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Social Studies in Elementary Education

ISBN: 9780130213372 | 0130213373
Edition: 11th
Format: Hardcover
Publisher: Prentice Hall
Pub. Date: 1/1/2001

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SummaryTable of ContentsAuthor Biography
For preservice, inservice, and graduate courses on social studies in elementary education. More practical than ever, this number one text retains the clarity and friendly tone of previous editions while taking a fresh look at diversity, technology, democratic citizenship, and expanding social studies across the curriculum. It details the mission of social studies education, considers the diversity of children in today's social studies classrooms, addresses the social studies curriculum, and explores effective instruction. The author continues t... MORE
PART I Orientation to Social Studies Education1(56)
Social Studies Education: What and Why?
2(24)
Goals for the Social Studies: Social Understanding and Civic Efficacy
... MORE4(4)
Knowledge
5(1)
Attitudes and Values
6(1)
Skills
7(1)
Curriculum Scope and Sequence
8(8)
Unit Topics
13(3)
Trends
16(7)
Access and Inclusion---Teaching All Our Children
17(1)
Character Education
17(1)
Technology
18(1)
Integrated Curriculum
19(2)
Curriculum Standards
21(2)
Conclusion
23(1)
Discussion Questions and Suggested Activities
23(1)
Selected References
24(1)
Notes
24(2)
Knowing the Children We Teach
26(31)
Guidelines and Teaching Examples
29(10)
Two Extremes and a Middle Way
29(1)
Different or Deprived?
30(2)
Six Guidelines for Teaching in Diverse Classrooms
32(1)
Culturally Responsive Instruction
32(2)
Knowledge of Your Own Family History
34(1)
Multimedia
34(1)
High Expectations for Learning
35(1)
Multicultural Curriculum
36(2)
Flexible Grouping
38(1)
Understanding Changing Demographics
39(14)
Ethnicity, Race, and Culture
39(2)
Gender
41(2)
Language Differences in the Classroom
43(2)
Children with Special Needs
45(5)
Multiple Intelligences
50(3)
Conclusion
53(1)
Our Common Ground: The American Dream
53(1)
Discussion Questions and Suggested Activities
54(1)
Selected References
54(1)
Notes
55(2)
PART II Social Studies Curriculum57(154)
Citizenship Education and Democratic Values
58(38)
Why Citizenship Education?
60(1)
Citizenship Education: Six Dimensions
61(31)
Deliberation: Discussion and Decision Making
63(9)
Voting and Elections
72(6)
Community Service and Action
78(5)
Citizenship Knowledge
83(1)
Democratic Values
84(3)
Democratic Dispositions and Virtues
87(4)
Religion and the Social Studies
91(1)
Conclusion
92(1)
Discussion Questions and Suggested Activities
93(1)
Selected References
93(1)
Notes
94(2)
History, Geography, and the Social Sciences
96(48)
Teaching History
98(19)
Rationale
98(3)
What History Should Be Taught?
101(1)
Historical Reasoning
102(2)
Teaching Suggestions
104(4)
Absorbing History
108(5)
Doing History
113(4)
Teaching Geography
117(6)
Purposes
117(1)
The Geography Curriculum: The Thematic Approach
117(2)
Teaching Suggestions
119(4)
Teaching Political Science (Citizenship Education)
123(2)
Teaching Suggestions
124(1)
Teaching Economics
125(7)
Teaching Suggestions
126(1)
The World of Work
127(2)
Activities for Studying the World of Work
129(3)
Teaching Anthropology
132(2)
Teaching Suggestions
133(1)
Teaching Sociology
134(4)
Teaching Suggestions
135(3)
Simulations
138(1)
Conclusion
138(1)
Discussion Questions and Suggested Activities
138(1)
Selected References
139(2)
Notes
141(3)
Powerful Social Studies Tools: Time Lines, Maps, Globes, and Graphics
144(34)
Developing a Sense of Time and Chronology
146(2)
Software
147(1)
Map and Globe Skills Essential to the Social Studies Curriculum
148(5)
Directional Orientation
149(1)
Using Map Scales
149(1)
Locating Places
150(1)
Reading Map Symbols
151(2)
Teaching About the Globe
153(5)
Teaching About Maps
158(13)
Teaching Map Symbols
159(2)
Teaching Map Directions
161(1)
Teaching Map Scale
162(1)
Teaching Map Interpretation
162(2)
Comparing Maps and Making Inferences
164(1)
Teaching Map Color
165(1)
Applying Map and Globe Skills
166(3)
A Summary of Map and Globe Skills
169(2)
Teaching Graphs and Charts
171(4)
Graphs
171(2)
Charts
173(2)
Conclusion
175(1)
Discussion Questions and Suggested Activities
175(1)
Selected References
176(1)
Notes
176(1)
Websites
177(1)
Current Events and Public Issues
178(33)
Purposes
180(1)
Building a Current Events Program
181(2)
Teaching Current Events in Addition to Social Studies
181(1)
Using Current Events to Supplement Social Studies
182(1)
Using Current Events as the Basis for Social Studies Units
182(1)
Four Strategies for Teaching Current Events
183(13)
Daily Discussion of News
183(5)
Decision Making on Controversial Issues
188(4)
Teaching About Kinds of Controversy
192(2)
Writing About Issues
194(2)
Teaching Enduring Public Issues
196(11)
Poverty
197(1)
Human-Environment Interaction
197(4)
Crime and the Rule of Law
201(2)
Peace and Understanding
203(2)
Diversity and Prejudice
205(2)
Conclusion
207(1)
Discussion Questions and Suggested Activities
208(1)
Selected References
208(1)
Notes
209(1)
Websites
209(2)
PART III Planning and Teaching Social Studies211(234)
Planning Units, Lessons, and Activities
212(42)
Planning the Unit
217(11)
Study the Curriculum Guide and Talk About It with Colleagues
217(2)
Survey Available Instructional Resources
219(1)
Frame Objectives
220(2)
Select and Organize Subject Matter
222(5)
Review Teaching Strategies
227(1)
Teaching the Unit
228(8)
Launching the Unit
229(2)
Developing the Study with Learning Activities
231(1)
Selecting Activities
232(2)
Formative and Summative Assessment
234(2)
Concluding the Study
236(1)
Lesson Planning
236(3)
Judging the Adequacy of a Lesson Plan
239(1)
Five Ways to Enrich Any Unit
239(11)
Incorporating Reading Instruction
240(1)
Incorporating Higher-Order Thinking Skills (HOTS)
241(1)
Incorporating Construction Activities
242(4)
Incorporating Simulations and Role Playing
246(2)
Incorporating Music and Drama
248(2)
Conclusion
250(1)
Discussion Questions and Suggested Activities
250(1)
Selected References
251(1)
Notes
251(1)
Websites
252(2)
Three Great Teaching Strategies
254(30)
Teaching Concepts
256(12)
What Are Concepts?
257(2)
Concept Formation
259(4)
A Variation on Concept Formation: List, Group, and Label
263(1)
Another Variation on Concept Formation: Concept Attainment
264(2)
Summary
266(1)
But What About Facts?
266(2)
Teaching with Inquiry
268(5)
Who Benefits from Advertising?
270(1)
What Caused the Titanic Tragedy?
271(2)
Teaching Social Studies Skills
273(4)
Asking Good Questions
277(4)
Purposes of Asking Questions
278(2)
Improving Questioning Skills
280(1)
Conclusion
281(1)
Discussion questions and Suggested Activities
282(1)
Selected References
282(1)
Notes
283(1)
Websites
283(1)
Resources
284(36)
The School Library (Multimedia Center)
286(1)
Textbooks
287(2)
Teaching the Organization of the Textbook
289(1)
Community Resources
289(6)
Guest Speakers
292(2)
Field Trips
294(1)
Computer Resources
295(14)
Virtual Field Trips
301(3)
Additional Field Trip Suggestions
304(1)
Exploring Museums Online
305(1)
Newsgroups
306(1)
Joining Civic Discussions
307(1)
Biography Writing
307(1)
Computer Simulations
308(1)
Newspapers
309(1)
Map and Globe Collections
310(1)
Multiple Resources: Grappling with Competing Viewpoints
311(3)
Historical Fiction
314(1)
Curriculum Guides
314(2)
Conclusion
316(1)
Discussion Questions and Suggested Activities
316(1)
Selected References
317(1)
Notes
317(1)
Websites
317(3)
Assessing Student Learning
320(34)
Assessment Is Natural
324(1)
Mrs. Rivera's Assessments
325(1)
Purposes of Assessment
325(2)
Principles of Assessment
327(6)
Assessment Is an Integral Part of Curriculum and Instruction
327(1)
Devote Time to Essential Learnings
328(1)
Set High Standards for Teaching and Learning
328(2)
Clarify Targets Early
330(1)
Aim for More Authentic Assessments
330(1)
Collect Multiple Indicators of Learning---An Array of Evidence
331(1)
Provide Ample Opportunities to Learn
332(1)
Methods of Assessment
333(14)
Informal Assessment Techniques
333(3)
Paper-and-Pencil Tests
336(3)
Performance Assessment
339(5)
Portfolios
344(3)
Conclusion
347(3)
Discussion Questions and Suggested Activities
350(1)
Selected References
351(1)
Notes
351(1)
Website
352(2)
Cooperative Learning in Social Studies
354(26)
Creating a Positive Climate for Human Relations
357(3)
A Caring Environment
357(3)
Getting Started with Cooperative Groups
360(1)
Managing Cooperative Groupwork
361(7)
Goals
361(3)
Group Size and Composition
364(2)
Alternative Frameworks for Cooperative Tasks
366(2)
Structured Academic Controversy
368(1)
Identifying and Teaching Groupwork Skills
368(5)
Skills for Getting Started
369(1)
Skills for Functioning in Small Groups
369(1)
Teaching Cooperative Skills
370(1)
Rewarding Groupwork Appropriately
371(1)
Debriefing
371(1)
Giving Oral Reports
372(1)
Teaching and Using Discussion Techniques
373(3)
Involving Every Child
373(1)
Roundtable Discussions
374(1)
Panel Discussions
375(1)
Buzz Groups for Brainstorming
375(1)
Conclusion
376(1)
Discussion Questions and Suggested Activities
376(2)
Selected References
378(1)
Notes
379(1)
Websites
379(1)
The Literacy-Social Studies Connection
380(30)
Literacy and Content-Area Learning
382(1)
Teaching Skills Essential to Social Studies Learning
383(2)
Using Textbooks as Study Aids
385(5)
Using the Parts of a Book
387(2)
Using the Organization of the Book
389(1)
Using Pictures to Aid Comprehension
389(1)
Locating and Using Reference Materials
390(1)
Building Social Studies Vocabulary
390(4)
Improving Reading Comprehension: Making Sense
394(8)
Activate Prior Knowledge
395(1)
Preview
396(2)
Skim for Ideas and Related Details
398(1)
Summarize
399(3)
Using Children's Trade Books for Multiple Perspectives
402(4)
Launching
403(1)
Providing Multiple Perspectives
403(3)
Conclusion
406(1)
Discussion Questions and Suggested Activities
407(1)
Selected References
407(1)
Notes
407(1)
Websites
408(2)
Social Studies as the Integrating Core
410(35)
Making Sense of Curricular Integration
412(3)
Definitions
413(1)
Pitfalls
414(1)
Two Approaches: Infusion and Fusion
415(3)
Infusion
416(1)
Fusion
416(2)
Overview
418(1)
An Infusion Example: Composing Cooperative Biographies
418(14)
Writing About Historical Figures
420(1)
Procedure for Producing Biographies
421(1)
Objectives
421(2)
Selecting a Subject
423(1)
Introducing the Project
424(1)
Learning About the Subject of a Biography
425(2)
Reflection and Setting Priorities
427(1)
Writing and Illustrating
428(2)
Concluding the Project
430(1)
Summing Up: The Changing Concept of Literacy
431(1)
A Fusion Example: Understanding Living Things
432(9)
Planning a Fusion Unit: Ingredients and Procedure
432(9)
Conclusion
441(1)
Discussion Questions and Suggested Activities
442(1)
Selected References
443(1)
Notes
443(1)
Website
444(1)
Index445
Dr. Walter Parker teaches in the College of Education at the University of Washington in Seattle and chairs the Social Studies Education Program.

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