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Effective Teaching in Elementary Social Studies

ISBN: 9780133708264 | 0133708268
Edition: 3rd
Format: Hardcover
Publisher: Macmillan Publishing Company, Incorporated
Pub. Date: 10/1/1995

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Table of Contents
PART I CONTEXTS FOR THE SOCIAL STUDIES1(158)
Defining the Social Studies
3(30)
Introduction
6(3)
... MORE
Defining Social Studies
9(2)
Citizenship Education
9(1)
History and Social Science Education
10(1)
Reflective Thinking and Problem-solving Education
11(1)
Common Emphases within Social Studies Programs
11(3)
Emphases within Citizenship Education
11(1)
Emphases within History and Social Science Education
12(1)
Emphases within Reflective Thinking and Problem-solving Education
13(1)
Establishing Standards for Pupil Performance
14(2)
The Grades K to 8 Social Studies Curriculum
16(3)
Kindergarten: Awareness of Self in a Social Setting
16(1)
The Individual in Primary and Social Groups---Understanding School and Family Life
16(1)
Meeting Basic Needs in Nearby Social Groups---The Neighborhood
17(1)
Sharing Earth and Space with Others---The Community
18(1)
Human Life in Varied Environments---The Region
18(1)
People of the Americas---The United States and Its Close Neighbors
18(1)
People and Cultures---Representative World Regions
18(1)
A Changing World of Many Nations---A Global View
18(1)
Building a Strong and Free Nation---The United States
19(1)
Relating Basic Social Studies Purposes to Subject Matter Covered at Each Grade Level
19(4)
The Structure of Knowledge
23(4)
Facts
24(1)
Concepts
25(1)
Generalizations
26(1)
The Motivation Problem
27(6)
The Content Sources: History, Geography, and Economics
33(44)
Introduction
37(1)
History
38(14)
History of the Curriculum
41(2)
History-related Classroom Activities
43(7)
How Historians Judge the Truth
50(1)
A Selection of Information Sources
51(1)
Geography
52(11)
The Geography Curriculum
53(5)
Geography-related Classroom Activities
58(4)
A Selection of Information Sources
62(1)
Economics
63(14)
Categories of Economic Systems
63(1)
Economics-related Classroom Activities
64(9)
A Selection of Information Sources
73(4)
The Content Sources: Political Science, Sociology, Anthropology, and Psychology
77(46)
Introduction
81(1)
Political Science
81(10)
Political Science in the Curriculum
82(3)
Political Science-related Classroom Activities
85(6)
Sociology
91(11)
Institutions
92(1)
Primary Groups
92(1)
Secondary Groups
93(1)
Stratified Groups
93(1)
Relationships within and among Groups
94(1)
Social Change
94(1)
Communication
94(1)
Social Problems
94(1)
Sociology-related Classroom Activities
95(7)
Anthropology
102(9)
Archaeology and Prehistory
103(1)
Human Evolution
103(1)
Culture
104(1)
Cultural Change
105(1)
Anthropology-related Classroom Activities
106(5)
Psychology
111(12)
Individual Differences
112(1)
Perception
112(2)
Fears
114(1)
Aggression
114(1)
Psychology-related Classroom Activities
114(9)
Planning for Instruction
123(36)
Introduction
126(1)
Aims, Goals, Intended Learning Outcomes, and Instructional Objectives
127(11)
Aims
128(1)
Goals
128(1)
Intended Learning Outcomes
129(1)
Instructional Objectives
130(8)
Information Needed in Making Instructional Planning Decisions
138(3)
Knowledge about Learners
138(1)
Pupil Expectations and Prior Experience
139(1)
Knowledge about Content
139(1)
Knowledge of Teaching Methods
140(1)
Knowledge about Available Resources
140(1)
Organizing Planning Information
141(18)
Unit Plans
142(10)
Lesson Plans
152(7)
PART II FUNDAMENTAL APPROACHES TO INSTRUCTION159(136)
Concepts, Generalizations, and Individualized Learning
161(30)
Introduction
165(1)
Concepts
166(5)
Types of Concepts
167(1)
Teaching Concepts
168(3)
Inducing Generalizations
171(4)
Individualized Learning: Basic Features
175(2)
Altering the Rate of Learning
175(1)
Altering the Content of Learning
176(1)
Altering the Method of Learning
177(1)
Altering the Goals of Learning
177(1)
Examples of Formal Approaches for Individualizing Learning
177(14)
Learning Centers
179(2)
Learning Activity Packages
181(1)
Activity Cards
182(4)
Learning Contracts
186(5)
Group Learning
191(36)
Introduction
195(3)
Basic Group Types
198(4)
The Tutoring Group
199(1)
The Equal Roles Group
199(2)
The Assigned Roles Group
201(1)
Preparing Pupils to Work in Groups
202(8)
Two-By-Two
203(2)
Think-Pair-Share
205(1)
Inside-Outside
205(2)
Numbered Heads Together
207(1)
Buzz Session
208(2)
Three Popular Group Techniques: Classroom Debate, Role Playing, and Simulation
210(7)
Classroom Debate
210(2)
Role Playing
212(3)
Simulations
215(2)
Cooperative Learning Techniques
217(10)
Jigsaw
218(2)
Learning Together
220(1)
Teams Achievement Divisions
221(6)
Developing Thinking Skills
227(32)
Introduction
232(1)
Teaching Pupils to Monitor Their Thinking
232(5)
Thinking Aloud
233(1)
Visualizing Thinking
234(3)
Inquiry Approaches
237(7)
Inquiry Teaching: Basic Steps
238(3)
Using Data Charts to Compare, Contrast, and Generalize
241(2)
Delimiting and Focusing Pupils' Thinking
243(1)
Creative Thinking
244(2)
Critical Thinking
246(1)
Problem Solving
246(4)
Decision Making
250(4)
Finding More Information
254(5)
Developing Prosocial Behavior
259(36)
Introduction
265(1)
Values, Morality, and Prosocial Behavior
266(2)
Aesthetic Values
266(1)
Moral Values
267(1)
James Rest's Framework
267(1)
Dealing with Values, Morality, and Prosocial Behavior in the Classroom
268(27)
Clarifying Personal and Aesthetic Values
269(3)
Values-Situation Role Playing
272(5)
Kohlberg's Approach to Developing Moral Judgment
277(2)
Moral Dilemma Discussions
279(3)
Teaching for Moral Decision Making: Issues, Values, and Consequences Analysis
282(13)
PART III A SELECTION OF THEMES295(106)
Law-Related Education
297(30)
Introduction
301(1)
What is Law-Related Education?
301(1)
Goals of Law-Related Education
302(2)
Law-Related Education Topics
304(3)
Basic Legal Concepts
304(1)
The Constitution and Bill of Rights
304(1)
The Legal System
305(1)
Criminal Law
306(1)
Consumer Law
306(1)
Family Law
307(1)
Sources of Information
307(3)
Special Committee on Youth Education for Citizenship
308(1)
Constitutional Rights Foundation
308(1)
Law in a Free Society
308(1)
Center for Civic Education
308(1)
Consumer Law Resource Kit
308(1)
Opposing Viewpoints Series
309(1)
National Institute for Citizen Education in the Law
309(1)
Public Affairs Pamphlet Series
309(1)
Law in Action Units
309(1)
Cases: A Resource Guide for Teaching about the Law
309(1)
Classroom Approaches to Law-Related Education
310(9)
Using Case Studies
310(5)
Storyline
315(2)
Children's Literature
317(1)
Mock Trials
317(2)
Community Resources
319(8)
Global Education
327(22)
Introduction
331(1)
What is Global Education?
332(1)
Global Education: Issues
333(1)
Organizing Global Education Learning Experiences
334(15)
Monocultural Emphasis
335(1)
Experience Emphasis
336(1)
Contributions Emphasis
337(1)
Intercultural Emphasis
338(2)
Personal Emphasis
340(9)
Multicultural and Gender-Equity Education
349(28)
Introduction
353(1)
Multicultural Education's Many Faces
354(3)
Gender-Equity Education: Purposes
357(1)
Basic Goals of Multicultural and Gender-Equity Education
357(2)
Monitoring Teaching Procedures
359(2)
Classroom Approaches to Multicultural and Gender-Equity Studies
361(10)
Single-Group Studies: General Characteristics
361(1)
Single-Group Studies: Examples of Classroom Approaches
362(6)
Multiple-Perspectives Approach: General Characteristics
368(1)
Multiple-Perspectives Approach: A Classroom Example
368(3)
Sources of Information
371(6)
Multicultural Lessons
371(1)
Gender-Equity Lessons
371(6)
Environmental and Energy Education
377(24)
Introduction
380(1)
Pressing Environmental and Energy Challenges
381(6)
Global Warming
381(1)
Deforestation
381(1)
Toxic Waste
382(1)
Ozone Depletion
383(1)
Issues Associated with Energy
384(3)
Classroom Approaches to Building Environmental and Energy Awareness
387(14)
Sensitizing Learners to the Problem of Unnecessary Waste
387(3)
Developing Environmental Sensitivity through Children's Literature
390(1)
Learning What Is Biodegradable
391(10)
PART IV SUPPORTING AND ASSESSING SOCIAL STUDIES LEARNING401(148)
Technology and the Social Studies
403(22)
Introduction
407(2)
Computers in the Schools
409(9)
Traditional Computer Programs
410(2)
CD-ROM
412(2)
Internet
414(2)
Integrating Computer-based Instruction
416(1)
Some ``Pros'' and ``Cons'' Related to Computers and Schools
416(2)
Videocassettes
418(1)
Videodiscs
418(1)
Personal Digital Assistants (PDAs)
419(6)
Understanding Map and Globe Skills
425(30)
Introduction
429(1)
Globes
430(3)
Kinds of Globes
431(2)
Parts of the Globe That Need to Be Emphasized
433(1)
Maps
433(4)
Conformal Maps
435(1)
Equal Area Maps
436(1)
Basic Map and Globe Skills
437(11)
Recognizing Shapes
438(1)
Utilizing Scale
438(1)
Recognizing Symbols
439(3)
Utilizing Direction
442(2)
Determining Absolute Location
444(1)
Pointing Out Relative Location
444(3)
Describing Earth-Sun Relationships
447(1)
Interpreting Information on Maps and Globes
447(1)
Teaching All of the Skills at Each Grade Level
448(7)
Social Studies and the Integrated Curriculum
455(34)
Introduction
459(1)
Choosing Appropriate Themes
460(3)
Feasible
461(1)
Worthwhile
461(1)
Contextualized
462(1)
Meaningful
462(1)
Mapping the Integration
463(1)
Integrating Units around Selections of Children's Literature
464(1)
The Arts
465(1)
Music
465(1)
Mathematics
466(4)
Science and Technology
470(1)
Language Arts
471(18)
Readers' Theater
472(1)
Reading Study Skills
472(2)
Prereading Techniques
474(1)
During-Reading Techniques
475(4)
Postreading Techniques
479(2)
Writing and the Social Studies
481(8)
Social Studies for Limited English Proficient Learners
489(26)
Introduction
493(1)
Potential Problems for Limited English Proficient Learners in Social Studies
494(3)
Cultural Conflict
495(1)
Lack of Social Studies Background
496(1)
Sequential Nature of the Curriculum
496(1)
Difficulty of Social Studies Materials
497(1)
Sheltered Instruction in the Social Studies
497(1)
Principles of Second Language Learning in Content Fields
498(8)
The Affective Filter
499(1)
Meaningful and Comprehensible Input
499(1)
Stages of Language Acquisition
500(2)
Context and Cognitive Load
502(2)
Learning Types of Knowledge Structures
504(2)
Successful Instructional Practices for Teaching Limited English Proficient Learners
506(9)
Cooperative Learning
506(1)
Multimedia and Concrete Experiences
507(2)
Language Experiences
509(6)
Evaluating Learning
515(34)
Introduction
519(1)
Authentic Assessment
519(2)
Problems in Implementing Authentic Assessment
520(1)
Informal Evaluation
521(9)
Teacher Observation
523(1)
Teacher--Pupil Discussion
523(1)
Pupil-Produced Tests
524(1)
My Favorite Idea
524(1)
Headlines
525(1)
Newspaper Articles
525(1)
Word Pairs
525(1)
Alphabet Review Game
526(1)
Mystery Word Scramble
526(1)
Anagrams
527(1)
Other Informal Techniques
528(1)
Recordkeeping and Informal Evaluation
528(2)
Formal Evaluation
530(14)
Rating Scales
530(3)
Learning Checklists
533(2)
Attitude Inventories
535(1)
Essay Tests
535(2)
True/False Tests
537(1)
Multiple-Choice Tests
538(3)
Matching Tests
541(1)
Completion Tests
542(2)
Using Evaluation Results to Improve Instruction
544(5)
Subject Index549(6)
Name Index555

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