Module 3 Ancillaries
For detailed information about each type of ancillary resource below, read the Ancillaries Guide.
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.
For each module within this course, we offer a variety of ancillary materials: activities, assessments, H5P learning objects, and additional external resources. We wanted to make it easy to import the textbook materials over into your own Pressbook for students to use, without having to remove non-textbook materials manually. Since we intend for instructors to pick and choose from the buffet of aligned resources, we anticipate that you will not be importing all of the below ancillary materials; further, we assume that you will want to choose exactly where to offer those ancillaries you do choose (within your institution’s LMS, at the end of your version of this Pressbook, etc.).
Instructions on how to import items into your own Pressbook are available in the Instructor Guide. If you wish to import items into your LMS, you can
- Cut and paste directly from a Pressbook chapter
- Download files (Word documents, H5P files, and more) to add into the LMS either as attachments or direct embeds/pasting into a content page
- Download the Common Course Cartridge for this course, available in the Instructor Guide, and then select which items you’d like to import into the 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.
