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World Link 3 Teacher Book ##HOT##

Our science curriculum is designed for the Next Generation Science Standards (NGSS). Students investigate the world and beyond with the guidance of phenomena-anchored lessons that promote literacy through three-dimensional instruction. Explore embedded assessments, easy-to-use teacher resources, and student-friendly print and digital materials that support inquiry-based science mastery.

World Link 3 Teacher Book

In a dialogue in New York City for HarperCollins, Renée Watson and Nikki Giovanni talked about their new picture books, the joy of a writing life, growing up Black, activist librarians and teachers, and they remembered Maya Angelou.

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At Pinnacle, every learning space has paper and writing instruments. In the imaginary play spaces within the classrooms and the playground outside, children are actively writing and drawing. It becomes a part of the culture of learning, a process that is internalized within the group. We have made a conscious effort to steer away from purchasing ready-made materials, such as pre-cut foam pieces or rubber stamps, and instead spend resources on paper, clipboards, and multiple forms of writing and drawing tools. Asking children to draw what they see and then revisit the subject later to add yet more detail is the very essence of scientific observation. When the tarantula joins the classroom, teachers place magnifying glasses, small clipboards with paper, and markers next to the terrarium. They place nonfiction books about spiders on the shelf near the terrarium and display close-up pictures of different kinds of spiders. Rather than instructing the children, the teachers set up the provocation and then take a step back.

Waldorf Education, developed by Rudolf Steiner in 1919, is based on a clear understanding of human development that addresses the needs of the growing child. The Waldorf name is a trademark that is known worldwide. Waldorf schools provide teacher training/certificates and are accredited by the Association of Waldorf Schools of North America (AWSNA). Learn more about Waldorf Education.

From the Revolution to the Maquiladoras makes two very useful contributions which should appeal to teachers and scholars wishing to pursue more research. First, Bickham places gender at the forefront of larger economic forces; and second, the author goes to great lengths to show how local politics can shape the outside processes. Bickham's choice of case study is well timed as many students will have some tangential experiences with economic globalization (just ask students to tell you where their clothing and electronics are made). Secondary school teachers can use this book to impress upon their students not only the adverse effects of globalization but also the positive strides groups like the MEC have made to soften the blow of uneven economic development. Teachers should also stress the gendered aspect of globalization as many workers in maquiladoras are women. Scholars may view this work as an intriguing case study of New Social Movements (NSM). Anthropologist Marc Edelman identifies two important characteristics of NSMs which apply to the experiences of the MEC studied by Bickham. First, NSM profess classlessness and seek to distance themselves from party politics. This is seen in the Nicaraguan context when the MEC emerged as a result of dissatisfaction with Sandinista (and more particularly, patriarchal) policies and leadership. Second, NSMs "emerge out of a crisis of modernity" and are "engaged in 'cultural struggles' over meanings, symbols [and] collective identities" (Edelman, p. 17). The process of globalization is perhaps the most obvious manifestation of changing identities. Bickham's work, then, offers teachers and students various theoretical and analytical tools to explore similar phenomena.

After providing the historical origins of the MEC, Bickham turns her attention to the core argument of her analysis. While many readers may question how a small group of women's rights activists in a small developing country can influence a process as large as globalization, Bickham is careful to ground her analysis in a world-historical setting by throwing into relief the linkages between macro and micro levels of analysis. Central to Bickham's "global ethnography" is the concept of transnationalism. For Bickham, transnationalism "refers to the ways in which people 'on the ground' in particular local settings react to, engage with, and even re-create and influence global processes" (p. 60). Bickham argues that the MEC is a transnational social movement that uses "global communications technologies such as the Internet to mobilize, establish, and maintain" transnational networks with other organizations with similar goals (p. 61). Among the goals the MEC sought to implement in Nicaragua was a code of ethics. The six point code was an effort to improve the working conditions for women and called for the enforcement of laws already on the books to be applied equally to the Free Trade Zones (maquila factories) (pp. 189-193). 350c69d7ab


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