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Discover the Best Private Social Studies Classes in Shhjnpur

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19 social studies teachers in Shhjnpur

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19 social studies teachers in Shhjnpur

Ovan - Surabaya$13
$13Reading Colonial Cities: Urban History of the Dutch East Indies
Colonial cities in Indonesia were shaped by political, economic, and cultural imperatives of empire. This course combines rigorous historical analysis with in-situ field learning, inviting international learners to experience colonial urban history through direct observation of city form, heritage architecture, and spatial organization. Rather than abstract narratives or rote memorization, our approach treats cities as living texts. Students study how colonial authorities designed urban space for trade, governance, and control, and how these spatial logics endure in the modern city. The class offers a hybrid blend of classroom discussion, archival interpretation, and guided urban walks in historically significant sites such as old town districts, port precincts, colonial administrative centers, and transportation infrastructure. Participants will explore heritage buildings, street patterns, canals, and rail alignments—observing how power was inscribed into the urban fabric. Learning resources include historical maps, planning documents, photographs, and Dutch-language sources, combined with structured field observations to enhance analytical skills. Field sessions are designed not only to illustrate concepts discussed in class but to immerse students in the material realities of colonial urbanism. By engaging with both documentary archives and urban environments, students will gain a deeper appreciation of how colonial spatial strategies were implemented and how their legacies shape contemporary Indonesian cities. This course is ideal for students, researchers, heritage professionals, and culturally curious travelers interested in urban history, architecture, and colonial studies.
History · Culture · Social studies
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Katie - Mumbai, India$49
$49Unit of Inquiry: Beginning Science and Social Studies (Elementary Level)
Trusted teacher: ◦ This class is for students of ages and will be tailored to your levels, needs, and interests ◦ It includes all aspects of learning basic science and social studies (either transdisciplinary or one subject) ◦ It includes content vocabulary, understanding concepts and patterns over time, how to solve problems using science, and how to positively impact our communities, environment, and world ◦ This class is great as homework help or an extension of what you are learning in school ◦ It can include any of the following (from the IB Primary Year Program): • An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social, and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. • An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. • An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values; the ways in which we reflect on, extend, and enjoy our creativity; our appreciation of the aesthetic. • An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and the environment • An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations, and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations from local and global perspectives. • An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment. ◦ It can include other elementary-level science and social studies topics of your choice ◦ American curriculum and the Primary Years Program (PYP) of the International Baccalaureate (IB) ◦ It may include learning from books, videos, educational platforms, conversations, worksheets, and hands-on activities ◦ Can integrate various art forms such as music, dance, and physical movement to enhance learning too if you’d like ◦ Please see my other classes for other subjects ◦ Please send me a message to learn more
Science · Elementary school level · Social studies
Emilce - London, United KingdomRecently active$109
$109Bilingualism and Code-Switching: by popular demand
Trusted teacher: In these neuro-divergent times, the binary division of "one language or two" in bilinguals is perhaps due some contestation, which students are capable of providing. I have always found bilingual production models (and the ubiquitous Powerpoint slide) that university teachers provide a hindrance because of their lack of explicitness and discussion - they are just not relatable as presented nor do they provide much information or examples for monolingual students. Code-switching, a by-product of bilingualism, is now a term that is even found in minority-ethnic neighbourhood grafitti ("can white people code-switch" a found example). Please note that this is a linguistic term, used for switching between two languages, and not between local or social varieties of English. My personal position is that there is no such thing as bilingualism: there is always a language that suffers attrition, and one language that prevails, mostly because of its prestigious standing over the other language. On the other hand, a child exposed to more than one language cannot be truly monolingual. For this course (very popular at universities around Europe both at undergraduate and postgraduate level) we shall go through the terms used to discuss bilingualism, in detail, and then discuss, with the help of published books and articles, who can be considered bilingual (or are we all, one other language lying dormant?). Can bilingualism be defined by the speaker, instead of the "community"? Can it be imposed by the State? Does a bilingual brain function in the same manner as a monolingual brain? These are research questions that emerge as dissertation or thesis topics both at undergraduate and postgraduate courses.
Grammar · Social studies · Child development
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