The Difference Between Wants And Needs Essay

In all three of these artifacts, I have developed relevant, integrative, challenging, and exploratory units of study. The “Preserving the Past” unit incorporates all four core subjects as well as a service learning opportunity. My interdisciplinary unit on geography connects Language Arts with Social Studies with visual art mixed in, and the Greek mythology ELA unit was taught in conjunction with a Social Studies class (1). The Civil War unit and NC geography unit I have created incorporate Common Core standards as well as NC Essential standards. Lesson plans and assessments in all of these units were created using backwards design in which I started by looking at the standards and objectives students would be expected to reach and based my assessment based on those objectives (2,10).

An education provides people not only with the academic skills required, but also the social skills such as having the self confidence and belief in ones self to achieve a fulfilling and happy life. It is every child’s human right to receive such an education from early years to higher, and therefore several stages in which they must travel for this to happen.

The allure of precious metals and the shimmer of precious stones versus the blandness of the essential concepts of life: food, water and shelter, can be a difficult choice for some people. The hypothetical line between what is a need versus a want splits society tenfold, and is a major problem in world civilization today. The choices humans make on a daily basis determine the futures of thousands, so what are the choices in life that are driven by needs and wants? The choices that define needs and wants are greed, the desire to pursue wealth, and the desire to protect one’s self.

The general public’s expectations of the educational system tend to encourage individual success in the outside world. Institutions are expected to teach students general knowledge in language arts, natural sciences and mathematics, and social and behavioral sciences. Critical thinking, reading comprehension, and deep analysis enhance the learning of these subject areas. Nowadays it is also highly encouraged to have knowledge on a second language and foreign cultures. Parents and teachers expect the combination of these to enable students to move up the ladder socially and financially as they get older. The system is also expected to teach children the value of effort and a positive attitude in the process of learning, since this is a process that should not end after high school. Even though the extent to which these expectations are actually put into practice varies among societies, the common belief about education is that it should

5. We want education for our people that exposes the true nature of this decadent American society. We want education that teaches us our true history and our role in present-day society.

The unit relies heavily on the text to draw students’ attention to areas of importance, but dives into actual aspects of our society (both past and present) to allow them to create connections to their own experiences and explore topics that they are most likely going to face throughout their lives. Students are asked think about information in creative and unfamiliar ways, giving them the opportunity to call upon previously acquired knowledge in new ways while also gaining new information. The lessons are written so students start with material they are familiar with, then goes on to expand their thinking through the use of higher order questions aimed at giving them a platform for building their own understanding and connections. By tethering all the lessons to the book, students are able to become familiar with the text, which, as I mentioned before, allows them to stretch and expand their thinking beyond their current comfort

Within the stage 4 scope and sequence and unit of work plan selected for this critique, there are various areas of merit and capacity for improvement. The main areas of concern that will be assessed include the choice of appropriate topics, timing, and the selection of syllabus outcomes, content, teaching strategies and activities that aim to foster development of historical skills and concepts. The unit of work is successful in its capacity to cater to various learning and communication styles of students and its range of assessment strategies. Although the unit of work displays potential for differentiated programming, it is not explicitly indicated on either the scope and sequence and unit of work.

Students coming from various cultural backgrounds tend to question more material that students coming from a more dominant culture. For example, when instructing students about World War 2 some students may question why they are having to learn about a war they were not part of nor feel is important. It is the teacher’s job to explain the importance and impact World War 2 have on the world and most importantly the United States of America and the continuation of the freedoms we as Americans have today. Secondly, providing students with frequent feedback during open discussions and during classroom assessments. By providing feedback students can develop an understanding for why their thinking is appropriate for an appropriate for the material in which they are learning (Sleeter, 2001).

This unit is meaningful for children because it exposes students to a different environment and the characteristics of their unfamiliar environments. Meanwhile, it will encourage students to compare with their living environment. This unit focuses is on science, technology, social studies and arts. In additional, the unit helps young children to develop problem-solving and thinking skills through observation and

The Australian curriculum is an explicit resource to be utilised as a guideline for teaching. The year nine History curriculum stipulates historical knowledge and skills centering on the study of the “Making of the Modern World.” Teachers are required to apply pedagogies such as inquiry, backward mapping, active learning, higher order thinking, goal setting, “I do, we do, you do” method, and feedback. Technology is utilised in the appendices to make learning more relevant for students. Literacy and numeracy skills are discretely embedded in the unit outline to provide students with the opportunity to practice multiple skills.

The most effective methods are also the ones that adapt to the students’ needs, and aids in their understanding of the complex topics that social studies covers. As Stephen Lazar expressed in his statement to Education Week, “to be more effective is to remember that we teach students, not content,” which is a fundamental goal that teachers should strive to achieve (Ferlazzo,

Imagine a boy that has been teased mercilessly by his peers throughout his schooling because of his clothes and his free and reduced lunch status. He is constantly under pressure from peers to have the newest and niftiest gadgets, but his mother cannot afford to provide food and permanent housing, much less, these extra luxuries. So he has to make do with what his mother can afford. She tries to provide for her children and wants to give them the world, but because of her economic situation, she cannot give her children everything and they are forced to ask for help from the government and close family and friends. This situation brings light to the turmoil that socioeconomics brings upon children and that they need to endure to survive in

Imagine a boy that has been teased mercilessly by his peers throughout his schooling because of his clothes and his free and reduced lunch status. He is constantly under pressure from peers to have the newest and niftiest gadgets; nevertheless, his mother cannot afford to provide food and permanent housing, much less, these extra luxuries. Therefore, he has to comprise with what his mother can afford. She tries to provide for her children and wants to offer them the world. Nonetheless, due to her economic situation, she cannot provide her for children adequately; they are forced to ask for aid from the government, close family, and friends. This situation brings light to the turmoil that socioeconomics brings upon children and that they need to endure to survive in this society. When it comes to socioeconomics, children are the utmost affected. Socioeconomics has long term effects, prevalently distresses children in school and in development. Through my friend’s experience that he has shared with me, it has allowed me to notice the harrowing effects that socioeconomics has on children.

Desire is commonly referred as a “want, wish, or even an emotional or physical feeling” according to Merriam-Webster.com. However, desire can only be defined to a certain extent since such “feeling” can only be determined and is conclusively dependent on the person who “wishes”. With that in mind, it’s much easier to desire or “wish” since it seemingly acts as an instinct or necessity which dates back to the first stages of life. I personally view desire as a thought or belief that lingers throughout the mind and seemingly acts a defense mechanism or instinct to achieve a superficial purpose or reason. However, although effortless to establish, desires are even more difficult to handle. Desiring is simple, but handling it isn’t. Isolation for me is my way of handling desires, but consequently correlates with alienation. Handling desires is what makes or breaks us as human beings and can entirely define us. It seemingly acts as a waiting game where the longer you wait the longer and difficult it gets to successfully beat or in this case handle.

After examining the Understanding by Design framework by Grant Wiggins and Jay McTighe, I have learned how to develop a unit by working backwards. The development of a unit is multi-layered in its focus on curriculum, instruction, and assessment. In planning I need to first assess what the big ideas are that I want my students to learn and why they are so important. In our study of Mesopotamia, we look at how our world began with the first civilization and the achievements that led to advances throughout history. The big ideas framed as understandings that I want my students to know are that the locations of civilizations and city-states in relation to specific landforms affects development and technology achievements can benefit society in a variety of areas. Then I look at what essential questions are raised and what I want students to know and be able to do. The framework looks to deepen student understanding and transfer that understanding of knowledge and skill into a performance task and other evidence of formative and summative assessments.