May 21, 2024 9:05 am

Driving Student Inquiry

Teachers spend a lot of their own time finding the right resources to connect with every student. We know it’s a time-consuming task, especially with everything else on their plates. High-quality instructional materials (HQIM) lighten the load, helping ensure consistent, engaging lessons while giving teachers back some much-needed time.

High-Quality Instructional Materials in Traverse

What Are HQIM?

There’s no doubt that effective teaching is incredibly important for student outcomes. According to RAND, educators have the highest impact on student achievement compared to “any other aspects of schooling.” But over the last decade, a growing body of research has also linked positive student outcomes to HQIM.

But what are HQIM? Generally, HQIM are recognized as materials that are aligned to state standards and include evidence-based strategies, inclusive practices, and embedded teacher support.

The Impact of HQIM in Social Studies

With the criteria for identifying HQIM within social studies only recently defined, the challenges related to a lack of such materials are particularly apparent. Compared to disciplines such as science, math, and ELA, social studies has been severely undervalued and underfunded — creating a deep-rooted problem. Without solid state- and local-level infrastructure for social studies, teachers have largely been left to their own devices, essentially building their own curriculum. The Fordham Institute reports that up to 79% of social studies teachers find instructional materials from various sources online or create their own — with only 16% using a state-issued textbook.

While there’s no doubt that teachers — and the expertise they bring — are essential to positive learning outcomes, curriculum materials also matter. Study after study supports that HQIM benefit both students and teachers. Think about it, a great chef still needs quality ingredients — and providing teachers with well-structured, standards-aligned materials enables them to spend more time engaging with their students and providing customized learning experiences, ultimately leading to better outcomes.

How Does Traverse Meet Key HQIM Criteria?

Definitions of HQIM vary, but at their core they share vital components. At Imagine Learning, all of our core programs are designed to deliver key benchmarks for HQIM.

1. Standards-Aligned Content

The C3 (College, Career, and Civic Life) Framework, introduced by the National Council for the Social Studies (NCSS), created a shift in social studies instruction. With an emphasis on inquiry-based learning and the development of critical thinking, the C3 Framework prioritizes deeper understanding and application of skills — empowering students to become active participants in their learning.


Traverse maximizes student learning through content aligned to the C3 Framework and state standards, with reading, inquiry, and research skills woven into and revisited throughout the curriculum. The result? A standards-aligned program that empowers teachers to approach instruction with confidence.

2. Best-Practice Pedagogy

Traverse is built on a unique instructional model driven by inquiry — as emphasized in the C3 Framework — with inquiry tasks developed in collaboration with renowned educators Kathy Swan and Sam Wineburg. This approach empowers students to use their curiosity as fuel for critical thinking and problem-solving and encourages them to actively engage in the learning process.

3. Equity and Inclusion

Every classroom is unique and every student has the right to thrive and feel represented in their learning materials. That’s why Traverse was designed to support differentiation and help create an equitable learning environment, with:

  • Content that undergoes a rigorous review process to ensure quality and accuracy
  • Diverse representation of identities, experiences, and authorship
  • Automatic leveled scaffolds and differentiation for English language learners, approaching readers, and beyond-grade-level learners
  • Digital accessibility measures, including leveled narrative text, audio read-aloud with speed control, line reader, annotation tools, and more
  • Comprehensive pacing and planning resources

4. Teacher and Student Experience

Traverse is a modern social studies curriculum designed for flexible implementation, with powerful customization features and tools to support teachers and students. Its dynamic and responsive learning experiences reflect the needs of the post-pandemic classroom — built to engage today’s students through a variety of high-quality resources:

  • Innovative, absorbing video formats
  • More than 1,500 written, oral, and visual primary and secondary sources
  • Powerful digital tools — including 3D objects, interactive maps, flipbooks, and more
  • Collaborative learning activities allowing for exploration of questions in a whole-group setting

5. Measuring Student Learning

Assessment is an integral part of effective instruction — it enables teachers to ascertain whether goals are being met and whether it is necessary to remediate instruction. Traverse features a robust assessment cycle — including formative and summative assessments — and embedded real-time data provide multiple opportunities to monitor student progress.

6. Professional Learning

HQIM alone aren’t enough to improve student outcomes. Teachers need to feel supported in using and delivering the materials through robust teacher support and by participating in ongoing, personalized professional learning.

Teacher Support

Traverse’s digital platform offers comprehensive teacher support, designed to be at point of use and chunked into sections for ease of use. These include:

  • A pop-out digital teacher edition
  • Pacing and planning support for each unit and chapter
  • Reading comprehension and source analysis strategies

Implementation Support

Traverse partners with districts to ensure teachers utilize the program in the most effective way. These inquiry-based sessions can be delivered in-person, online, synchronously, or asynchronously, and are designed to be collaborative.

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May 21, 2024 9:04 am

Building Conceptual Understanding and Habits of Mind in Mathematics

Teachers spend a lot of their own time finding the right resources to connect with every student. We know it’s a time-consuming task, especially with everything else on their plates. High-quality instructional materials (HQIM) lighten the load, helping ensure consistent, engaging lessons while giving teachers back some much-needed time.

High-Quality Instructional Materials in Imagine IM

What Are HQIM?

As educators and districts recognize the critical role curriculum plays alongside effective teaching, the focus on HQIM has intensified nationally. A growing body of research points at one thing: instructional materials directly impact student outcomes (Kane et al., 2016). But the reality is, not all teachers have access to HQIM or the professional development and support to implement these resources effectively.

But what are HQIM? Generally, HQIM are recognized as materials that are aligned to state standards and include evidence-based strategies, inclusive practices, and embedded teacher support. And when it comes to nurturing positive math identities — the demand for engaging resources has never been higher.

The Impact of HQIM in Math

The truth is, math not only prepares students for future careers; it also enhances critical thinking and problem-solving skills essential for everyday life. Recent research shows significant shortcomings in math education, underscoring the urgent need for materials that address learning gaps and prepare students for the complexities of modern careers. 

There’s no question that teachers’ expertise is crucial to boosting student outcomes, but mounting evidence shows that materials do matter, with EdReports revealing that only 41% of math materials fully meet standards. Fortunately, we can reverse this trend by giving teachers access to resources that exemplify the principles of HQIM in math.

Verified HQIM

Imagine IM scores “All Green” on EdReports

Illinois Success Story

CCSD59 wanted a problem-based curriculum that was accessible for all students. The result? Significant gains in math proficiency with Imagine IM.

Digital-Forward Tools and Features

An instructional experience that leverages the power of digital tools and problem-based curricula.

How Does Imagine IM Meet Key HQIM Criteria?

Definitions of HQIM vary, but at their core they share vital components. At Imagine Learning, all of our core programs are designed to deliver key benchmarks for HQIM.

1. Standards-Aligned Content

There’s no doubt about it — standards-aligned materials give all students the opportunity to acquire the necessary skills to progress academically and move into future careers.

Math educators can enjoy peace of mind with Imagine IM, an enhanced IM v.360 program that’s fully aligned with Common Core and state math standards. Given that Illustrative Mathematics CEO and cofounder Bill McCallum was a lead writer of the Common Core State Standards, the curriculum’s adherence to these benchmarks is especially robust and well-founded.

2. Best-Practice Pedagogy

Research-based instruction helps teachers meet the diverse learning needs of their students. Whether through the use of manipulatives or real-world problem-solving, research-based strategies make math easier and improve performance.

That’s why Imagine IM has a problem-based instructional framework that helps structure lessons so students are the ones engaging in mathematics. Activities and routines give teachers opportunities to see what students already know, what they can notice, and what they can figure out before they have concepts and procedures explained to them. 

To support student understanding, Imagine IM integrates three key aspects of mathematical rigor: conceptual understanding, procedural fluency, and the application of these skills to solve mathematical problems. The result? Students emerge more confident, ready to tackle complex challenges.

3. Equity and Inclusion

In a time when math proficiency is declining, it’s vital that we give every student an equal shot at success. Imagine IM is designed with three key principles in mind to support all learners:

  • Providing access for everyone
  • Presuming competence
  • Providing a strength-based approach

The program emphasizes endurance and perseverance through carefully crafted structures that address the complexity of contexts, numbers, and computations, accommodating different levels of understanding in complex mathematical contexts. Comprehensive supports for multilingual learners ensures all materials are inclusive and unbiased, representing a wide range of cultural identities.

4. Teacher and Student Experience

Imagine IM provides an unparalleled IM v.360 resource for both teachers and students, offering enhanced materials designed to support educators in planning and conducting lessons across diverse instructional settings. With a premium classroom solution tailored specifically to their needs, teachers can refine their skills as facilitators with high-quality, point-of-use supports that streamline their workflow and offer valuable implementation guidance. Exclusive print versions of Teacher Guides and Student Workbooks are seamlessly integrated with digital components, ensuring the integrity of Illustrative Mathematics content in any classroom model.

The curriculum’s instructional routines establish frameworks that enable all students to actively participate in mathematical discussions, fostering fluency in digital tools, problem-solving abilities, and effective communication of reasoning. Through rigorous problem-based design and engaging resources, Imagine IM cultivates a supportive community where students of all backgrounds can build confidence and acquire skills applicable throughout their academic journey, careers, and beyond.

5. Measuring Student Learning

Imagine IM offers opportunities for both formative and summative assessment that empower teachers to measure student understanding and progress toward learning goals. 

Teachers are equipped to monitor student progress through digital task statements, section checkpoints, and cool-downs. These provide real-time feedback and data to inform instructional decisions. 

Digital assessments allow students to access, record, and submit their questions and answers for a variety of technology-enhanced item types including multiple choice, multiple select, drag-and-drop, cloze, graphing, labeling, constructed response, short essay, and drawing types.

6. Professional Learning

Simply selecting HQIM isn’t enough. Teachers need robust professional learning to support their use in the classroom — that’s why professional learning is a crucial pillar of HQIM.

Imagine IM does more than just introduce educators to the curriculum — it equips them with the tools for implementation success. Virtual and in-person professional learning options meet diverse needs, while the digital platform offers ongoing self-directed professional development, plus insightful narrative and lesson example videos.

  • Year one: Focus on building teachers’ understanding of problem-based math instruction, helping them master both print and digital resources and establishing effective classroom routines.
  • Year two: Training emphasizes capacity building and specialization, enabling teachers to fully leverage specialized features and refine their instructional strategies.
  • Year three and onwards: The focus shifts to sustaining and enriching these practices, ensuring continued engagement and effectiveness.

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May 21, 2024 9:01 am

Making Language Arts Connections

Teachers spend a lot of their own time finding the right resources to connect with every student. We know it’s a time-consuming task, especially with everything else on their plates. High-quality instructional materials (HQIM) lighten the load, helping ensure consistent, engaging lessons while giving teachers back some much-needed time.

High-Quality Instructional Materials in Imagine Learning EL Education

What Are HQIM?

As educators and districts recognize the critical role curriculum plays alongside effective teaching, the focus on HQIM has intensified nationally. A growing body of research points to one thing: instructional materials directly impact student outcomes (Kane et al., 2016). But the reality is, not all teachers have access to HQIM or the professional development and support to implement these resources effectively.|

But what are HQIM? Generally, HQIM are recognized as materials that are aligned to state standards and include evidence-based strategies, inclusive practices, and embedded teacher support.

The Impact of HQIM in ELA

It’s undeniable that reading and writing proficiency is essential in today’s world. But over the last few years, a growing body of research has indicated that students across the US are struggling, with one-third of fourth-graders and a quarter of eighth-graders unable to read at a basic level as of 2019. Since then, results have declined further, and whether a result of post-pandemic learning loss or other factors, it’s clear that if results are to increase, something needs to change.

Study after study shows that the answer may lie in curriculum materials, because students don’t just learn from their teachers, content matters too. In ELA, the use of HQIM is evidenced to accelerate student learning, and when given access to such materials, teachers are less likely to source and create their own materials — a practice that can lead to inconsistent learning across classrooms. But how do districts, schools, and teachers identify HQIM? At Imagine Learning, all of our core programs are designed to deliver key benchmarks for HQIM.

How Does Imagine Learning EL Education Meet Key HQIM Criteria?

Definitions of HQIM vary, but at their core they share vital components. At Imagine Learning, all of our core programs are designed to deliver key benchmarks for HQIM.

1. Standards-Aligned Content

Giving teachers direct access to premium, expertly aligned materials is one of the best ways of ensuring that they can help prepare students for any career path. That’s why Imagine Learning EL Education is carefully designed to hit standards for college and career readiness and life success, teaching and assessing all strands and standards of the Common Core ELA standards at every grade level.

2. Best-Practice Pedagogy

An ELA curriculum rooted in best-practice pedagogy — which involves teaching methods that are widely recognized and supported by scientific evidence as effective — is essential for enhancing literacy outcomes. Imagine Learning EL Education is based on the Science of Reading, which advocates for structured phonics to ensure students can read challenging texts at their grade level and meet literacy objectives.

With our content-based approach to literacy, ELA looks like:

  • Content-focused teaching that deepens engagement and boosts literacy by interlinking reading, writing, and discussion across disciplines
  • Diverse texts that build knowledge, enrich understanding, and advance vocabulary
  • An approach that goes beyond traditional comprehension drills to foster real-world application and a deeper understanding of texts

3. Equity and Inclusion

There’s no doubt about it, literacy is the thread that binds all disciplines together. It’s a crucial skill for success in any discipline or career. That’s why our curriculum is crafted with inclusive practices at its core — so that every student has the tools to thrive.

Experience an ELA program that:

  • Differentiates instruction for students with disabilities and those requiring academic extensions
  • Cultivates a respectful learning environment through peer learning
  • Addresses unique learning needs with diverse supports and resources

4. Teacher and Student Experience

Imagine Learning EL Education’s platform empowers educators to focus more on teaching and less on planning. Rich resources and instructional supports make for streamlined lesson planning, with robust data and reporting tools to tailor instruction to each student’s needs.

Engaging, complex texts based on compelling real-world content are structured to develop literacy skills across grades K–8. Lessons consistently focus on mastering academic standards in reading, writing, speaking, and listening, ensuring comprehensive literacy development. The result? Students who write the narrative of their own learning journeys.

5. Measuring Student Learning

Assessment serves a dual purpose: to empower and motivate students while ensuring they meet rigorous learning standards. Continuous assessment involves setting clear long-term and supporting targets, employing strategies to monitor student progress, and adapting instruction accordingly, ensuring that students aren’t just passive recipients of information but active participants in their educational journey.

Imagine Learning EL Education features:

  • Customizable lessons and assessments for flexibility and personalization
  • Clear long-term and supporting targets
  • Strategies to monitor student progress and inform instruction adaptation

6. Professional Learning

Pedagogical strategies are constantly evolving — that’s why it’s important for teachers to be supported with robust professional learning opportunities.

Imagine Learning EL Education includes:

  • Ample resources and opportunities for teachers to build on existing expertise
  • Educator support throughout the year from a dedicated customer success manager
  • Sessions that guide teachers as they learn how to implement the curriculum

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An innovative portfolio of core curricula designed to inspire inquiry-based learning and deepen student engagement.

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May 21, 2024 8:54 am

Unlocking Success with Phenomena-Based Instruction

Teachers spend a lot of their own time finding the right resources to connect with every student. We know it’s a time-consuming task, especially with everything else on their plates. High-quality instructional materials (HQIM) lighten the load, helping ensure consistent, engaging lessons while giving teachers back some much-needed time.

High-Quality Instructional Materials in Twig Science

What Are HQIM?

As educators and districts recognize the critical role curriculum plays alongside effective teaching, the focus on HQIM has intensified nationally. A growing body of research points to one thing: instructional materials directly impact student outcomes (Kane et al., 2016). But the reality is, not all teachers have access to HQIM or the professional development and support to implement these resources effectively.

But what are HQIM? Generally, HQIM are recognized as materials that are aligned to state standards and include evidence-based strategies, inclusive practices, and embedded teacher support. As demands for STEM-related skills grow, so does the focus on HQIM, with educators seeking greater clarity on what actually counts as high-quality materials in science instruction.

The Importance of HQIM in Science

In the realm of science education, implementing HQIM is fraught with specific challenges. Science education is a fast-evolving discipline, and advancements in knowledge and best practices can quickly outpace current materials. This gap often means that teachers spend considerable time sourcing or crafting their own resources, which according to Education Elements, may not always be rigorously vetted or aligned with educational standards, leading to inconsistencies in instructional quality. This is where an HQIM science curriculum comes into play.

Open textbook of 'Volcan Hunters' module with NGSS design badge

The Twig Science Middle School module Volcano Hunters was awarded the NGSS Design Badge by NextGenScience at WestEd.

Outline of Indiana with a check mark

Twig Science program components were approved as HQIM by the Indiana Department of Education.

Image of research flyer

A study showed a 3.5% increase in students meeting or exceeding the Grade 5 California Science Test (CAST) standards compared to non-user schools.

Twig Science received the highest marks from Learning List* on its alignment to the Next Generation Science Standards (NGSS) — 100% alignment across K–8!

How Does Twig Science Meet Key HQIM Criteria?

Definitions of HQIM vary, but at their core they share vital components. At Imagine Learning, all of our core programs are designed to deliver key benchmarks for HQIM.

1. Standards-Aligned Content

To effectively implement HQIM in science education, it’s crucial to first understand the role of standards-aligned content. Standards alignment ensures that the materials meet established benchmarks such as the Next Generation Science Standards (NGSS) or 3-D state standards, which are designed to provide students with a comprehensive and coherent understanding of science.

Having access to the highest-quality, vetted materials allows educators to focus on pedagogy, rather than sourcing content — and in turn, helps them feel better prepared and capable. Twig Science was designed with teacher confidence in mind — crafted specifically to hit the Next Generation Science Standards (NGSS) and/or 3-D state standards across Grades Pre-K–8.

2. Best-Practice Pedagogy

Following best-practice pedagogy ensures that teaching methods are based on the most effective, research-backed approaches to learning. By emphasizing evidence-based teaching methods, we can help students develop a robust understanding of scientific concepts and, ultimately, contribute to a more scientifically literate society.

That’s why Twig Science’s phenomena-based instructional design excels in meeting 3-D standards. With Module Anchor Phenomena that spark curiosity from the get-go, hands-on activities, and digital interactives — educators have everything they need to lead scientific breakthroughs.

3. Equity and Inclusion

Every student deserves a chance to explore and excel in science, no matter where their strengths lie. Twig Science was built in collaboration with experts from SCALE Science at WestEd (previously known as Stanford University’s SCALE) to embed instructional design routines within Twig Science that support equitable access to science for all students. With scaffolds for English Learners, Stanford UL-SCALE language routines, plus strategies and platform functions that support additional needs, educators have everything they need to meet their students where they’re at.

4. Teacher and Student Experience

Both teacher and student experiences influence the effectiveness of science materials. Tailored resources help teachers deliver lessons smoothly and adapt to various needs, while relatable content boosts scientific understanding.

Twig Science’s powerful online platform integrates digital and print resources, complete with presenter tools, automated rostering, and single sign-on. Teachers remain in full control thanks to flexible resources with differentiated instruction supports and Fast Track for elementary levels. Meanwhile, students engage with Twig Books and Twig Journals — vibrant, multimedia textbooks and workbooks available in both digital and print formats, plus theater-quality videos and digital interactives that bring phenomena to life.

5. Measuring Student Learning

If teachers lack insights into student learning, how can they identify which needs to address? Accurate measurement of student progress is key to improving scientific outcomes and deepening student knowledge.

The Twig Science Assessment System was developed in partnership with the SCALE Science at WestEd team. It’s designed to be a three-dimensional assessment system that lets teachers evaluate student attainment of the three dimensions and Performance Expectations (PEs) of the NGSS. From pre-explorations to measure what students already know to formative and summative tasks, Twig Science offers a range of assessment strategies with embedded data reporting tools for tracking progress.

But it doesn’t stop there — since 2014, Twig Science has collaborated with Imperial College London, one of the world’s leading universities, to ensure the validity of our scientific foundations and bring real-world connections to science.

6. Professional Learning

Science education is rapidly evolving, making it challenging for teachers to keep up with the latest pedagogical strategies and best practices.

Twig Science addresses these challenges head-on by integrating relevant, up-to-date professional learning and easy-to-use training resources into our curriculum. Professional learning is tailored to empower educators with the skills to implement effective instructional practices, For example, each module includes a short introductory film, detailed background information to enhance teacher knowledge, and digital guides focused on Science and Engineering Practices and Crosscutting Concepts.

Wherever they’re at in the program, Twig Science ensures that every teacher can leverage our multifaceted curriculum to its fullest potential, enhancing both teaching effectiveness and student learning outcomes.

*Learning List provides independent reviews of K–12 instructional materials and online courses. To see Learning List’s professional reviews and alignment reports for our products, go to Learninglist.com

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Traverse Explorer

U.S. Government

How to Vote 

Explore how voting is part of your civic responsibilities and how to become a first-time voter. 

Engage

Examine this Flipbook on Civic Responsibilities. 

Analyze

First Time Voter

Genre: Video | Creator: USA.gov | Date: 2018 

Background 

The video “First Time Voter,” from USA.gov, provides information about how to register to vote. 

Collaborate

Lift-A-Line Poem 

Have students identify one line from First Time Voter that they particularly noticed. Have them use this line to write a Life-A-Line poem. Students should: 

  • Start with the line they lifted from the sources; and 
  • Write several lines that communicate an idea or emotion connected to the source or chapter. 

Teacher Resources

Think Like a Political Scientist

Use this additional sourcing information to further contextualize the source in order to deepen students’ analysis and evaluation. 

Summary

This video from USA.gov provides some basic information on how to register to vote, especially if doing so for the first time. It lists the requirements for registering as well as how to go about voting once you’re registered. 

Purpose

Per the USA.gov website, this video’s purpose is to get first-time voters ready to vote by giving them key information they’ll need in order to participate in this civic duty. The video’s purpose is also to emphasize the need to conduct further research into what the state requirements are where a voter lives. 

Intended Audience

First-time voters, or voters registering in a new state, are the targeted audience for this video. Additionally, American citizens or immigrants to the country who are not currently able to vote may be interested in the video’s content. 

Source Considerations

Although the video addresses the different state requirements for both registering to vote and actually casting a ballot, it leaves out what specifically those requirements are. 

Scaffolding and Differentiation

Use the following information to provide reading comprehension support. 

Media

The video about first-time voter registration infuses graphic images and text to support the audio. Have students reflect on these artistic choices, naming the specific techniques that helped them best remember information from the video. 

Organization

This short video contains a lot of information. Students might get confused about the different processes related to voting. Urge them to think in terms of the video’s three main ideas: eligibility, registration, and voting. 

Analyze and Discuss

To extend discussions, consider asking the following questions.

  • What examples of symbolism, exaggeration, and/or clarification do you notice in the video?
    • (Answers will vary but might include the simple three-item checklist for registration requirements (clarification); the cheering and fireworks graphic around “you can vote” (exaggeration); and the mailbox graphics (symbolism).)
  • Using these examples, what conclusions can you draw about the graphic artist’s message?
    • (The artist wanted to simplify the voter registration process for those who have never done it before. They included helpful graphics (like a mailbox to show that something might be sent or received by mail) and used bold text for important words so that registering seems easy.)
Traverse Explorer

World Geography

El Niño and Global Atmospheric Connections 

Explore how our world is connected through weather patterns like El Niño. 

Engage

Learn about El Niño through the Traverse 360 video. 

Analyze

What is El Niño?

Genre: Article | Creator: National Oceanic and Atmospheric Administration | Date: 2016 

Background 

A 2016 article by the National Oceanic and Atmospheric Administration (NOAA) describes a weather system in the Pacific Ocean. Warming and cooling water temperatures affect ocean conditions, fisheries, and weather, cooling the northern inland areas and causing the southern areas to be wetter. El Niño occurs every two to seven years, and conditions tend to last nine to twelve months. 

Examine this article on El Niño. 

How this phenomenon is shaping global weather this winter (2015–2016) 

El Niño is a naturally occurring climate pattern associated with warming of the ocean surface temperatures in the central and eastern tropical Pacific Ocean, which can significantly influence weather patterns, ocean conditions, and marine fisheries worldwide. 

El Niño occurs on average every two to seven years, and episodes typically last nine to 12 months. El Niño has its largest impacts during the winter. In the winter, El Niño typically brings milder weather to the northern parts of the United States and wetter conditions across the southern United States. The opposite of El Niño is La Niña, the cold phase, which also changes weather worldwide. There is also a neutral stage with neither unusually warm nor cool water in the equatorial Pacific. All three stages together are referred to as ENSO or the El Niño-Southern Oscillation. 

In the U.S., NOAA declares when an El Niño or La Niña event has begun. For El Niño conditions to form, monthly sea surface temperatures in the central and eastern tropical Pacific Ocean (Niño 3.4 region) need to warm +0.5° Celsius above normal, with the expectation that the warming will persist for five consecutive overlapping three month periods. In addition, the atmosphere must respond to the warming water by weakening the prevailing winds, known as the trade-winds and also shift patterns of tropical rainfall eastward. This ocean–atmosphere coupling impacts the position of the Pacific jet stream and influences weather and climate patterns globally. 

Climate records of El Niño go back millions of years, with evidence of the cycle found in ice cores, deep sea muds, coral, caves and tree rings. El Niño means the Little Boy, or Christ Child in Spanish and was first noticed in the 1600s by Spanish fishermen off the coast of South America near Peru and Ecuador. It was so named because it typically occurred around Christmas. 

Excerpted from “Understanding El Niño.” 

Collaborate

Wraparound 

Pose the following question to students:  

What might a reader conclude about how the ocean and atmosphere are connected around the globe? 

  • Go around the room and have each student share aloud a short, quick response to the question. 
  • After all students have responded, ask: 
    • What common ideas did you share in the wraparound? 
    • What surprised you? 
    • What are you curious to investigate after this wraparound? 

Teacher Resources

Think Like a Historian

Use this additional sourcing information to further contextualize the source in order to deepen students’ analysis and evaluation. 

Summary

El Niño is a weather pattern that is part of a repeating cycle in the Pacific Ocean and the Americas as ocean water warms or cools and affects air movement. This article details facts about El Niño, including when it occurs, why it occurs, and the effects it has on climate conditions. 

Purpose

The article is intended to explain the phenomenon of El Niño and provide information about its effects. 

Intended Audience

This article was created for the general public. 

Source Considerations

This information is from a respected government agency, the National Oceanic and Atmospheric Administration (NOAA), which can be considered a reliable source of weather information. 

Scaffolding and Differentiation

Use the following information to provide reading comprehension support. 

Organization

Students may be confused by the subtitle in that it promises to explain how El Niño will affect weather in 2015–2016. Let students know the information is still relevant, and encourage them to research when the last El Niño event occurred. 

Vocabulary 

Students may have trouble understanding some of the scientific jargon surrounding the weather phenomena. Encourage students to pause at unfamiliar words and confirm understanding before proceeding. 

Analyze and Discuss

To extend discussions, consider asking the following questions.

  • What details does the author provide to help define El Niño?
    • (Answers may vary but should include reference to the causes of El Niño, the frequency of its occurrence, how it affects climate conditions or the origins of its name.)
  • What might a reader conclude about how the ocean and atmosphere are connected around the globe?
    • (Answers may vary but should include the fact that the temperature of the ocean and the temperature of the air affect each other and how conditions in the Pacific Ocean can have ripple effects that are felt in climates around the world.)
Traverse Explorer

Economics

Using Cash Versus Credit

Explore the benefits and risks of using cash versus credit cards. 

Engage

Learn about interest rates in the Explainer video. 

Analyze

Using Cash versus Credit

Genre: Article | Creator: Traverse | Date: 2022 

Background 

This article, written in 2022, provides insight into how credit card use influences spending. It examines changes to consumer behavior – how people buy and use goods. While some consumer behaviors are conscious, such as comparing prices, the studies cited in this article focus on unintentional behaviors, such as making impulse purchases. 

Examine this article on Using Cash Versus Credit.

As young people get jobs and open bank accounts, they are often faced with another decision—whether or not to get a credit card. A credit card allows consumers to make purchases against a line of credit. As purchases are made, a balance accrues. Typically, the balance must be paid off monthly, or the holder will be charged interest. While there are benefits to getting a credit card, research shows that having a credit card encourages spending. 

A number of factors, including the availability of cash or credit, affect consumer spending choices. A 2000 study by economist Drazen Prelec and management researcher Duncan Simester found that consumers were willing to pay as much as 100 percent more for a desirable item when directed to pay with a credit card rather than cash. Participants bid up to $28.51 for a pair of sold-out basketball tickets when they thought they would be spending cash but up to $60.64 when they planned to pay with a credit card. 

Additional studies have found similar results. A 2003 paper published in Marketing Letters: A Journal of Research in Marketing found that consumption increased when buyers used methods that made the reality of their spending less immediately apparent. Methods such as credit cards or online payment methods tend to result in higher spending than does cash, where the spending is immediately visible to the buyer. Similarly, a 2009 study published in the Journal of Marketing identified the use of a credit card as one factor that increased unplanned purchases made at the grocery store. 

These studies hold implications for how real-world consumers manage personal finances. While credit cards allow holders to track spending, earn rewards, and build credit scores for large purchases such as homes, there can be drawbacks. If consumers increase their spending when using a credit card, they may be more likely to overspend or miss their savings goals.

Collaborate

Give One, Get One 

Pose the following question to students:  

Why do you think spending cash feels more “real” than using a credit card? 

  • Have students write several answers to the question. 
  • Have students move around the room and talk with other students to give and get ideas in response to the question. Students should try to get at least one new idea from each peer conversation.  
  • Call on several students to share an idea they got that shaped their thinking. 

Teacher Resources

Think Like a Historian

Use this additional sourcing information to further contextualize the source in order to deepen students’ analysis and evaluation. 

Summary

This article explains the benefits and drawbacks of credit cards. One study suggests that people are likely to pay twice as much when using credit instead of cash. They are also more likely to spend money they do not actually have. 

Purpose

The purpose of the article is to highlight a specific downside of credit card use. 

Intended Audience

This Traverse article was created for educational purposes. 

Source Considerations

This article provides additional context about the negative impacts of credit card use on personal finances. It cites multiple peer-reviewed studies, making the evidence it provides highly credible. The article shares the finding that credit card use increases spending; however, it does not elaborate on the reasons. The 2003 study cited in the article indicates that payment transparency plays a role, but the article does not address other mechanisms, such as rewards, which are intended to encourage spending. 

Scaffolding and Differentiation

Use the following information to provide reading comprehension support. 

Genre

The article surveys the results of multiple journal papers. Encourage students to use the annotation tool to analyze the implications of these results by asking, “How would this outcome affect someone’s monthly budget if they started using a credit card instead of cash?” 

Vocabulary

Students may be unfamiliar with the economic vocabulary balance, accrues, and interest. Remind students to examine sentences surrounding these terms for context clues. Encourage students to consult a dictionary to confirm the definitions. 

Analyze and Discuss

To extend discussions, consider asking the following questions.

  • What are two words, phrases, or sentences that reflect the article’s central idea about using credit cards? 
    • (Answers will vary but might include “having a credit card encourages spending” or “If consumers increase their spending when using a credit card, they may be more likely to overspend or miss their savings goals.”) 
  • What is the central idea that these quotations convey? 
    • (They convey the central idea that using credit cards increases consumer spending, which is a downside to credit card use.) 
Traverse Explorer

U.S. History

Federalism in the U.S. Highway System 

Explore the United States through a map of the U.S. Interstate Highway system and discover how federalism enabled its creation. 

Engage

Learn about Federalism through the Traverse 360 video. 

Analyze

National System of Interstate and Defense 

Genre: Map | Creator: American Automobile Association | Date: 1958 

Background 

In 1956, President Dwight D. Eisenhower signed the National Interstate and Defense Highways Act. The bill called for the largest public works project in United States history: an interstate highway system. The highways would span 41,000 miles and cost $25 billion. This map shows how that system would crisscross the United States. 

Click to see the full map

Collaborate

Give One, Get One 

Pose the following question to students:  

Based on what you can gather from this map, what was the advantage of an expanded interstate highway system? 

Have students write several answers to the question. 

Have students move around the room and talk with other students to give and get ideas in response to the question. Students should try to get at least one new idea from each peer conversation.  

Call on several students to share an idea they got that shaped their thinking. 

Teacher Resources

Think Like a Historian

Use this additional sourcing information to further contextualize the source in order to deepen students’ analysis and evaluation. 

Summary

This 1958 map, published by the American Automobile Association (AAA), shows how the interstate highway system will eventually span the United States. 

Purpose

The map’s purpose is to give viewers an understanding of how the U.S. highway system will crisscross the country upon the completion of this public works project prompted by the Federal-Aid Highway Act. 

Intended Audience

This source was probably made available to the members of the AAA but was also helpful for U.S. drivers and the public at large. 

Source Considerations

The interstate highway system was first conceived in 1939, but because of debate over its funding, it didn’t receive full government support until 1956. Eisenhower knew the highways could be used to evacuate citizens in case of nuclear war. 

Scaffolding and Differentiation

Use the following information to provide reading comprehension support. 

Media

Encourage students to take advantage of the map’s key to draw conclusions about the impact the then-new interstate highway system might have on citizens and cities across the United States. 

Genre 

Maps are an important visual tool people use to understand the world around them. Remind students that printed road maps like this one were vital in helping motorists navigate from place to place before the advent of GPS technology. 

Traverse Explorer

World History

Trade Routes in Medieval Asia 

Explore trade routes on the Silk Road in medieval Asia.

Engage

Learn about trade on the Silk Road in this featured Quick Talk. 

Analyze

Medieval Commerce in Asia

Genre: Map | Creator: William Shepherd | Date: 1911 

Background 

This map of 13th-century Asian trade routes was created by the cartographer and professor of history William Shepherd for his 1911 Historical Atlas. It details the land and sea travels of John of Pian del Carpine, William of Rubruck, and Marco Polo, illustrating the path of the Silk Road from the Middle East across central Asia. 

Click to see the full map

Collaborate

Silent Discussion 

Pose the following question to students:  

What details did you identify concerning the main trade routes across Asia? 

Students will engage in a silent discussion, which will provide an opportunity to generate, share, and reflect on ideas with their peers. Students will write all comments on the board. 

  • Have students silently write, read, and react to comments.  
  • Students may add related comments, draw lines to connect comments, add stars or other symbols to indicate their reactions to peer comments, or draw an image to represent their comment.  
  • Call on students to share takeaways, new ideas, or appreciations from the silent discussion. 

Teacher Resources

Think Like a Historian

Use this additional sourcing information to further contextualize the source in order to deepen students’ analysis and evaluation. 

Summary

The Silk Road linked Western empires with Persia, India, and China, making travel faster and safer for merchants and travelers. This expanded trade between empires and encouraged the cultural diffusion that spread language, religion, art, and more. 

Purpose

This map of travel routes through Asia was created to illustrate the routes taken by merchants as well as by the individual explorers Marco Polo, John of Pian del Carpine, and William of Rubruck. 

Intended Audience

Included in a Historical Atlas, published in 1911, this map was intended for the academic study of medieval trade routes through Asia. 

Source Considerations

The word caravanserai originates from two Persian words: Caravan-a group of travelers-and Seray-home. Hundreds of caravanserais operated along the Silk Road and varied from small establishments to large fortress-like complexes. 

Scaffolding and Differentiation

Use the following information to provide reading comprehension support. 

Organization

Students may be confused by the level of detail presented in this map. Encourage students to zoom in on the map and reference the map key for better understanding. 

Media

Students may be confused by the fact that the Silk Road was not a single path through central Asia. Explain to students that as indicated on this map, the Silk Road was actually a network of connected routes. 

Analyze and Discuss

To extend discussions, consider asking the following questions.

  • What details did you identify concerning the main trade routes across Asia?
    • (Answers will vary but might include details such as cities, mountains, rivers, nations, or even the desert that the trade routes cross.)
  • What conclusions can you draw as to how the trade routes indicated on the map would allow different cultures to interact with one another?
    • (Answers will vary, but students may discuss how the trade routes brought people from incredibly diverse backgrounds together by creating an established path across central Asia. Without the trade routes and the caravanserais that were built along them, far fewer people would have been able to make the journey.)

May 17, 2024 12:55 pm

Empowering the Next Generation: How CTE Fosters Career Confidence

CTE programs equip students with not only essential skills and competitive credentials but also with the confidence they need to excel in today’s competitive job markets.

The decision of what to do after high school can feel overwhelming for many high school students. They’re coping with academic pressures and personal stressors, which can make every decision feel weighted.

Here’s where career and technical education (CTE) programs come in.

They’re more than just vocational training to connect high school students to viable careers; they also help boost students’ self-confidence and build real-world competencies. As the job market becomes increasingly competitive, CTE programs play a crucial role in preparing the next generation for successful and fulfilling careers.

Here are 3 ways CTE programs alleviate student anxieties, helping them enter the “real world” with confidence:

Real-world anxiety: my classes aren’t preparing me for life after high school

CTE’s answer: pathways that build competencies for the modern world

Students learning together to build electronic circuits

We’ve all heard it: “I don’t use anything I learned in high school.” While that’s hyperbole, the sentiment is important. Students worry that they won’t be prepared for the real world — whether that’s college or career — after high school. CTE programs are changing that.

CTE programs are uniquely designed to align academic goals with the economic realities of high-demand industries. By integrating core academic skills with technical, job-specific skills, these programs prepare students for a smooth transition from the classroom to the workplace. Whether their interests lie in healthcare, engineering, digital arts, or even agriculture, CTE courses equip students with a versatile toolkit of skills that don’t just look great on a resume — they also help students succeed in their chosen careers.

CTE programs stand out as an essential educational pathway that empowers students to reach their full potential.

Real-world anxiety: today’s jobs are looking for more than a diploma

CTE’s answer: certifications that open doors

A group of students working on a project together

In a world where entry-level roles somehow still require experience, students are understandably worried about their prospects when entering the workforce. CTE programs set students up for success by preparing them for industry-recognized certification exams.

Not only do they help them prepare, but CTE programs allow students to earn recognized certifications while they’re still in high school. These certifications, often endorsed by industry leaders, can provide a substantial advantage for students entering the job market. They signal that students are ready to work, which can help reduce the barrier to entry into competitive fields.

Real-world anxiety: the idea of a career is big, unknown, and possibly scary

CTE’s answer: real-world experience builds confidence and familiarity

Good friends joking

Daydreaming in a freshman year English classroom, the idea of a career seems like just that: a distant fantasy. As students enter their final years of high school, they start to feel that post-graduation life getting closer and closer — but that doesn’t make it any less intimidating.

To alleviate these fears, CTE programs frequently incorporate internships, apprenticeships, and real-world projects that provide hands-on experience. Direct engagement outside the classroom not only reinforces the theoretical knowledge learned in class but also helps students develop confidence in their ability to perform job tasks effectively. This experience transforms uncertainty into assertive self-assurance, as students realize they can apply knowledge to solve real-world problems.

A pathway to sustainable careers

By providing clear pathways to in-demand careers, CTE programs help students see the direct correlation between their efforts in school and their future success. This visibility enhances their motivation and encourages them to envision their future beyond high school. And, knowing that they are on a direct route to a viable and sustainable career can significantly alleviate the anxiety and uncertainty that many students face regarding their future after high school.

Career and technical education programs don’t just teach students a set of job-specific skills; they also build confidence, alleviate anxiety, and encourage personal and academic growth. As the demand for skilled professionals grows, CTE programs stand out as an essential educational pathway that empowers students to reach their full potential.