Course+planning+page

=Effective Teaching Profile= The **//Effective Teaching Profile//** consists of six elements. The **//Effective Teaching Profile//** was implemented in the classroom of participating teachers in 2004 and 2005 by means of the Te Kotahitanga Professional Development Programme. This programme consists of an initial induction hui, which is followed by a term-by-term cycle of formal observations, follow-up feedback, group co-construction meetings, and targeted shadow-coaching. Other activities that support this programme, such as new knowledge, new teaching strategies and/or new assessment proc
 * 1) //Manaakitanga// – teachers care for their students as culturally located human beings above all else.
 * 2) //Mana motuhake// – teachers care for the performance of their students.
 * 3) //Nga whakapiringatanga// – teachers are able to create a secure, well-managed learning environment.
 * 4) //Wananga –// teachers are able to engage in effective teaching interactions with Māori students as Māori.
 * 5) //Ako –// teachers can use strategies that promote effective teaching interactions and relationships with their learners.
 * 6) //Kotahitanga –// teachers promote, monitor and reflect on outcomes that in turn lead to improvements in educational achievement for Māori students.

The Results of the Protestant Reformation
In addition to spreading the belief in salvation by faith alone, the Protestant Reformation: http://watchdocumentary.com/watch/the-protestant-revolution-part-3-a-reformation-of-the-mind-video_024f3bd93.html great video: 
 * Increased European questioning of political authority.
 * Strengthened the authority of monarchs as papal power decreased.
 * Encouraged education as Protestants wanted their children to be able to read the Bible.
 * Improved the status of women within marriage as religious writers encouraged love between husband and wife.
 * Created new Protestant churches.
 * http://watchdocumentary.com/watch/the-protestant-revolution-part-2-the-godly-family-video_8a1a3c760.html

http://seniorsecondary.tki.org.nz/Social-sciences/History/Achievement-objectives/AO-7.1

http://www.teara.govt.nz/en/religion-and-society/6

http://www.nzhistory.net.nz/culture/the-missionaries

__**SKILLS -**__ http://www.historyonthenet.com/Anachronism/historical_termsmain.htm

http://www.learner.org/courses/amerhistory/interactives/

Placing Artifacts in Time
This interactive focuses on the concept of Chronological Thinking. Using the example of Pocahontas, teachers explore how historical representations change over time, and often reflect the period in which the representation was created.

Analyzing Artifacts
While teachers may be familiar with analyzing historical documents students need instruction and practice in the process of analyzing historical artifacts.

Reading Maps
Cartographic literacy is an important skill; a basic foundation in reading and analyzing maps as historic artifacts.

Evaluating Evidence
The process of evaluating primary sources and determining their support of a given thesis. Using the Civil War as the example, teachers rank the relevancy of sources in relation to four common beliefs as to the cause of the war.

Curating an Exhibit
Curate their own museum exhibit, centered on the theme of "Conflicts in American History." Teachers select artifacts, letters. paintings, and other items that reflect this theme. Then, they are able to write their own descriptions of the items that tie them to the larger theme. Finally, teachers are able to view and print their final compiled exhibit.

Balancing Sources
Examine historical events, consider how they have been portrayed in different sources, and create a narrative that considers the various perspectives represented. Teachers examine a variety of primary sources from major eras of American History, and choose several sources to represent different perspectives of the era.

SA http://countrystudies.us/south-africa/20.htm