Social studies in elementary education:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston; Munich [u.a.]
Pearson
2012
|
| Ausgabe: | 14. ed |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XX, 484 S. Ill. |
| ISBN: | 9780137034253 0137034253 |
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Datensatz im Suchindex
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|---|---|
| adam_text | IMAGE 1
PA RT 0 NE INTRODUCTION TO SOCIAL STUDIES EDUCATION 1
CHAPTER 1 SODAL STUDIES EDUCATION: WHAT AND WHY 2 CHAPTER 2 TEACHING
DIVERSE CHILDREN 28
PART TWO THE SOCIAL STUDIES CURRICULUM 69
CHAPTER 3 DEMOCRATIC CITIZENSHIP EDUCATION 70 CHAPTER 4 HISTORY,
GEOGRAPHY, AND THE SODAL SDENCES 116
CHAPTER 5 POWERFUL TOOLS: MAPS, GLOBES, CHARTS, AND GRAPHICS 163
CHAPTER 6 CURRENT EVENTS AND PUBLIC ISSUES 203
PART THREE PLANNING AND TEACHING SOCIAL STUDIES 235
CHAPTER 7 ASSESSING STUDENT LEARNING 236 CHAPTER 8 PLANNING UNITS,
LESSONS, AND ACTIVITIES 269
CHAPTER 9 FIVE GREAT TEACHING STRATEGIES 314
CHAPTER 10 THE LITERACY-SODAL STUDIES CONNECTION 361
CHAPTER 11 SODAL STUDIES AS THE INTEGRATING CORE 394
CHAPTER 12 FOUR GREAT RESOURCES 430
NOTES 461
INDEX 469
IV
IMAGE 2
LESSON PLANS XIII
PREFACE XIV
CHAPTER 1
SODAL STUDIES EDUCATION: WHAT AND WHY 2 GOALS FOR SOCIAL STUDIES: SOCIAL
UNDERSTANDING AND CIVIC EFFICACY 4 KNOWLEDGE 5
ATTITUDES AND VALUES 6 SKILLS 7
CURRICULUM SCOPE AND SEQUENCE 8 UNIT TOPICS BY GRADE LEVEL 12
CURRICULUM STANDARDS: NATIONAL, STATE, AND LOCAL 16
FIVE KEY TRENDS 17 TREND 1: CLOSING THE ACHIEVEMENT GAP 18 TREND 2:
ASSESSMENT, ACCOUNTABILITY, AND THE GLOBAL ACHIEVEMENT GAP 19 TREND 3:
GLOBALIZATION AND 21ST CENTURY SKILLS 21
TREND 4: DEMOCRACY 23 TREND 5: MAKING THE LITERACY-SOCIAL STUDIES
CONNECTION 24
CONCLUSION 25
CHAPTER 2
TEACHING DIVERSE CHILDREN 28 GUIDELINES FOR TEACHING IN DIVERSE
CLASSROOMS 31 TWO EXTREMES AND AMIDDIE WAY 32 DIFFERENT OR DEPRIVED 32
V
IMAGE 3
*
CONTENTS SEVEN GUIDELINES FOR TEACHING IN DIVERSE CLASSROOMS 33GUIDELINE
1. CULTURALLY RESPONSIVE INSTRUCTION 35TEACHING EXAMPLES 36GUIDELINE 2.
KNOW YOUR KNAPSACK 37TEACHING EXAMPLES 38GUIDELINE 3.
MULTIMEDIA/MULTIPLE ENTRY POINTS/MULTIPLEINTELLIGENCES 38TEACHING
EXAMPLES 39GUIDELINE 4. HIGH EXPECTATIONS FOR LEARNING 39TEACHING
EXAMPLES 40GUIDELINE 5. FLEXIBLE GROUPING 41TEACHING EXAMPLES
41GUIDELINE 6. DIFFERENTIATED INSTRUCTION 42TEACHING EXAMPLES
43GUIDELINE 7. MULTICULTURAL CURRICULUM 43TEACHING EXAMPLES
43UNDERSTANDING DIVERSE CLASSROOMS 44ETHNICITY, RACE, CLASS, CULTURE,
AND RELIGION 45LANGUAGE DIFFERENCES IN THE CLASSROOM 50GENDER 53SEXUAL
ORIENTATION 56CHILDREN WITH SPECIAL NEEDS 57MULTIPLE INTELLIGENCES
63CONCLUSION 65 CHAPTER 3 DEMOCRATIC CITIZENSHIP EDUCATION 70 WHY
CITIZENSHIP EDUCATION? 72ACTIVE AND PASSIVE CITIZENSHIP EDUCATION: THE
CASE OF THE PLEDGE 74SEMINARS ON THE PLEDGE 81SIMULATING A
NATURALIZATION CEREMONY 82CITIZENSHIP EDUCATION: SIX DIMENSIONS 831.
DELIBERATION: DISCUSSION AND DECISION MAKING 842. VOTING AND ELECTIONS
953. SERVICE LEARNING AND COMMUNITY ACTION 100
IMAGE 4
CONTENTS *
4. CITIZENSHIP KNOWLEDGE 104
5. CITIZENSHIP VALUES 105
6. CITIZENSHIP DISPOSITIONS AND VIRTUES 108
RELIGION AND SOCIAL STUDIES 112
CONCLUSION 114
CHAPTER 4
HISTORY, GEOGRAPHY, AND THE SOCIAL SCIENCES 116 TEACHING HISTORY 117
IDENTIFYING THE RATIONALE 118
DEVELOPING A SENSE OF TIME AND CHRONOLOGY 120
DETERMINING WHAT HISTORY SHOULD BE TAUGHT 122
HISTORICAL REASONING 123
TEACHING SUGGESTIONS 125
ABSORBING HISTORY 129
DOING HISTORY 133
TEACHING GEOGRAPHY 138
RATIONALE 139
THE GEOGRAPHY CURRICULUM: THE THEMATIC APPROACH 139
TEACHING SUGGESTIONS 141
TEACHING POLITICAL SCIENCE 145
TEACHING SUGGESTIONS 146
TEACHING ECONOMICS 147
TEACHING SUGGESTIONS 148
TEACHING ANTHROPOLOGY 151
TEACHING SUGGESTIONS 154
TEACHING SOCIOLOGY 156
TEACHING SUGGESTIONS 157
CONCLUSION 160
CHAPTER 5
POWERFUL TOOLS: MAPS, GLOBES, CHARTS, AND GRAPHICS 163 CAPITAL
PUNISHMENT? 165
MAP AND GLOHE SKILLS ESSENTIAL TO THE SOCIAL STUDIES CURRICULUM 166
UNDERSTANDING DIRECTIONAL ORIENTATION 166
USING MAP SCALES 167
IMAGE 5
* CONTENTS
180
181
189
191
193
169
170
LOCATING PLACES 168
EXPRESSING LOCATION
READING MAP SYMBOLS
TEACHING THE GLOBE 171
TEACHING MAPS AND MAPPING 179
ZOOMING IN AND OUT WITH GOOGLE EARTH
THE PROJECTION PUZZLE: FROM GLOBE TO MAP
TEACHING MAP SYMBOLS 184
TEACHING MAP DIRECTIONS 186
TEACHING MAP INTERPRETATION 187
COMPARING MAPS OF THE SAME PLACE
TEACHING MAP COLOR 189
APPLYING MAP AND GLOBE SKILLS
SUMMARIZING MAP AND GLOBE SKILLS
TEACHING CHARTS AND GRAPHS 195
CHARTS 195
GRAPHS 196
CONCLUSION 201
CHAPTER 6
CURRENT EVENTS AND PUBLIC ISSUES 203 PURPOSES 205
BUILDING A CURRENT EVENTS PROGRAM: THREE APPROACHES 206
TEACHING CURRENT EVENTS IN ADDITION TO SOCIAL STUDIES 206
USING CURRENT EVENTS TO SUPPLEMENT SOCIAL STUDIES 207
USING CURRENT EVENTS AS THE BASIS FOR SOCIAL STUDIES UNITS 207
IMPLEMENTING FOUR STRATEGIES FOR TEACHING CURRENT EVENTS 208
STRATEGY 1: DAILY DISCUSSION OF NEWS 208
STRATEGY 2: DECISION MAKING ON CONTROVERSIAL ISSUES 214
STRATEGY 3: TEACHING ABOUT DIFFERENT KINDS OF CONTROVERSY 219
STRATEGY 4: WRITING ABOUT ISSUES 221
TEACHING ENDURING PUBLIC ISSUES 222
POVERTY 223
HUMAN-ENVIRONMENT INTERACTION 224
228
229
230
CRIME AND THE RULE OF LAW
PEACE AND GLOBAL PERSPECTIVE
DIVERSITY, FAIRNESS, AND PREJUDICE
CONCLUSION 232
IMAGE 6
CONTENTS *
CHAPTER 7
ASSESSING STUDENT LEARNING 236 ASSESSMENT, A NATURAL PROEESS 240
PURPOSES OF ASSESSMENT 241
PRINEIPLES OF ASSESSMENT 243
PRINEIPLE 1: ASSESSMENT IS AN INTEGRAL PART OF CURRICULUM AND
INSTRUCTION 243
PRINCIPLE 2: DEVOTE TIME TO ESSENTIAL LEARNINGS 244
PRINCIPLE 3: SET HIGH STANDARDS FOR TEACHING AND LEARNING 245
PRINCIPLE 4: CLARIFY TARGETS (OBJECTIVES) EARLY 246
PRINCIPLE 5: AIM FOR MORE AUTHENTIE ASSESSMENTS 247
PRINCIPLE 6: COLLECT MULTIPLE INDICATORS OF LEARNING-AN ARRAY OF
EVIDENCE 249
PRINCIPLE 7: PROVIDE AMPLE OPPORTUNITIES TO LEARN 249
METHODS OF ASSESSMENT 250
INFORMAL ASSESSMENT TECHNIQUES 250
PAPER-AND-PENCIL TESTS 254
PERFORMANCE ASSESSMENT 258
CHECKLISTS 260
PORTFOLIOS 261
CONCLUSION 266
CHAPTER 8
PLANNING UNITS, LESSONS, AND ACTIVITIES 269 DEVELOPING TEAEHERS
KNOWLEDGE AND PURPOSE 272 KNOWLEDGE DEVELOPMENT 272
GOALS 273
PLANNING THE UNIT 274
STUDY THE CURRICULUM GUIDE AND TALK ABOUT IT WITH COLLEAGUES 274
FRAME LEARNING OBJECTIVES (DETERMINE DESIRED RESULTS OF STUDYTHE
TARGETS) 277
CONCLUDING ADVICE: PRIORITIES, TARGETS, AND SCOPE 281
DETERMINE ASSESSMENTS 283
SUMMARY 286
IMAGE 7
*
CONTENTS TEACHING THE UNIT 287PHASE 1: LAUNEHING THE UNIT 287PHASE 2:
DEVELOPING THE STUDY WITH LEARNING AETIVITIES 289PHASE 3: CONCLUDING THE
STUDY 292SUMMARY 293PLANNING LESSONS WITHIN UNITS 293JUDGING THE
ADEQUACY OF A LESSON PLAN 296FIVE WAYS TO ENRICH ANY UNIT 2981.
INCORPORATING LITERAEY INSTRUCTION 2982. INCORPORATING HIGHER-ORDER
THINKING SKILLS (HOTS) 2983. INCORPORATING CONSTRUETION AETIVITIES 2994.
INCORPORATING SIMULATIONS AND ROLE-PLAYING 3085. INCORPORATING MUSIE AND
DRAMA 310CONCLUSION 312 CHAPTER 9 FIVE GREAT TEACHING 5TRATEGIES 314
325327 347
335336356343316STRATEGY1.TEACHINGCONCEPTSCONEEPTSAREIDEAS317CONEEPTFORMATION319VARIATION1ONCONEEPTFORMATION:LIST,GROUP,ANDLABELVARIATION2ONCONCEPTFORMATION:CONEEPTATTAINMENTMAKINGCONCEPTGRAPHIE329SUMMARY330RELATIONSHIPOFFAETSANDCONCEPTS330STRATEGY2.TEACHINGWITHINQUIRY331INQUIRYEXAMPLE1:WHOBENEFITSFROMADVERTISING?INQUIRYEXAMPLE2:WHATCAUSEDTHE
TITANIC
TRAGEDY?STRATEGY3.TEACHINGSOCIALSTUDIESSKILLS336STRATEGY4.ASKINGGOODQUESTIONS342IDENTIFYINGPURPOSESOFASKINGQUESTIONSIMPROVINGQUESTIONINGSKILLS346STRATEGY5.TEACHINGWITHCOOPERATIVELEARNINGGROUPSCREATINGAPOSITIVECLIMATEFORHUMANRELATIONS348GETTINGSTARTEDWITHCOOPERATIVEGROUPS349MANAGINGCOOPERATIVEGROUPWORK350
IDENTIFYING AND TEAEHING GROUPWORK SKILLSCONCLUSION 359
IMAGE 8
CHAPTER 10
THE LITERACY-SODAL STUDIES CONNECTION 361 ADDRESSING LITERACY AND
CONTENT-AREA LEARNING 363 TEACHING READING SKILLS ESSENTIAL TO SOCIAL
STUDIES LEARNING 364
USING TEXTBOOKS AS STUDY AIDS 366
USING THE PARTS OF A BOOK 368
USING THE ORGANIZATION OF THE BOOK 369
USING PIETURES TO AID COMPREHENSION 370
BUILDING SOCIAL STUDIES VOCABULARY 370
IMPROVING TEXT COMPREHENSION: HELPING STUDENTS MAKE SENSE OF WHAT THEY
READ 372
AETIVATE PRIOR KNOWLEDGE USING GRAPHIE ORGANIZERS 374
PREVIEW 375
SKIM FOR IDEAS AND RELATED DETAILS 378
SUMMARIZE 378
INTRODUCING THE SOCRATIC SEMINAR: INTERPRETIVE DISCUSSION 382
CHOOSE A WORTHY TEXT 383
EXPLAIN THE PURPOSE 383
STATE AND CLARIFY EXPEETATIONS 384
PRETEAEH OR POSTTEAEH NEEDED SKILLS 384
ASK AN INTERPRETIVE, GENUINE QUESTION 384
MAKE FAEILITATION MOVES 385
USING CHILDREN S TRADE BOOKS FOR MULTIPLE PERSPECTIVES 385
LAUNEHING 386
EXAMINING MULTIPLE PERSPEETIVES 386
CONC1USION 392
CONTENTS *
CHAPTER 11
SODA I STUDIES AS THE INTEGRATING CORE CURRICULUM INTEGRATION 395
DEFINITIONS 396
PITFALLS 397
OVERVIEW OF THE TWO EXAMPLES THAT FOLLOW
EXAMPLE 1: COMPOSING COOPERATIVE BIOGRAPHIES
WRITING ABOUT HISTORIEAL FIGURES 402
PRODUEING BIOGRAPHIES 403
394
399 400
IMAGE 9
* CONTENTS
SETTING OBJECTIVES 403
SELECTING A SUITABLE SUBJECT 405
INTRODUCING THE PROJECT 406
LEARNING ABOUT THE SUBJECT OF A BIOGRAPHY 407
SETTING PRIORITIES 409
WRITING AND ILLUSTRATING 410
DEALING WITH BIAS 413
CONCLUDING THE PROJECT 414
SUMMING UP: THE CHANGING CONCEPT OF LITERACY 414
EXAMPLE 2: UNDERSTANDING LIVING THINGS 415
PLANNING A FUSION UNIT: INGREDIENTS AND PROCEDURE 416
UNDERSTANDING OF THE TWO EXAMPLES 418
CONCLUSION 428
CHAPTER 12
FOUR GREAT RESOURCES 430 1. THE SEHOOL MEDIA/RESOUREE CENTER (LIBRARY)
432 2. COMMUNITY RESOUREES: GUEST SPEAKERS AND FIELD TRIPS 432
GUEST SPEAKERS 435
FIELD TRIPS 437
SINGAPORE S FIELDWORK 438
3. COMPUTER RESOUREES: VIRTUAL FIELD TRIPS AND WEB-BASED INQUIRIES 441
VIRTUAL FIELD TRIPS 442
ADDITIONAL VIRTUAL FIELD TRIP SUGGESTIONS 445
WEB-BASED INQUIRIES 449
4. THE SOEIAL STUDIES TEXTBOOK 453
TEACHING THE ORGANIZATION OF THE TEXTBOOK 456
CONCLUSION 456
NOTES 461
INDEX 469
|
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| spelling | Parker, Walter Verfasser aut Social studies in elementary education Walter C. Parker 14. ed Boston; Munich [u.a.] Pearson 2012 XX, 484 S. Ill. txt rdacontent n rdamedia nc rdacarrier Social sciences / Study and teaching (Elementary) / United States Sozialwissenschaften Grundschulunterricht (DE-588)4022354-1 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Grundschulunterricht (DE-588)4022354-1 s DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=022459508&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
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| subject_GND | (DE-588)4022354-1 (DE-588)4078704-7 |
| title | Social studies in elementary education |
| title_auth | Social studies in elementary education |
| title_exact_search | Social studies in elementary education |
| title_full | Social studies in elementary education Walter C. Parker |
| title_fullStr | Social studies in elementary education Walter C. Parker |
| title_full_unstemmed | Social studies in elementary education Walter C. Parker |
| title_short | Social studies in elementary education |
| title_sort | social studies in elementary education |
| topic | Social sciences / Study and teaching (Elementary) / United States Sozialwissenschaften Grundschulunterricht (DE-588)4022354-1 gnd |
| topic_facet | Social sciences / Study and teaching (Elementary) / United States Sozialwissenschaften Grundschulunterricht USA |
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