**Description of various assessments is clear. A brief description is provided detailing how summative assessment will be used to ensure mastery of the standards and learning objectives.**

**No submission**

**0 points**

**Not addressed.**

**Supporting Research and Documentation of Sources**

**15 points**

**Criteria Description**

**Uses appropriate designated style and formatting to document sources in citations and references.**

**5. Target**

**15 points**

**Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to the assignment and style, and format is free of error.**

**4. Acceptable**

**12.75 points**

**Supporting research is credible and relevant. Sources are documented, as appropriate to the assignment and style, and format is mostly correct.**

**## RequiredResourcesforweek6assignment.docx**

How to Put Self-Directed Learning to Work in Your Classroom

[https://www.edutopia.org/discussion/how-put-self-directed-learning-work-your-classroom](https://www.edutopia.org/discussion/how-put-self-directed-learning-work-your-classroom)

The Habits of Self-Directed Learners

[https://ascd.org/el/articles/the-habits-of-self-directed-learners](https://ascd.org/el/articles/the-habits-of-self-directed-learners)

Promoting Self-Direction Through Better Feedback4

[https://www.edutopia.org/article/promoting-self-direction-through-better-feedback](https://www.edutopia.org/article/promoting-self-direction-through-better-feedback)

Justice Then and Now: Engaging Students in Critical Thinking About Justice and History

**Required**

Read “Justice Then and Now: Engaging Students in Critical Thinking About Justice and History” by Cummings, from
_The Socia_

… Read More

https://doi-org.lopes.idm.oclc.org/10.1080/00377996.2019.1652140

The Use of Music to Connect the Past, Present, and Future

**Required**

Read “The Use of Music to Connect the Past, Present, and Future,” by Ender and Varga, from
_The Social Studies_ (2022)

… Read More

https://doi-org.lopes.idm.oclc.org/1

Sharma, S. (2023).
_Supporting student engagement with technology_. Edutopia.
[https://www.edutopia.org/article/using-technology-support-student-engagement/](https://www.edutopia.org/article/using-technology-support-student-engagement/)

**## CrossCurricularSocialStudiesWeeklyPlan.docx**

**Cross-Curricular Social Studies Weekly Plan**

**Grade: 4th**

| | | | | | |
| — | — | — | — | — | — |
| | **Monday** | **Tuesday**<br>**(Virtual)** | **Wednesday** | **Thursday (Virtual)** | **Friday** |
| **Lesson Title** | | | | | |
| **Summary and Rationale** | | | | | |
| **State/National Social Studies and Arts standards**<br>_(May include more than one standard per lesson)_ | | | | | |
| **State/National Science and/or Math standard**<br>_(May include more than one standard per lesson)_ | | | | | |
| **State/National English/ELA standard**<br>_(May include more than one standard per lesson)_ | | | | | |
| **Learning Objectives** | | | | | |
| **Vocabulary and Academic Language** | | | | | |
| **Instructional Strategies**<br>· <br>_Direct instruction_<br>· <br>_Indirect instruction_<br>· <br>_Collaborative learning_<br>· <br>_Experiential learning_<br>· <br>_Independent study_<br>· <br>_Interactive instruction_ | | | | | |
| **Activities and Engagement Strategies** | | | | | |
| **Real-World Connections** | | | | | |
| **Differentiation**<br>· <br>_Special Education_<br>· <br>_Gifted_<br>· <br>_ELLs_<br>· <br>_Early finishers_ | | | | | |
| **Materials, Resources, and Technology Needed** | | | | | |
| **Formative Assessment Strategies Planned** | | | | | |
| **Summative Assessment**<br>_(This should be a short description of the summative assessment)_ | |
| **Reflection:** |

References

.

**## week6assignmentwithRubric.docx**

This week’s topic of discussion for week 6 is B
_uilding Real-World Connections._ You will identify strategies and tools that encourage learners to creatively identify, question, and analyze ideas from diverse perspectives. You will design learning experiences that engage learners in collaborative and self-directed learning in virtual and in-person environments. You will also create real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally. You will participate in the discussion forum for week 6.

Assessment Traits

Benchmark

Requires Lopeswrite

Assessment Description

Throughout this program, you have had the opportunity to research various methods of integrating different content areas. As an elementary educator, one of the most significant challenges will be incorporating each of these content areas into your planning. The ability to use each content area to support the others will lessen this challenge in planning throughout the year. Furthermore, utilizing content-specific areas to support other content areas enables students to make real-world connections to the curriculum and instruction.

**Part 1: Cross-Curricular Plan**

You are an elementary teacher, and your school has decided to conduct two days of virtual learning each week. Therefore, your planning must be a hybrid of in-person and virtual learning where you consider how to differentiate and engage students in each environment.

For this benchmark, plan how to integrate social studies into your weekly planning. For example, think about how social studies content can support math computation, or how social studies can support learning to read critically. Use the “Cross-Curricular Social Studies Weekly Plan” template to plan how you will utilize social studies to help other content area standards. Within the plan, include the following:

· A minimum of two social studies standards.

· At least one arts standard that can be used to enhance student learning throughout the week.

· At least one science and/or math standard that can be supported during the week.

· At least one English/ELA standard that can be supported during the week.

· In the Instructional Strategies section of the planning template, include strategies and tools that encourage students to creatively identify, question, and analyze ideas from diverse perspectives.

· In the Activities and Engagement Strategies section of the planning template, include experiences that engage students in collaborative and self-directed learning in both virtual and in-person environments.

· At least one opportunity for students to create real-world connections and extend their learning locally and globally.

**Part 2: Reflection**

In 250-500 words, justify how you created real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally. Describe your struggles and strengths in creating a cross-curricular plan for a hybrid environment.

Support the plan with three to five scholarly resources.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric before beginning the assignment to familiarize yourself with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite technical support articles for assistance.

**Benchmark Information**

_MEd Elementary Education (ITL/NITL)_

_This benchmark assignment assesses the following programmatic competencies and professional standards:_

_1.5: Create real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally. [InTASC 3(i), 4(c), 4(j), 5(a), 5(h), 5(i), 5(s), 7(h); ISTE-E 4c; TPE 1.3, 1.5; AAQEP 2d; MC2, MC5; COE 1.5]_

_2.1: Identify strategies and tools that encourage learners to creatively identify, question, and analyze ideas from diverse perspectives. [InTASC 4(b), 4(g), 5(f), 5(g), 5(o), 5(p); MC2, MC3; COE 2.1]_

_3.7: Design learning experiences that engage learners in collaborative and self-directed learning in virtual and in-person environments. [InTASC 2(n), 3(b), 3(e), 3(h), 3(i), 3(j), 3(o), 3(p), 3(q), 8(n); ISTE-E 5c, 6a; TPE 2.2; MC1; COE 3.7]_

**Rubric Criteria**

**Rubric Criteria**

**Standards**

**30 points**

**Criteria Description**

**5. Target**

**30 points**

**The plan includes at least two social studies and one arts standard to enhance student learning. A realistic plan comprises at least one science and/or math standard and one English/ELA standard that can be supported during the week.**

**4. Acceptable**

**25.5 points**

**The plan clearly includes at least two social studies and one arts standard to enhance student learning. The plan consists of at least one science and/or math standard and one English/ELA standard that can be supported during the week.**

**No submission**

**0 points**

**Not addressed.**

**Instructional Strategies (B)**

**60 points**

**Criteria Description**

**(C2.1)**

**5. Target**

**60 points**

**A comprehensive plan includes strategies and tools that encourage learners to creatively identify, question, and analyze ideas from diverse perspectives.**

**4. Acceptable**

**51 points**

**The plan clearly includes strategies and tools that encourage learners to creatively identify, question, and analyze ideas from diverse perspectives.**

**No submission**

**0 points**

**Not addressed.**

**Activities and Engagement Strategies (B)**

**60 points**

**Criteria Description**

**(C3.7)**

**5. Target**

**60 points**

**The plan comprehensively includes experiences that engage learners in collaborative and self-directed learning, both in virtual and in-person environments.**

**4. Acceptable**

**51 points**

**The plan clearly includes experiences that engage learners in collaborative and self-directed learning, both in virtual and in-person settings.**

**No submission**

**0 points**

**Not addressed.**

**Real-World Connections**

**30 points**

**Criteria Description**

**5. Target**

**30 points**

**A well-planned lesson includes at least one opportunity to create real-world connections and extend learning both locally and globally.**

**4. Acceptable**

**25.5 points**

**The plan clearly includes at least one opportunity to create real-world connections and extend learning both locally and globally.**

**No submission**

**0 points**

**Not addressed.**

**Reflection: Real-World Connections (B)**

**60 points**

**Criteria Description**

**(C1.5)**

**5. Target**

**60 points**

**Justification of real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning locally and globally is realistic. Reflection draws complex connections to struggles and strengths in creating a cross-curricular plan for a hybrid environment.**

**4. Acceptable**

**51 points**

**The justification of real-world connections that motivate students, promote cross-curricular skills and inquiry, and extend learning both locally and globally is detailed. Reflection provides relevant examples for struggles and strengths in creating a cross-curricular plan for a hybrid environment.**

**No submission**

**0 points**

**Not addressed.**

**Differentiation**

**15 points**

**Criteria Description**

**5. Target**

**15 points**

**The description of how instruction will be differentiated for students is comprehensive and detailed.**

**4. Acceptable**

**12.75 points**

**Description of how instruction will be differentiated for students is adequate.**

**No submission**

**0 points**

**Not addressed.**

**Assessment Strategies**

**15 points**

**Criteria Description**

**5. Target**

**15 points**

**The description of various assessments is insightful. The brief description of how summative assessment will be used to ensure mastery of the standards and learning objectives is exceptional.**

**4. Acceptable**

**12.75 points**

**Description of various assessments is clear. A brief description is provided detailing how summative assessment will be used to ensure mastery of the standards and learning objectives.**

**No submission**

**0 points**

**Not addressed.**

**Supporting Research and Documentation of Sources**

**15 points**

**Criteria Description**

**Uses appropriate designated style and formatting to document sources in citations and references.**

**5. Target**

**15 points**

**Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to the assignment and style, and format is free of error.**

**4. Acceptable**

**12.75 points**

**Supporting research is credible and relevant. Sources are documented, as appropriate to the assignment and style, and format is mostly correct.**

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November 5, 2026
[Solved] The Influence of Instagram Beauty Brands on Audience Engagement and Beauty Ideals

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– Demonstrates mastery of the chosen industry through a completed project meeting the requirements and expectations of the project type – Demonstrates research investigation that includes appropriate data collection and analysis to understand and address relevant issues and problems. For campaigns a…

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– Demonstrates mastery of the chosen industry through a completed project meeting the requirements and expectations of the project type
– Demonstrates research investigation that includes appropriate data collection and analysis to understand and address relevant issues and problems. For campaigns and journalist projects, this may also include creative practices.
– Exercises critical and scholarly thinking that engages with relevant theories/concepts from the chosen industry, and integrates logical arguments, practical solutions and/or innovative treatments
– Provides effective and original expression of ideas; spelling, punctuation, structure
– Correct and appropriate citations; complete reference list in APA 7th style. For industry reports, campaigns, or journalist works, professional presentation of final report.

November 5, 2026
[Solved] SCSATP

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November 5, 2026
[Solved] Nursing Nursing iHuman Simulation Assignment

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Weekly case study simulation that requires logging in and a completed template. I need one solid tutor specializing in nursing. You need to be able to log in to the simulation. \ NR305_W4_Ben_Bundy_iHuman_Virtual_Patient_Encounter__Worksheet_Template.docx](https://www.sweetstudy.com/files…

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Weekly case study simulation that requires logging in and a completed template. I need one solid tutor specializing in nursing. You need to be able to log in to the simulation.
\
NR305_W4_Ben_Bundy_iHuman_Virtual_Patient_Encounter__Worksheet_Template.docx](https://www.sweetstudy.com/files/nr305-w4-ben-bundy-ihuman-virtual-patient-encounter-worksheet-template-docx "NR305_W4_Ben_Bundy_iHuman_Virtual_Patient_Encounter__Worksheet_Template.docx")

November 5, 2026