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Teaching and Learning Elementary Social Studies

ISBN: 9780205267637 | 0205267637
Edition: 6th
Format: Hardcover
Publisher: Allyn & Bacon, Inc.
Pub. Date: 8/1/1997

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SummaryTable of Contents
With more and more attention to interdisciplinary teaching and learning and a new emphasis on constructivism, teachers need better strategies for involving their students in social studies content. New material on the National Council of Social Studies has also been incorporated.The sixth edition of this popular book maintains its focus on the child and provides teachers with teaching strategies that emphasize inquiry, concepts, and moral development. The entire book has been updated with new information and insight.
Prefacexi
Introductionxiii
Ideas, Definitions, and Trends
1(22)
Social Studies Defined
... MORE(1)
Why Social Studies?
3(4)
A Goal Structure
3(2)
A Rationale
5(2)
The Social Studies Curriculum
7(5)
The Widening Horizons Curriculum
8(2)
The Spiral Curriculum
10(2)
Classroom Environments
12(3)
Increased Learner Independence
12(2)
Higher-Level Thinking
14(1)
Differences among Learners
15(1)
A Good Social Studies Teacher
15(6)
Summary
21(1)
Activities
21(1)
Suggested Readings
21(2)
The Knowledge Base for Elementary Social Studies
23(25)
The Nature of Knowledge
24(2)
The National Council for the Social Studies Standards as a Guide to the Knowledge Base
26(5)
What Should Children Know?
31(1)
The Social Science Disciplines
32(13)
Anthropology
33(3)
Economics
36(1)
Geography
37(2)
History
39(2)
Sociology
41(2)
Political Science
43(2)
Summary
45(1)
Activities
45(1)
Notes
46(1)
Suggested Readings
46(2)
Theory: Developmental and Psychological Dimensions
48(28)
Jerome Bruner
49(8)
Four Key Concepts
49(3)
Classroom Applications
52(3)
Claims of Discovery Learning
55(1)
Learners' Minds
55(2)
Jean Piaget
57(5)
Stages of Cognitive Development
58(2)
Classroom Applications
60(2)
Lev Vygotsky
62(3)
Concept Attainment
63(1)
The Zone of Proximal Development
64(1)
Constructivist Learning
65(1)
Carl Rogers
65(4)
Educational Priorities
66(1)
Classroom Applications
66(3)
Howard Gardner
69(4)
The Nature of Intelligence
69(1)
Types of Intelligence
69(3)
Three Responsibilities of Schools
72(1)
Summary
73(1)
Activities
74(1)
Notes
75(1)
Suggested Readings
75(1)
Practice: How Teachers Approach Social Studies
76(16)
The Child-Centered Approach
77(5)
The Society-Centered Approach
82(3)
The Knowledge-Centered Approach
85(3)
Reflections
88(3)
Summary
91(1)
Activities
91(1)
Suggested Readings
91(1)
Experience, Constructivism, and Reflective Thinking
92(11)
Nurturing Experience
93(1)
How Reflective Thought Develops
93(1)
The Quest for Quality
94(1)
Constructivist Thought and Social Studies
95(1)
Contrasting Perspectives for Social Studies
95(2)
The Coverage Problem
97(1)
Thinking Strategies
98(1)
Social Studies and Problem Solving
99(1)
The Emotional/Intellectual Landscape
100(1)
Summary
101(1)
Activities
101(1)
Notes
102(1)
Planning for Learning
103(32)
The Teacher as a Decision Maker
104(1)
Long-Range Goals
105(1)
The Anatomy of a Lesson
106(6)
Mechanics
106(2)
Substance
108(4)
Teaching Concepts
112(8)
What Are Concepts?
112(3)
Developing Concepts
115(2)
The Use of Webbings
117(1)
The Use of Structural Comparisons
118(2)
Teaching Skills
120(1)
Teaching Values
121(2)
How to Develop a Unit: The Design of Instruction
123(10)
What Is a Unit?
123(1)
Time Allotments
124(1)
How to Begin
124(1)
Unit Objectives
125(1)
Block Plan
126(1)
Unit Resources
126(1)
Instructional Design and Development: Steps and Elements
127(6)
Summary
133(1)
Activities
133(1)
Notes
133(1)
Suggested Readings
134(1)
Teaching and Learning Strategies
135(33)
Student Perceptions of Social Studies
136(1)
Variety in Teaching
136(1)
Direct Instruction
137(5)
Teacher Presentation
138(2)
Class Discussion
140(1)
Demonstration
141(1)
Observations on Direct Instruction
141(1)
Indirect Instruction
142(24)
Role-Play
143(2)
Interest Centers
145(2)
Group Investigation or Projects
147(2)
Reflective Thinking
149(3)
Creative Expression
152(1)
Content Analysis
153(4)
Differentiated Assignments
157(3)
Jigsaw/Peer Teaching
160(1)
Simulations
160(6)
Observations on Indirect Instruction
166(1)
Summary
166(1)
Activities
167(1)
Notes
167(1)
Suggested Readings
167(1)
Assessing Student Progress
168(20)
Evaluation: An Overview
169(4)
Why Evaluate?
169(1)
What Should You Evaluate?
169(1)
How Should You Evaluate?
170(3)
Authentic Assessment Strategies
173(6)
``I Learned'' Statements
173(1)
Interviews
174(1)
Observation
175(1)
Summary Sheets
175(1)
Written and Pictorial Assignments
176(1)
Clear and Unclear Windows
176(1)
Choices and Feelings
176(1)
Record Keeping
176(1)
Self-Reporting
177(1)
Circle Meetings
177(1)
Question Authoring
178(1)
Journal Entries
178(1)
Learning Illustrated
178(1)
Thinking Aloud
178(1)
Displays
179(1)
Spot-Check Inventories
179(1)
Assessing Assessment
179(2)
Teachers and Parents as Partners
181(1)
Tests
181(5)
Essay Tests
182(1)
Objective Tests
183(1)
Portfolio Assessment
184(2)
Evaluating Your Own Effectiveness
186(1)
Summary
186(1)
Activities
187(1)
Note
187(1)
Suggested Readings
187(1)
Doing Inquiry: Children as Researchers
188(37)
Inquiry and Discovery Learning
189(5)
Real and Contrived Problems
191(2)
Differences and Similarities
193(1)
Reflective Thinking as a Follow-Up to Inquiry
194(1)
Four Types of Inquiry Research
194(28)
Historical Research
195(14)
Descriptive Research
209(4)
Survey Research
213(7)
Experimental Research
220(2)
Summary
222(1)
Activities
223(1)
Notes
224(1)
Suggested Readings
224(1)
Teaching and Learning Responsible Citizenship
225(21)
The Role of Social Knowledge
226(1)
Citizenship and Community Service
226(3)
A Conflict Model of Citizenship
229(1)
Knowledge versus Information
230(1)
Citizenship Education
231(1)
Decision Making: Classroom Civics Lessons
231(2)
Free Time
231(2)
The Research Base
233(4)
The Meaning of Citizenship
237(7)
A Multicultural Perspective
237(2)
A Global Perspective
239(5)
Summary
244(1)
Activities
244(1)
Notes
245(1)
Suggested Readings
245(1)
Teaching Values, Character Education, and Moral Development
246(27)
A Values Perspective
248(2)
Considering the Social Context
248(1)
What Really Matters?
248(2)
The Moral Life of Schools
250(3)
Teaching Values
253(9)
What Is Teachable?
253(1)
Strategies for Teaching Values
254(2)
Using Moral Dilemmas
256(6)
Character Education
262(3)
Values Realization
265(2)
Moral Development
267(1)
Children's Values
268(3)
Preconventional Level
268(1)
Conventional Level
268(1)
Postconventional Level
269(2)
Gender and Moral Development
271(1)
Summary
271(1)
Activities
272(1)
Notes
272(1)
Suggested Readings
272(1)
Making and Interpreting Maps
273(24)
Strategies for Making and Interpreting Maps
274(21)
Visualizing the Local Environment
275(1)
Mental Maps
276(2)
Traverse Maps
278(1)
Finding Your Way
278(1)
Changing the Scale of a Map
279(2)
Simulating Aerial Photographs
281(1)
Constructing Base Maps from Aerial Photographs
282(1)
Visualizing Space
283(1)
Considering Variables in Finding Your Way
283(1)
Conceptualizing a Common Traverse
283(3)
Perspective Taking
286(4)
Four-Color Mapping Theory
290(5)
Estimating Distances
295(1)
Summary
295(1)
Activities
295(1)
Suggested Readings
296(1)
Social Studies and the School Curriculum: Interdisciplinary Themes for Learning
297(19)
The Nature of Interdisciplinary Projects
298(2)
Individual Projects
299(1)
Group Projects
299(1)
Kinds of Interdisciplinary Projects
300(2)
Service Projects
300(1)
Production Projects
301(1)
Problem-Solving Projects
301(1)
The More, the Merrier: Schoolwide Projects
302(1)
A Sample Interdisciplinary Project: Constructing a Greenbelt
302(3)
Greenbelt Project: An Outline
304(1)
Significant Themes for Interdisciplinary Learning
305(10)
Cause and Effect
306(1)
Commonality and Diversity
306(1)
Systems and Patterns
307(1)
Cycles and Change
308(2)
Scale and Symmetry
310(1)
Interaction and Relationships
311(1)
Time and Space
312(2)
Equilibrium and Order
314(1)
Summary
315(1)
Activities
315(1)
Note
315(1)
Suggested Readings
315(1)
Social Studies and Literacy
316(16)
Traveling Down Memory Lane
318(1)
Reading and Classroom Life
318(1)
The Beneficial Outcomes
319(1)
The Unexpected Happens
319(1)
Crossing a Frontier
319(1)
Becoming a Reader
319(1)
The Importance of Reading at the Primary Level
320(1)
Reading and Democracy
320(1)
Writing and Social Studies
321(3)
Experience
323(1)
Discussion
323(1)
Reading
324(1)
Writing
324(1)
Social Studies and Language Development
324(3)
Interpreting Text
325(1)
Journal Writing
325(1)
The Writing Process
326(1)
The Spoken Word
327(2)
Public Speaking
328(1)
Small-Group Speaking
328(1)
Informed Talks
328(1)
Group Presentations
328(1)
Electronic Literacy
329(1)
Summary
330(1)
Activities
330(1)
Notes
331(1)
Suggested Readings
331(1)
Using Current Events
332(20)
The First Rough Draft of History
333(2)
A Current Events Discussion
334(1)
Criteria for Successful Current Events Sessions
335(6)
Determining Whether News Is Important
335(1)
Separating Facts from Opinions
336(1)
Considering Other Perspectives
337(1)
Using a Theme Approach
338(3)
Focusing on Students' Interests
341(1)
Electronic Current Events
342(1)
Current Events Strategies
343(1)
A Current Events Mini Unit
344(6)
Summary
350(1)
Activities
350(1)
Note
351(1)
Suggested Readings
351(1)
Cooperative Environments: The Hidden Curriculum
352(13)
Three Goal Structures for Social Studies
354(2)
Competitive Goal Structure
354(1)
Individualistic Goal Structure
355(1)
Cooperative Goal Structure
355(1)
Grouping
356(6)
What Is a Group?
356(1)
Why Group in Social Studies?
357(1)
Grouping Strategies
358(1)
Role-Play Example: Westward Expansion
359(3)
The Physical Environment
362(1)
Summary
363(1)
Activities
364(1)
Notes
364(1)
Suggested Readings
364(1)
Annotated Bibliography: Literature in the Social Studies365(12)
Index377

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