Summative Essays (Examples)

Study Document

6th Grade History Instructional Unit

Pages: 8 (2360 words) Sources: 5 Document Type:Capstone Project Document #:22116043

...Summative Instructional Unit
Classrooms have traditionally been the stage for social change as they provide avenues for promoting and accelerating new ideas. As part of promoting and accelerating new ideas, teachers help students to develop critical thinking, self-reflection and collaboration skills that are essential to promote the creation of a better society (Blake, 2020). Therefore, diversity and social justice are important to social work and related curricular content. Accreditation standards including Common Core Standards mandate curricular content for teaching diversity and social justice. When developing instructional strategies for their classes, teachers need to integrate diversity and social justice components with respect to mandated curricular content. This instructional 3-week unit for 6th grade history class leverages a contemporary educational theme in diversity and social justice.
Unit Background and Contemporary Educational Theme
As they continue to progress in their learning, sixth grade students are generally ready to enhance their understanding of history. The……

References

References

Archdiocese of Santa Fe. (2011). Social Studies Curriculum. Retrieved April 27, 2020, from https://asfcatholicschools.org/documents/2016/1/Social%20Studies%206th.pdf

This publication provides an overview of world history and geography as part of social studies curriculum for 6th grade students. It provides an outline of learning outcomes and assessments/strategies that can be employed in a 6th grade history class. These strategies, assessments, and learning outcomes are developed in line with common standards and based on what students at this grade level should achieve by the end of the unit. It was utilized to determine suitable strategies, assessments and learning outcomes to incorporate for the success of this unit.

Blake, C. (2020). Teaching Social Justice in Theory and Practice. Retrieved April 27, 2020, from  https://resilienteducator.com/classroom-resources/teaching-social-justice/ 

This article examines the process of teaching social justice in relation to existing theory and best practices. The author examines how classrooms are designed to be avenues for social change by promoting learning of new ideas. This article was used to identify a contemporary educational theme in diversity and social justice. The identified theme was utilized to shape the unit content and teaching strategies.

California Department of Education. (2000). History – Social Science Content Standards for California Public Schools: Kindergarten Through Grade Twelve. Retrieved from California Department of Education website:  https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf 

The publication provides an overview of standards relating to the study of history and social science from kindergarten to grade twelve. Standards are used as the premise for shaping learning content, expectations, and outcomes for students in different grades. Insights from this publication was used to shape learning content, expectation, outcomes, and strategies for this instructional unit.

edCount. (2014). World History and Geography: Mesopotamia, Ancient Egypt, and Ancient Israel. Retrieved from Tennessee State Government website:  https://www.tn.gov/content/dam/tn/education/tcap/TCAP_ALT_SS_module_grade6_module1_wld_hist_geo_meso_egypt_israel.pdf 

The article examines grade 6 topic on world history and geography in relation to common standards. The author reviews different subject areas relating to this topic including ancient Egypt, Mesopotamia and ancient Israel. Through this review, the publication seeks to enhance knowledge of grade-appropriate social studies concepts, skills, and knowledge. The publication was used to identify relevant knowledge, skills and social studies concepts relating to this instructional unit.

Study Document

11th Grade History

Pages: 3 (1623 words) Sources: 2 Document Type:Lesson Plan Document #:79552905

… to the present state of the United States?
Assessment of Student
Learning Outcomes
• In bullet form, list each type of formative or summative assessment measure/tool.
• Explain how you will apply the assessment, and why you have chosen
these specific types of assessments.
· What is ……

References

Reference

Gay, G. (2010). Culturally responsive teaching – theory, research and practice (2nd ed.). New York, NY: Teachers College Press.

Study Document

Using An Epidemiological Approach To Critically Analyze A Population

Pages: 7 (2136 words) Sources: 6 Document Type:Essay Document #:49902014

… of practitioners, and an increasingly elderly population underscores the necessity of updated studies in this area. The concept of well- being is a summative one, encompassing physical, societal, and emotional facets within as well as external to the organization (i.e., workplace). Further, it is a key factor ……

References

References

Cladellas, R., & Castelló, A. (2011). University Professors\\\\\\\\\\\\' Stress and Perceived State of Health in Relation to Teaching Schedules. Electronic Journal of Research in Educational Psychology, 9(23), 217–240.

Eatough, E., Way, J., & Chang, C. (2012). Understanding the link between psychosocial work stressors and work-related musculoskeletal complaints. Appl Egron, 43(3), 554-63. Retrieved from  https://www.ncbi.nlm.nih.gov/pubmed/21944295 

Fernandes, M., & Rocha, M. (2009). Impact of the psychosocial aspects of work on the quality of life of teachers. Brazilian Journal of Psychiatry, 31(1). Retrieved from  http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1516-44462009000100005 

Goetz, K., Berger, S., Gavartina, A., Zaroti, S., & Szecsenyi, J. (2015). How psychosocial factors affect wellbeing of practice assistants at work in general medical care? – a questionnaire survey. BMC Fam Pract, 16, 166. DOI: 10.1186/s12875-015-0366-y

Himmelfarb Health Sciences Library. (2019). Case-control study. Retrieved from  https://himmelfarb.gwu.edu/tutorials/studydesign101/casecontrols.cfm 

Jardim, J., & Pereira, A. (2016). Perceived impact of lifelong training in teachers. Interacções, 31(42), 22–31.

Karasek, R., Baker, D., Marxer, F., Ahlbom, A., & Theorell, T. (1981). Job decision latitude, job demands, and cardiovascular disease: a prospective study of Swedish men. Am J Public Health, 71(7), 694-705.

Kessler, R. C., Andrews, G., Colpe, L. J., Hiripi, E., Mroczek, D. K., Normand, S. L. T., … Zaslavsky, A. M. (2002). Short screening scales to monitor population prevalences and trends in non-specific psychological distress. Psychological Medicine, 32(6), 959–976. Retrieved from  http://www.ncbi.nlm.nih.gov/pubmed/12214795

 

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