Module 3 Ancillaries
For detailed information about each type of ancillary resource below, read the Ancillaries Guide. The full resource is available as a downloadable Word document at the bottom of each item description.
Alignments
The following InTASC specific standards are covered in Module 3: 4j, 9i, 9j, 9o, 10l
Module 3 Ancillary Alignments
| Item Type | Item Name | Alignments |
|---|---|---|
| Activity | M3: Frames of Reference | 9i |
| Activity | M3: Which Decade? | 9j, 9o, 10l |
| Assessment | M3: Now and Then | 9i, 10l |
| Assessment | M3: What's Wrong with This Picture? | 4j, 9j, 9o |
| Interactive | 3.1: Key People | 4j |
| Interactive | 3.1: Key People 2 | 4j |
| Interactive | 3.1: Public Understanding of Disability | 10l |
| Interactive | 3.2: Inclusive Approaches and Laws | 9j |
| Interactive | 3.2 Key People | 4j |
| Interactive | 3.2: Special Education Legislation | 9j |
| Interactive | 3.2: Which Decade? | 9j, 9o, 10l |
| Video | EDUCATE-ABLE: A History of Educating Children With Disabilities in America | 4j, 10l |
| Video | A Brief But Spectacular take on the disability rights movement | 4j, 10l |
| Video | The 1960s in America: Crash Course US History #40 | 4j, 10l |
| Video | Voices From Fairview | 4j, 10l |
| Video | Jennifer Keelan video | 9i, 10l |
| Video | 2018: The Year of ESSA | 9j, 9o |
| Video | Individuals with Disabilities Education Act: 40 Years Later | 9j, 9o, 10l |
Use the search function in the upper right corner of this table to filter for a specific InTASC standard.
So that it is easy to import the textbook materials over into your own Pressbook for students to use, without having to remove non-textbook materials manually, each module’s ancillaries are in their own module. We anticipate that instructors will pick and choose from this buffet of aligned resources rather than use them all. We also assume that instructors will import these materials into a variety of platforms (your institution’s LMS, at the end of your version of this Pressbook, etc.).
Guidance on how to import items into your own Pressbook are available in the Instructor Guide, along with examples of ways to use the materials in an LMS.
Knowledge. The teacher understands major concepts, assumptions, debates, processes of inquiry, and ways of knowing that are central to the disciplines s/he teaches.
Knowledge. The teacher understands how personal identity, worldview, and prior experience affect perceptions and expectations, and recognizes how they may bias behaviors and interactions with others.
Knowledge. The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse).
Disposition. The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.
Knowledge. The teacher understands schools as organizations within a historical, cultural, political, and social context and knows how to work with others across the system to support learners.
