A practical guide to middle and secondary social studies:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2011
|
| Ausgabe: | 3. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XV, 270 S. Ill. |
| ISBN: | 9780137059195 0137059191 |
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| 245 | 1 | 0 | |a A practical guide to middle and secondary social studies |c June R. Chapin |
| 250 | |a 3. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2011 | |
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| 500 | |a Includes bibliographical references and index | ||
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Datensatz im Suchindex
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|---|---|
| adam_text | PREFACE XIII MIDDLE AND SECONDARY SODAL STUDIES 1 WHY BECOME A SOCIAL
STUDIES TEACHER? 2 IMPORTANCE OF QUALITY TEACHERS 3 YOUR BACKGROUND AS
AN INFLUENCE 3 WHAT SHOULD BE TAUGHT? STATE STANDARDS AND NO CHILD LEFT
BEHIND 5 TROUBLED TIMES FOR PUBLIC SCHOOLS 5 NATIONAL SOCIAL STUDIES
STANDARDS 6 NO CHILD LEFT BEHIND AT THE CROSSROADS 7 IMPACT OF THE
STANDARDS MOVEMENT 9 EVEN HIGHER STANDARDS? 10 A NEED FOR EVEN HIGHER
STANDARDS FUER 21ST CENTURY SKILLS? 12 WHAT IS SOCIAL STUDIES ? A
SINGLE-SUBJECT DISCIPLINE? 14 THE SOCIAL STUDIES APPROACH 14
SINGLE-DISCIPLINE APPROACH 15 GROWING SUPPORT FUER THE SINGLE-DISCIPLINE
APPROACH 15 UNREST OVER ADVANCED PLACEMENT COURSES AND THE INTERNATIONAL
BACCALAUREATE 16 WHAT IS IN A NAME? 17 WHY SHOULD SOCIAL STUDIES BE
TAUGHT? GOALS OF CIVIC EDUCATION 17 GOALS 17 DIFFERENT APPROACHES 18
WHAT CONTENT SHOULD BE TAUGHT, AND WHEN? 20 TRADITION AND PRESENT
PLACEMENT 20 TEXTBOOKS AND TECHNOLOGY 22 SHOULD VALUES AND CHARACTER
EDUCATION BE TAUGHT? 24 SUMMARY 28 REFERENCES 29 SUGGESTED READINGS 30
PROFESSIONAL JOURNALS 30 WEB SITES 30 V VI CONTENTS PLANNING FOR THE
SODAL STUDIES 31 PLANNING 32 ADAPTATIONS 32 BUSY TEACHERS 33 VALUE
OFWRITTEN LESSON PLANS 33. GETTING STARTED: LOCATING RESOURCES 34
LONG-RAPGE PLANNING 35 THE CURRICULUM PLANNING PROCESS 35- ADJUST TO
PROMOTE STUDENT LEAMING 37 INSTRUCTIONAL OBJECTIVES AND SPECIFIC
STANDARDS 38 OBJECTIVES, LEAMING EXPERIENCES, AND EVALUATION 38 SOCIAL
STUDIES STANDARDS AND INSTRUCTIONAL OBJECTIVES 41 COMMUNICATING
EXPECTATIONS TO STUDENTS 42 ORGANIZING CONTENT AND SKILLS INTO UNITS 42
UNITS 42 COMMERCIAL AND FREE UNITS 43 PLANNING YOUR OWN UNIT:
TEACHER-MADE UNITS 45 FORMAT FOR UNITS 45 INTEGRATED CURRICULUM 45
HISTORY THROUGH LITERATURE 48 READ A NOVEL OUTSIDE OF CLASS? 53
ALTERNATIVE FORMS OFUNITS 54 USING TECHNOLOGY TO TEACH A UNIT ON THE
AMERICAN REVOLUTION 54 MOVING TO HIGHER LEVELS OF TECHNOLOGY 54 USING
CONCEPTS ON THE AMERICAN REVOLUTION AS A FRAMEWORK FOR A UNIT 56
COMBINATION OFTRADITIONAL AND PROJECT UNIT 56 LESSON PLANS 57 DETAIL IS
IMPORTANT 57 USE OFTECHNOLOGY FOR LESSON PLANS 59 SUMMARY 62 REFERENCES
62 WEB SITES 62 BASIC TEACHER INSTRUCTIONAL METHODS 64 THE NEED FOR
VARIETY 65 METHODS 65 WHAT HAPPENS IN REAL CLASSROOMS? 66
TEACHER-CENTERED OR STUDENT-CENTERED? 66 PROMISING APPROACHES 67 TEACHER
LECTURES 68 THE LECTURE METHOD 68 FORMAL LECTURE 69 DIRECT TEACHING OR
DIRECT INSTRUCTION 74 TEACHING A CONCEPT: PRIVACY 75 EVALUATING DIRECT
TEACHING 75 WHOLE CLASS DISCUSSIONS 77 INFORMAL DISCUSSIONS 77 SOCRATIC
METHOD AND THE SOCRATIC SEMINAR 79 BLOGS ARE BLOOMING 81 QUESTIONING 82
IMPORTANCE OF QUESTIONING 82 TYPES OF QUESTIONS 82 SEQUENCE THE
QUESTIONS 85 WAIT TIME AND PROBING 85 FOSTER PARTICIPATION AND EQUITY 86
ENCOURAGE STUDENT QUESTIONS 86 TEACHING READING STRATEGIES 86 PREREADING
88 DURING READING 90 POSTREADING ACTIVITIES 90 INDEPENDENT PROJECTS 91
VALUE OF PROJECTS 91 TYPES OF PROJECTS 93 SUMMARY 95 REFERENCES 95 WEB
SITES 96 ACTIVE, STUDENT-CENTERED STRATEGIES 97 ACTIVE LEARNING 98
COOPERATIVE LEARNING 98 THE CRITICAL IMPORTANCE OF SMALL GROUP
DISCUSSION SKILLS 98 DEFINITIONS OF SMALL GROUP LEARNING 99 FORMING
TEAMS 100 GROUP AND RE-GROUP: JIGSAW 11 106 GROUP PROJECTS OR GROUP
INVESTIGATION 107 CONTENTS VII VIII CONTENTS EVALUATIONS 108 USING
TECHNOLOGY FAR GROUP PROJECTS 109 CO-OP CO-OP 109 OTHER FORMATS FOR
SMALL GROUPS 111 BRAINSTORMING 111 THINK-PAIR-SHARE 113 RESPONSE GROUPS
113 CORNERS 113 NUMBERED HEADS TOGETHER 114 SUMMARY OF SMALL GROUP WORK
114 PROBLEM-BASED LEARNING AND INQUIRY 114 IMPORTANCE 114 THE NEW SOCIAL
STUDIES 115 PROBLEM-BASED LEARNING (PBL) 115 THE CLASSIC SCIENTIFIC
MODEL OF THINKING OR INQUIRY 116 PROBLEM SOLVING IN THE CLASSROOM 118
TEACHER S ROLE IN INQUIRY 119 STUDENTS ROLE IN INQUIRY 120 WEBQUESTS
120 ROLE PLAYING AND SIMULATIONS 121 DRAMATIC PLAY 121 ROLE PLAYING 122
SIMULATIONS 124 SUMMARY 128 REFERENCES 128 WEB SITES 129 USING MULTIPLE
ASSESSMENTS AND EVALUATION 130 PERCEPTIONS OF EVALUATION 131 STUDENTS
131 PARENTS AND GUARDIANS 132 TEACHERS 132 ADMINISTRATORS 133 THE
COMMUNITY 134 STAKEHOLDERS 134 DEFINITIONS 135 NAEP AND STATE TESTS 136
IMPORTANT TEST PRINCIPLES 136 CONTENTS IX NAEP 137 NO CHILD LEFT BEHIND
138 STATE TESTS 138 VALUE-ADDED ASSESSMENT OR GROWTH MODELS 139
NORM-REFERENCED TESTS 140 CRITERION-BASED TESTING 140 BEST PRACTICES 141
145 150 150 152 163 160 143 ASSESSING STUDENT LEAMING 142 TYPES OF
ASSESSMENT 142 PERFORMANCE ASSESSMENT PORTFOLIOS 144 ANTICIPATING
PROBLEMS WITH TESTING THE TIMING OFTESTS 145 HANDLING MISSED TESTS 148
AVOIDING CHEATING ON TESTS 148 LEGALIZED CHEATING ? 149 TEAM TESTING
149 KEEP GRADES CONFIDENTIAL 149 TEACHER-MADE PAPER-AND-PENCIL TESTS .
MULTIPLE-CHOICE TEST QUESTIONS OTHER PAPER-AND-PENCIL TEST ITEMS
PERFORMANCE-BASED ASSESSMENT 153 ESSAY QUESTIONS 153 TEACH THE
FIVE-PARAGRAPH ESSAY FORMAT? 154 SHORT-ANSWER QUESTIONS (OPEN-RESPONSE
OR CONSTRUCTED- RESPONSE) 159 OTHER WRITTEN ASSESSMENTS ORAL ASSESSMENTS
161 GRADES AND REPORT CARDS 161 EFFORT 161 OTHER GRADING MODELS 162
STANDARDS-BASED REPORT CARDS SUMMARY 164 REFERENCES 164 WEB SITES 165
TEACHING HISTORY 166 THE PREDOMINANCE OFHISTORY IN THE SOCIAL STUDIES
CURRICULUM 167 CENTRAL PLACE OF HISTORY 167 X CONTENTS 184 187 189 196
182 194 176 177 178 INTERPRETATIONS OF HISTORY 168 CONTROVERSIES OVER
WHAT HISTORY SHOULD BE TAUGHT 169 NATIONAL CENTER FOR HISTORY IN THE
SCHOOLS 169 STATE HISTORY STANDARDS 171 RATIONALE FOR TEACHING HISTORY
172 IMPORTANCE OF BETTER-QUALITY HISTORY INSTRUCTION 174 METHODS AND
RESOURCES FOR HISTORICAL UNDERSTANDINGS 174 TRADITIONAL METHODS: THE
TEXTBOOK AND ITS SUPPLEMENTARY MATERIALS 174 MAKING HISTORY ALIVE 176
USING EXCITING INFORMATION THE PROMISE OF THE INTERNET ANALYSIS OF
PHOTOS OR ARTWORK MEDIA 181 THE ARTS AND MUSIC 181 ARTIFACTS AND VIRTUAL
FIELD TRIPS SIMULATIONS 182 HISTORY AS NARRATIVE 183 ORGANIZING CONTENT
AROUND KEY IDEAS AND THEMES TEACHING SOCIAL ISSUES IN HISTORY 184
METHODS AND RESOURCES FOR HISTORICAL THINKING SKILLS PRIMARY SOURCES 188
METHODS 188 PROBLEMS, PERSPECTIVES, AND SOURCES ORAL HISTORY 191 DOING
HISTORY 194 BIOGRAPHIES AND TERM PAPERS LOCAL HISTORY 195 TEACHING
CHRONOLOGICAL THINKING SUMMARY 198 REFERENCES 198 WEB SITES 200 EACHING
CIVIC EDUCATION AND GLOBAL EDUCATION 201 CIVICS STANDARDS AND THE
TEACHING OF CIVICS 202 DIFFERENT MEANINGS OF CITIZENSHIP 202 CIVIC
MISSION OF SCHOOLS 203 CIVIC EDUCATION 204 THE CIVICS COURSE AND
INFUSION INTO OTHER COURSES 205 CIVICS STANDARDS 207 NAEP 2006 CIVICS
REPORT CARD 208 RESULTS: WHAT STUDENTS KNOW 208 IEA CIVIC KNOWLEDGE AND
ENGAGEMENT ATAGE 14 208 IMPROVING CIVIC EDUCATION IN THE CLASSROOM AND
SCHOOL 210 CLASSROOM CITIZENSHIP: CREATING A COOPERATIVE, ENGAGED
CLASSROOM 210 RECOMMENDED PRACTICES 212 ISSUES-CENTERED CIVIC EDUCATION
212 WHAT ISSUES SHOULD BE STUDIED? 214 VALUE OF THE ISSUES APPROACH IN
CIVIC EDUCATION 215 TEACHERS BELIEFS AND PRACTICES 216 SIMULATIONS 218
CIVIC EDUCATION IS THE RESPONSIBILITY OFTHE WHOLE SCHOOL 218 THE
COMMUNITY: LOCAL GOVERNMENT PARTICIAPTION AND SERVICE LEARNING 220 LOCAL
GOVEMMENT EMPHASIS 220 SERVICE LEARNING 221 IMPLEMENTATION OF SERVICE
LEARNING 222 GLOBAL EDUCATION AND MULTICULTURAL/DIVERSITY EDUCATION 224
DEFINITIONS 225 MULTICULTURAL/DIVERSITY EDUCATION 226 THE PLACE OF
GLOBAL EDUCATION 226 STAGES IN TEACHER DEVELOPMENT 229 BACK TO THE
CLASSROOM AND SCHOOL 230 SUMMARY 231 REFERENCES 231 WEB SITES 232
TEACHING GEOGRAPHY, ECONOMICS, AND THE BEHAVIORAL SCIENCES 234 THE
STATUS OF GEOGRAPHY IN THE SCHOOLS 235 IMPORTANCE OF GEOGRAPHY 235
GEOGRAPHY TEST RESULTS IN THE K-12 GRADES 235 DIFFICULTIES IN TEACHING
GEOGRAPHY 237 GEOGRAPHY STANDARDS AND THE TEACHING OF GEOGRAPHY 238 THE
FIVE THEMES 238 STANDARDS 241 STATE GEOGRAPHY STANDARDS 241 INTEGRATING
GEOGRAPHY WITH HISTORY 242 CONTENTS XI XII CONTENTS MAP AND RELATED
GEOGRAPHY SKILLS 244 NEW GEOGRAPHY 245 RESOURCES 249 ACTIVITIES 249
THE STATUS OF ECONORNICS IN THE SCHOOLS 250 IMPORTANCE OF ECONORNICS 250
THE PLACE OFPERSONAL FINANCE? 251 TEACHERS BACKGROUND IN ECONOMICS 252
GOOD NEWS! NAEP ECONORNICS 2006 252 NATIONAL ECONORNICS STANDARDS 254
THE TEACHING OF ECONORNICS 255 ECONORNICS TEXTBOOKS AND MATERIALS 255
THE INTEGRATION OR INFUSION MODEL 256 PROBLEM-BASED ECONORNICS LEARNING
257 KEY ECONORNIC ISSUES IN PUBLIC POLICY 257 BEHAVIORAL SCIENCES:
PSYCHOLOGY, SOCIOLOGY, AND ANTHROPOLOGY 258 VALUE OF THE BEHAVIORAL
SCIENCES 258 PSYCHOLOGY 258 SOCIOLOGY 259 ANTHROPOLOGY 259 SUMMARY 261
REFERENCES 261 WEB SITES 262 PROFESSIONAL JOURNALS 262 ORGANIZATIONS 262
INDEX 263
|
| any_adam_object | 1 |
| author | Chapin, June R. |
| author_facet | Chapin, June R. |
| author_role | aut |
| author_sort | Chapin, June R. |
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| building | Verbundindex |
| bvnumber | BV036505401 |
| callnumber-first | H - Social Science |
| callnumber-label | H62 |
| callnumber-raw | H62 |
| callnumber-search | H62 |
| callnumber-sort | H 262 |
| callnumber-subject | H - Social Science |
| classification_rvk | DP 3402 |
| ctrlnum | (OCoLC)705593918 (DE-599)BVBBV036505401 |
| dewey-full | 300.71/2 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 300 - Social sciences |
| dewey-raw | 300.71/2 |
| dewey-search | 300.71/2 |
| dewey-sort | 3300.71 12 |
| dewey-tens | 300 - Social sciences |
| discipline | Pädagogik Soziologie |
| edition | 3. ed. |
| format | Book |
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| isbn | 9780137059195 0137059191 |
| language | English |
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| spelling | Chapin, June R. Verfasser aut A practical guide to middle and secondary social studies June R. Chapin 3. ed. Boston ; Munich [u.a.] Pearson 2011 XV, 270 S. Ill. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Sozialwissenschaften Social sciences Study and teaching (Secondary) Sozialkundeunterricht (DE-588)4055852-6 gnd rswk-swf High school (DE-588)4159840-4 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g High school (DE-588)4159840-4 s Sozialkundeunterricht (DE-588)4055852-6 s DE-604 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020427734&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Chapin, June R. A practical guide to middle and secondary social studies Sozialwissenschaften Social sciences Study and teaching (Secondary) Sozialkundeunterricht (DE-588)4055852-6 gnd High school (DE-588)4159840-4 gnd |
| subject_GND | (DE-588)4055852-6 (DE-588)4159840-4 (DE-588)4078704-7 |
| title | A practical guide to middle and secondary social studies |
| title_auth | A practical guide to middle and secondary social studies |
| title_exact_search | A practical guide to middle and secondary social studies |
| title_full | A practical guide to middle and secondary social studies June R. Chapin |
| title_fullStr | A practical guide to middle and secondary social studies June R. Chapin |
| title_full_unstemmed | A practical guide to middle and secondary social studies June R. Chapin |
| title_short | A practical guide to middle and secondary social studies |
| title_sort | a practical guide to middle and secondary social studies |
| topic | Sozialwissenschaften Social sciences Study and teaching (Secondary) Sozialkundeunterricht (DE-588)4055852-6 gnd High school (DE-588)4159840-4 gnd |
| topic_facet | Sozialwissenschaften Social sciences Study and teaching (Secondary) Sozialkundeunterricht High school USA |
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