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Dynamic Social Studies for Constructivist Classrooms : Inspiring Children to Be Social Scientists
ISBN: 9780131712706 | 0131712705
Edition: 8thFormat: Paperback
Publisher: Prentice Hall
Pub. Date: 1/1/2006
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For courses in Elementary Social Studies Methods. This brief, manageable, dynamic text helps teachers breathe life into their social studies teaching. The text illustrates the creation of a dynamic social studies classroom with its constructivist framework, key instructional approaches and literacy-based pedagogy, text sets, activities, and classroom vignettes. The most practical of all social studies methods texts, this edition highlights fresh and creative strategies that build key social studies understandings, skills, and values. The text i... MORE
| Foundations of Instruction | |
| Dynamic Social Studies: The Subject You Will Teach | p. 2 |
| What Do You Remember About Social Studies? | p. 6 |
| What Is Social Studies? | p. 8 |
| The Social Sciences | p. 9 |
| The Social Science/Social Studies Connection | p. 12 |
| Defining the Term Social Studies | p. 13 |
| Why Is Social Studies Important? | p. 15 |
| Participatory Citize... MORE | p. 16 |
| What Are the Major Goals of Elementary School Social Studies Instruction? | p. 17 |
| What Is Dynamic Social Studies? | p. 19 |
| Functional Content | p. 21 |
| Constructivist Teaching Practices | p. 31 |
| Intrinsic Motivation | p. 34 |
| Cross-Curricular Integration | p. 35 |
| Respect for Diversity | p. 37 |
| Afterword | p. 40 |
| References | p. 42 |
| Diversity in the Classroom: The Children You Will Teach | p. 46 |
| What Is Multicultural Education? | p. 48 |
| Cultural Responsiveness | p. 49 |
| Why Is Multicultural Awareness Important? | p. 50 |
| Cultural and Ethnic Diversity | p. 50 |
| Teaching in Culturally Diverse Settings | p. 53 |
| Language Diversity in the Classroom | p. 59 |
| Educating Exceptional Children | p. 61 |
| Gifted Children | p. 68 |
| Multiple Intelligences and Talents | p. 70 |
| Gender | p. 72 |
| Social Class | p. 76 |
| Afterword | p. 78 |
| References | p. 78 |
| Classrooms for Young Social Scientists | |
| Young Historians: Coming Face to Face With the Past | p. 82 |
| What Is History? | p. 87 |
| Why Is History Important? | p. 90 |
| What Should Students Know or Be Able to Do? | p. 92 |
| In General, How Should History Be Taught? | p. 93 |
| Historical Narratives | p. 95 |
| Primary Sources: Connecting With the Past | p. 118 |
| Nonwritten Sources (Artifacts) | p. 133 |
| Chronology | p. 137 |
| Event Chains | p. 138 |
| Timelines | p. 138 |
| Afterword | p. 144 |
| References | p. 145 |
| Young Geographers: Investigating the People/Place Connection | p. 148 |
| What Is Geography? | p. 151 |
| Why Is Geography Important? | p. 155 |
| What Should Young Geographers Know or Be Able to Do? | p. 157 |
| The Five Themes of Geography | p. 157 |
| National Geography Standards | p. 162 |
| In General, How Should Geography Be Taught? | p. 167 |
| Teacher-Guided Discovery | p. 168 |
| Independent Projects | p. 175 |
| Maps: The Tools of Geographers | p. 178 |
| What Is a Map? | p. 179 |
| Introductory Map Skills Experiences | p. 180 |
| Beginning Map Skills Instruction | p. 181 |
| Three-Dimensional Classroom Maps | p. 182 |
| Flat Maps | p. 184 |
| Model Communities | p. 185 |
| Story Maps | p. 186 |
| Mental Maps | p. 186 |
| Refining Map Skills | p. 189 |
| Map Instruction in the Middle and Upper Grades | p. 195 |
| Place Location and Direction | p. 196 |
| Relative Location | p. 199 |
| Map Symbols | p. 202 |
| Scale | p. 203 |
| Understanding the Globe | p. 203 |
| Map Selection for the Classroom | p. 205 |
| Afterword | p. 207 |
| References | p. 207 |
| Young Political Scientists: Future Citizens in Action | p. 208 |
| What Is Civics? | p. 210 |
| Why Is Civics Important? | p. 211 |
| What Should Young Political Scientists Know or Be Able to Do? | p. 212 |
| In General, How Should Civics Be Taught? | p. 215 |
| Informal Civics Instruction | p. 215 |
| Formal Civics Instruction | p. 222 |
| Civic Dispositions and Virtues | p. 236 |
| Critical Thinking | p. 243 |
| Afterword | p. 257 |
| References | p. 259 |
| Constructivist Approaches to Classroom Instruction | |
| The Learning Cycle: Teacher Scaffolded Social Constructivism | p. 260 |
| What Is Constructivism? | p. 264 |
| What Is Social Constructivism? | p. 267 |
| Zones of Development | p. 268 |
| Scaffolding | p. 269 |
| What Is the Teacher's Role in a Social Constructivist Classroom? | p. 270 |
| How Does the Learning Cycle Contribute to Social Constructivism? | p. 271 |
| The Exploration Phase | p. 271 |
| The Development Phase | p. 282 |
| The Concept/Skill Application Phase | p. 304 |
| Afterword | p. 309 |
| References | p. 310 |
| Cooperative Learning: Student-Assisted Social Constructivism | p. 312 |
| What Is Cooperative Learning? | p. 318 |
| How Does Cooperative Learning Work? | p. 318 |
| What Are the Main Features of Cooperative Learning? | p. 322 |
| Determining Group Composition | p. 323 |
| Selecting a Cooperative Learning Strategy | p. 326 |
| Choosing a Reward System | p. 331 |
| What Are the Benefits of Cooperative Learning? | p. 332 |
| Afterword | p. 333 |
| References | p. 334 |
| Inquiry and Problem Solving: Cognitive Constructivism in Action | p. 336 |
| What Is Cognitive Constructivism? | p. 339 |
| What Is Problem-Centered Instruction? | p. 340 |
| Making the Transition to Problem-Centered Instruction | p. 341 |
| How Do Teachers Facilitate Inquiry and Problem Solving? | p. 347 |
| Inquiry Procedures | p. 347 |
| Creative Problem Solving (CPS) | p. 360 |
| Afterword | p. 368 |
| References | p. 368 |
| Key Organizational Decisions | |
| Instructional Planning: The Basis of Successful Teaching | p. 370 |
| Why Is Planning Important? | p. 374 |
| How Are Unit Plans Constructed? | p. 375 |
| Select the Topic for Study | p. 376 |
| Formulate Goals and Objectives | p. 377 |
| Organize the Content | p. 379 |
| Select the Learning Experiences | p. 381 |
| Plan the Learning Experiences | p. 382 |
| Assess Learning and Teaching | p. 391 |
| Afterword | p. 403 |
| References | p. 405 |
| Key Instructional Resources: Going Beyond the Ordinary | p. 406 |
| Doing Something Real | p. 411 |
| Realia | p. 412 |
| Field Trips | p. 416 |
| Resource Persons | p. 417 |
| Depictions of Reality | p. 420 |
| Digital and VHS Cameras | p. 421 |
| Pictures and Study Prints | p. 423 |
| Integrating the Arts | p. 424 |
| Involvement in the Arts | p. 425 |
| The Visual Arts | p. 427 |
| Music | p. 429 |
| Creative Movement and Dance | p. 430 |
| Drama | p. 431 |
| Textbooks and Trade Books | p. 436 |
| Textbooks | p. 437 |
| Trade Books | p. 439 |
| Newspapers | p. 442 |
| Electronic Newspapers | p. 444 |
| Current Affairs Periodicals | p. 445 |
| Computers | p. 445 |
| Tutorial Software | p. 446 |
| Problem-Solving Software | p. 446 |
| Simulation Software | p. 447 |
| Word Processing | p. 447 |
| Telecommunications | p. 448 |
| Hypermedia (Presentation Software) | p. 450 |
| Afterword | p. 451 |
| References | p. 452 |
| Author Index | p. 455 |
| Subject Index | p. 459 |
| Table of Contents provided by Ingram. All Rights Reserved. |
