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Teaching Social Studies in Middle and Secondary Schools

ISBN: 9780130203601 | 0130203602
Format: Hardcover
Publisher: Prentice Hall
Pub. Date: 1/1/2001

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SummaryTable of Contents
For courses in middle and secondary school social studies methods. This comprehensive introduction to the craft, research, and theory of social studies teaching in the middle and secondary grades examines the origins and evolution of social studies and citizenship topics across the United States. Guidelines are provided to apply theory to classroom practice. Exploration is included of the ferment, controversies, and challenges that characterize today's social studies instruction in middle and secondary grades.
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Part I The State of Social Strudies and Citizenship Education1(104)
Alternative Perspectives on The Social Studies
2(18)
The Contemporary Social Studies Teacher
5(3)
Certification of Social Studies Teachers
5(2)
Teaching Portfolios
7(1)
Teacher Performance Assessment Centers
7(1)
The Origins and Evolution of the Social Studies
8(6)
The 1916 Report of the Committee on the Social Studies
8(2)
The New Social Studies
10(3)
Social Studies Past, Present, and Future
13(1)
Alternative Definitions of the Social Studies
14(2)
A Working Definition of the Social Studies
16(1)
Group Activities
16(1)
Individual Activities
16(1)
References
17(3)
Contemporary Social Studies
20(14)
Citizenship Education as the Purpose of the Social Studies
22(1)
The Context of Citizenship Education
22(1)
Alternative Perspectives on a Curriculum for Effective Citizenship Education
23(5)
Examination and Reflection of the Closed Areas of Society
23(1)
Respect for Individual Human Dignity
24(1)
Socialization and Countersocialization
24(1)
Acquiring Basic Competencies
25(1)
Classifying Alternative Perspectives on Citizenship Education
26(2)
The Enduring Goal of the Social Studies Curriculum: Reflective, Competent, and Concerned Citizens
28(3)
The Nature of the Effective Citizen
28(1)
Social Studies as a Matter of the Head, the Hand, and the Heart
29(1)
Balance in the Curriculum
30(1)
Group Activities
31(1)
Individual Activities
31(1)
References
31(3)
Teaching and Learning Social Studies
34(34)
Engaging Students in Constructing Knowledge
36(7)
Schemata and Prior Knowledge in Social Studies Instruction
37(1)
Sources of Subject Matter for the Social Studies
37(6)
The Social Sciences as Sources of Subject Matter for the Social Studies
43(6)
Geography
44(1)
History
45(1)
Economics
46(1)
Political Science
46(1)
Anthropology
47(1)
Sociology
47(1)
Psychology
48(1)
Other Sources of Subject Matter for the Social Studies
49(2)
Multidisciplinary, Thematic and Interdisciplinary, and Area Studies Approaches
50(1)
The School and Community as Sources of Social Data
51(10)
Using Community Resource Persons Effectively
52(1)
Newspaper Articles and Editorials
53(1)
Field Work in the Community
54(2)
Collecting Oral Histories
56(2)
Collecting Social Science Information through Surveys and Interviews
58(1)
Communicating with the Community about the Social Studies Program
59(1)
Alerting the Community to School Activities
60(1)
Identifying Professional Resources
61(3)
Organizational Resources
61(2)
Professional Journals
63(1)
Effective Citizenship as Professional Development
63(1)
Professional Development through the Internet
64(1)
Group Activities
64(1)
Individual Activities
65(1)
References
65(3)
Alternative Perspectives on the Social Studies Curriculum
68(37)
Existing Social Studies Scope and Sequence Patterns
70(2)
The Curriculum Pattern in the Elementary Grades
70(1)
The Curriculum Pattern in the Middle and Secondary Grades
71(1)
The Dominance of Traditional Scope and Sequence Patterns
71(1)
National Standards
72(6)
History Standards
73(2)
Geography Standards
75(3)
Economics Standards
78(1)
Civics and Government Standards
78(1)
Social Studies Standards
78(1)
Basal Textbooks and the Social Studies Curriculum
78(25)
Use of Basal Texts in the Social Studies
83(13)
Selection and Adoption of Basal Textbooks
96(1)
Criticisms of Basal Textbooks
96(5)
Implications of State Adoption Policies
101(2)
Group Activities
103(1)
Individual Activities
103(1)
References
103(2)
Part II Developing Reflective, Competent, and Concerned Citizens105(178)
Organizing and Planning for Teaching Social Studies
106(42)
Basic Issues in Planning Social Studies Instruction
109(1)
Identifying a Purpose for Citizenship Education
109(1)
Social Studies Goals for Instruction
110(1)
Identifying and Stating Goals
110(1)
Social Studies Objectives for Instruction
111(2)
Identifying and Stating Objectives
111(1)
Objectives and Student Learning Outcomes
112(1)
Objectives in the Cognitive and Affective Domains
113(1)
Organizing Subject Matter into Units
113(15)
Planning and Creating Units
113(2)
Sources of Units
115(8)
Resource Units and Teaching Units
123(1)
Building Units around Key Social Problems, Questions, and Themes
123(1)
Incorporating Multiple Perspectives into Units
124(1)
Using Concept Maps to Plan Units
124(1)
Planning Units Using Interdisciplinary Teams
125(1)
Formats for Unit Planning
125(3)
Organizing Subject Matter into Lessons
128(7)
Lesson Plans
128(2)
Formats and Procedures for Lesson Planning
130(4)
The Fundamental Elements of Lesson Planning
134(1)
Classrooms as Environments for Learning
135(2)
The Uses of Space in Planning Social Studies Instruction
135(1)
Allocation of Time in Lesson Plans
136(1)
Creating and Managing the Classroom Environment
137(4)
Student Behavior in the Classroom
138(1)
Teacher Expectations Concerning Student Behavior
139(1)
Characteristics of Well-Managed Classrooms
139(2)
Balancing Goals and Objectives in the Curriculum: Linking the Head, the Hand, and the Heart
141(1)
Guidelines for Social Studies Program Development
142(2)
Variety in Instructional Planning
144(1)
Group Activities
144(1)
Individual Activities
144(1)
References
145(3)
Engaging Students in Learning through Small Groups, Questions, Role Playing, and Simulations
148(34)
Grouping Students for Learning
150(10)
Planning for Small-Group Work
150(1)
Small-Group Techniques
151(2)
Cooperative Learning Group Techniques
153(2)
The Jigsaw Technique
155(4)
The Group Investigation Technique
159(1)
Using Structured Questions to Aid Learning
160(10)
Patterns of Effective Questioning
161(1)
Effective Use of Time
161(2)
Effective Selection and Sequencing of Questions
163(3)
The Taba Questioning Strategies
166(4)
Engaging Students in Role Playing and Simulations
170(8)
Managing Role-Playing Enactments
170(6)
Managing Simulations
176(1)
Sources of Simulations
176(2)
Group Activities
178(1)
Individual Activities
179(1)
References
179(3)
Promoting Reflective Inquiry: Developing and Applying Concepts, Generalizations, and Hypotheses
182(36)
Learning and Teaching Concepts
184(11)
The Nature of Concepts
184(1)
Misconceptions and Stereotypes
185(1)
Concepts in Social Studies Programs
185(1)
The Process of Learning a Concept
186(2)
Concept Analyses
188(2)
Assessing Concept Learning
190(1)
Instructional Strategies That Promote Concept Learning
190(5)
Concept Hierarchies
195(1)
Learning and Teaching Facts and Generalizations
195(12)
The Nature of Facts
196(1)
The Nature of Generalizations
197(1)
The Value of Generalizations
198(1)
Generalizations, Facts, and Hypotheses
198(2)
Instructional Strategies That Promote the Learning of Generalizations
200(6)
Using Data-Retrieval Charts in Developing Generalizations
206(1)
The Reflective Citizen and Problem Solving
207(6)
Uses of the Term Problem in Instruction
208(1)
Instructional Strategies for Problem Solving
208(5)
Answer Key
213(1)
Group Activities
213(2)
Indivdual Activities
215(1)
References
215(3)
Fostering Citizenship Competency
218(30)
The Nature of Citizenship Skills
220(1)
Social Skills
220(2)
Conflict Resolution Skills
220(2)
Research and Analysis Skills
222(12)
Interpreting and Comparing Data
222(6)
Analyzing Arguments
228(3)
Processing Information from Pictures
231(3)
Chronology Skills
234(2)
Comparative Conceptions of Time
234(1)
Recording Events on Time Lines
234(2)
Spatial Skills
236(3)
The Impact of Spatial Perspectives
236(1)
Using and Creating Maps in Instruction
236(1)
Integrating Maps and Globes into All Social Studies Instruction
237(2)
Identifying and Using Reference Sources in Developing Skills
239(5)
Sample Reference Works for Social Studies
242(2)
Activities for Introducing Reference Materials
244(2)
Group Activities
246(1)
Individual Activities
246(1)
References
247(1)
Nurturing Social Concern and Ethical Growth
248(35)
Social Concern and Citizenship Education
250(2)
The Morally Mature Citizen
250(2)
The Dimensions of Concern
252(3)
The Nature of Beliefs
252(1)
The Nature of Attitudes
253(1)
The Nature of Values
253(1)
The Nature of Value Judgments
254(1)
Instructional Strategies for Examining Beliefs, Attitudes, and Values
255(9)
Attitude Inventories
257(1)
Challenging Beliefs and Attitudes
258(1)
Value Analysis
259(5)
Promoting Ethical Growth
264(7)
The Moral Development Theories of Jean Piaget and Lawrence Kohlberg
265(2)
Alternative Strategies for Moral Education in Public Schools
267(4)
Social Issues as a Curricular Focus
271(5)
Curricular Framework for Analyzing Social Issues in the Classroom
271(1)
Freedom of Speech and Social Concern
272(3)
Social Issues and Controversy
275(1)
Teacher Positions on Controversial Issues
276(1)
Academic Freedom in the Classroom
276(3)
Challenges to Academic Freedom
277(1)
Handling Complaints Concerning Social Studies Materials
277(2)
Group Activities
279(1)
Individual Activities
279(1)
References
280(3)
Part III Analyzing and Improving Social Studies Teaching and Learning283(152)
Preparing Students to Live in a Globally and Culturally Diverse World
284(30)
Balancing National and Global Concerns
286(4)
Global Education in an Interconnected World
287(1)
Peace Education
288(2)
Multicultural Education
290(9)
Emerging Issues in Multicultural Education
292(3)
Designing Strategies for Multicultural Education
295(2)
Guidelines for Selecting Appropriate Curriculum Materials for Multicultural Education
297(1)
Resources for Multicultural Education
298(1)
Gender Issues in Multicultural Education
299(5)
Women's Perspectives in History
300(4)
Social Service Projects
304(1)
Current Affairs
304(6)
Strategies for Analyzing Current Affairs
305(1)
Using Newspapers and Print Materials
306(1)
Using Technology in Teaching about Current Affairs
306(1)
Guidelines for Developing Current Affairs Activities
307(3)
Group Activities
310(1)
Individual Activities
311(1)
References
311(3)
Comprehending, Communicating, and Remembering Subject Matter
314(26)
Comprehending Social Studies Subject Matter
316(5)
Building on Existing Knowledge in Reading
316(1)
Strategies for Improving Reading Comprehension
317(1)
The Reading-Social Studies Connection
317(4)
Reading and Social Studies Text Materials
321(9)
Using Adolescent Literature in Social Studies Instruction
323(2)
Reading Newspapers and Periodicals
325(2)
Visual Literacy
327(1)
Metaphors and Other Figures of Speech in Social Studies Instruction
327(3)
Traditional Measures of Readability
330(1)
Communicating Social Studies Subject Matter
330(4)
Listening and Speaking
330(1)
Integrating Writing into the Social Studies Curriculum
331(2)
Word-Processing Tools in Writing
333(1)
Remembering Social Studies Subject Matter
334(3)
Imagery and Memory
334(1)
Structured Mnemonic Techniques
334(1)
Notetaking Techniques
335(2)
Group Activities
337(1)
Individual Activities
337(1)
References
337(3)
Using Technology to Enhance Social Studies Instruction
340(28)
Technology Today
343(1)
Microcomputer Applications
343(7)
The Internet
343(1)
The World Wide Web and Web Search Agents
344(1)
WWW Browsers
344(2)
Online Databases
346(1)
Resources for Social Studies Teachers and Students Available on the Internet
347(1)
Electronic Mail and Newsgroups
348(1)
Two-Way Videoconferencing over the Internet
349(1)
Identifying and Evaluating Appropriate Social Studies Software Programs
350(3)
Simulation Software
350(1)
Database and Spreadsheet Software
351(1)
Evaluating Social Studies Software
352(1)
Multimedia in the Age of Emerging Computer Technologies
353(7)
Interactive Multimedia Systems in Social Studies Instruction
356(3)
CD-ROM Software
359(1)
Distance Learning
360(1)
Using Videotape and Television in Social Studies Instruction
360(4)
Cable Programming
360(1)
Teacher- and Student-Made Video Materials
361(3)
Using Traditional Media Effectively
364(1)
Technologies in the Twenty-First Century: The Challenge of the Future
365(1)
Group Activities
366(1)
Individual Activities
366(1)
References
367(1)
Adapting Social Studies Instruction to Individual Needs
368(32)
Matching Social Studies Instruction to Students' Developing Capabilities
370(2)
Enactive, Iconic, and Symbolic Social Studies Activities
371(1)
Social Discourse in the Classroom
371(1)
Social Studies for the Middle Years
372(2)
Exemplary Middle-Grades Schools
373(1)
Exemplary Social Studies Programs and Teachers
373(1)
Individualized Instruction and Individual Differences
374(1)
Individual Differences among Students
374(1)
Organizing the Classroom for Individualized Instruction
375(2)
Computers
375(1)
Multilevel Reading Materials
375(1)
Learning Contracts
376(1)
Using Jackdaws®, Artifact Kits, and Teacher-made Materials for Individualizing Instruction
377(3)
Instructional Resources for Individualizing Instruction
378(2)
Individual Styles of Thinking and Learning
380(4)
Thinking and Learning Styles
381(1)
Matching Thinking Styles to Instruction
381(1)
Matching Learning Styles to Instruction
382(2)
Individualization and Cultural Diversity
384(2)
Equity for Those with Disabilities
386(6)
Public Law 94-142
387(3)
Mainstreaming
390(1)
Strategies for Mainstreaming Students for Social Studies Instruction
390(2)
Equity for the Gifted
392(3)
Societal Perspectives on the Gifted
392(1)
Identifying the Gifted
392(1)
Approaches to Gifted Education
393(1)
Gifted Students in Social Studies Classes
393(2)
Group Activities
395(2)
Individual Activities
397(1)
References
397(3)
Evaluating and Assessing Student Learning
400(35)
The Dimensions of Evaluation
402(2)
Grades, Assessments, and Standards
402(2)
The Use and Misuse of Tests
404(10)
Norm-Referenced Tests
405(1)
Criterion-Referenced Tests
406(1)
The National Assessment of Education Progress
406(1)
National Standards and National Testing
406(8)
Performance Assessments
414(4)
Social Studies Performance Assessments and Portfolios
416(2)
Teacher-made Paper-and-Pencil Tests
418(5)
Posttests and Pretests
418(1)
Constructing Essay Test Items
418(3)
Constructing Objective Test Items
421(2)
Test Software
423(1)
Evaluating Reflection, Competence, and Concern
423(7)
Assessing Reflection
424(1)
Assessing Competence
425(2)
Assessing Concern
427(3)
A Framework for Evaluating the Outcomes of Social Studies Instruction
430(2)
Matching Evaluation and Instructional Goals and Objectives
431(1)
Group Activities
432(1)
Individual Activities
432(1)
References
433(2)
Index435

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