Question

A growing focus on STEM-science, technology, engineering, and math- has brought funding and excitement for these subjects into schools. Meanwhile, the push for standardized testing is requiring teachers to devote a large proportion of class time to reading and math test preparation. One consequence of these dual trends is that schools are skimping on social studies instruction.

Mindful world citizens need, at a minimum, a general awareness of foreign cultures, a passing familiarity with geography, and a basic understanding of history. If you're not sure your child's school is instilling these basic foundations of knowledge, you need to support your kids' learning yourself. Daunting as this may sound, it doesn't need to take an inordinate amount of time and effort.

A good first step is to keep a globe or world map in a prominent location in your home. Whenever possible, refer to this resource in conversation. For instance, if your child is interested in a particular animal, point out where in the world it lives. If older children ask questions about the news, show them where current events are happening If your budget allows it, keep a good children's atlas handy too. This will allow your conversations to go into greater depth if your children show interest.

Children have ever-greater access to high-quality fiction about people and cultures around the world. If you're reading together about a foreign place or time-or if you see your older child picking up a historical or multicultural book--take a moment to find a children's nonfiction book on the same subject. If you don't have time to do this research during a family library trip, most libraries allow patrons to browse and order books online.

The author of this article assumes that:
a. parents are eager to support their children's education.
b. parents have unlimited time to support their kid's education.
c. teachers do not like helping children learn about social studies.
d. teachers all prefer STEM subjects and reading over social studies.

Answer 1

The author assumes that parents are eager to support their children's education and acknowledges the potential time constraints they may face. The article does not make assumptions about teachers disliking social studies or preferring STEM subjects and reading over social studies.

Step-by-step explanation:

The author of this article assumes that:

a. parents are eager to support their children's education.

The author suggests that if parents are not sure if their child's school is providing enough social studies instruction, they should take it upon themselves to support their child's learning. This implies that the author assumes parents are motivated and willing to support their children's education.

b. parents have unlimited time to support their kid's education.

The article acknowledges that supporting a child's learning may sound daunting, but it reassures parents that it doesn't need to take an excessive amount of time and effort. This suggests that the author does not assume parents have unlimited time but encourages them to find manageable ways to support their child's education.

c. teachers do not like helping children learn about social studies.

The article does not make any direct claims or assumptions about teachers disliking or not wanting to help children learn about social studies. It focuses more on the challenges teachers face in balancing standardized testing requirements and the growing emphasis on STEM subjects.

d. teachers all prefer STEM subjects and reading over social studies.

The article mentions that the focus on STEM subjects has brought funding and excitement into schools, but it does not make any assumptions about teachers' preferences for STEM subjects over social studies. It highlights the consequences of these trends, such as reduced emphasis on social studies instruction, but does not generalize the preferences of all teachers.