Instructional Strategies for Middle and High School Social Studies

Methods, Assessment, and Classroom Management

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Author: Bruce E. Larson

Publisher: Routledge

ISBN: 1317539427

Category: Education

Page: 312

View: 2356

Instructional Strategies for Middle and High School Social Studies: Methods, Assessment, and Classroom Management is an exciting methods-based text that integrates appropriate management and assessment techniques with seven distinct teaching strategies. Writing explicitly for pre-service social studies teachers, veteran teacher educator Bruce E. Larson offers detailed descriptions of a range of instructional strategies, along with guidelines for deciding how and when to use each. Part I offers the foundations for teaching and learning in a social studies classroom, and explores contextual, theoretical, and policy factors that all teachers need to consider before entering the classroom. Part II delivers a range of comprehensive strategies for providing instruction that is appropriate for particular lessons, student abilities, and classroom environments. The practical strategies in Part II build upon the learning theories described in Part I, positioning Instructional Strategies for Middle and High School Social Studies to be the go-to, all-inclusive teacher’s guide to the social studies classroom. New to this Edition A list of goals before each chapter presents an overview of the chapter’s content focus, and provides an outline for the chapter review. Extensively revised Part I (chapters 1–4) provides an updated review of national standards developed for teaching history, geography, civics, and economics. In-depth applications of the Common Core State Standards for the social studies are also explored. New "Reality Check" feature provides directions for integrating field-based experiences into the chapters, and contextualizes the ideas in the book for a classroom setting. Each chapter in Part II (chapters 5–11) has been expanded to include a section labeled "Enhancing Student Learning with Technology," offering websites, links, and other resources for integrating recent technologies into the classroom. Chapters 5–11 include a new "Making Your Lesson More Meaningful for ELLs" feature, which provides ideas—based on current research and theories about learning language—for engaging ELLs, specific for each instructional strategy. Expanded discussion of the "Understanding by Design" model equips teachers to design learning experiences that promote student understanding by intentionally designing what happens in the classroom, and developing authentic formative assessments of student learning.

Instructional Strategies for Middle and High School

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Author: Bruce E. Larson,Timothy A. Keiper

Publisher: Routledge

ISBN: 1135926751

Category: Education

Page: 344

View: 3692

Extending the themes of Contemporary Psychoanalytic Foundations, The Therapeutic Situation in the 21st Century is a systematic reformulation of fundamental psychoanalytic concepts, such as transference, therapeutic action, and the uses of psychotropic drugs, in the light of recent developments in postmodernism, complexity theory, and neuroscience. Leffert offers formulations of areas not previously considered in any depth by psychoanalysts, such as power relations in the analytic couple, social matrix theory, and narrative theory informed by considerations of archaeology, genealogy, complexity, memory, and recall. He also considers new areas, such as the role of uncertainty and love in the therapeutic situation. This book is part of an ongoing effort to place psychoanalysis in the current century, and looks to outside as well as inside areas of thought to inform how we work and how we think about our work.

Social Studies for the Twenty-First Century

Methods and Materials for Teaching in Middle and Secondary Schools

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Author: Jack Zevin

Publisher: Routledge

ISBN: 1317748816

Category: Education

Page: 404

View: 9097

Now in its 4th edition, this popular text offers practical, interesting, exciting ways to teach social studies and a multitude of instructional and professional resources for teachers. Theory, curriculum, methods, and assessment are woven into a comprehensive model for setting objectives; planning lessons, units, and courses; choosing classroom strategies; and constructing tests for some of the field's most popular and enduring programs. The reflective and integrative framework emphasizes building imagination, insight, and critical thinking into everyday classrooms; encourages problem-solving attitudes and behavior; and provokes analysis, reflection, and debate. The text includes separate chapters on teaching each of the major areas of the social studies curriculum. Throughout the text, all aspects of curriculum and instruction are viewed from a tripartite perspective that divides social studies instruction into didactic (factual), reflective (analytical), and affective (judgmental) components. These three components are seen as supporting one another, building the groundwork for taking stands on issues, past and present. At the center is the author's belief that the heart and soul of social studies instruction, perhaps all teaching, lies in stimulating the production of ideas; looking at knowledge from others' viewpoints; and formulating for oneself a set of goals, values, and beliefs that can be explained and justified in open discussion. New in the Fourth Edition: Clear links to the The National Council for the Social Studies College, Career and Civic Life C3 Framework for Social Studies State Standards Attention to impact of high-stakes testing, Common Core State Standards, and related ongoing developments Expanded and critical review of the use of internet, web, and PowerPoint technologies Coverage of how to incorporate the many social science, humanities, and STEM fields to enrich the social studies Updates and revisions throughout, including new research reports reflecting current findings, new examples, more media and materials resources, particularly digital resources, new and updated pedagogical features Companion Website - new for this edition

Social Studies for Secondary Schools

Teaching to Learn, Learning to Teach

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Author: Alan J. Singer

Publisher: Routledge

ISBN: 1135041210

Category: Education

Page: 259

View: 4534

Now in its 4th edition, this popular text for secondary social studies methods courses integrates discussions of educational goals and the nature of history and social studies with ideas for organizing social studies curricula, units, lessons, projects, and activities. A major theme throughout is that what teachers choose to teach and the way they teach reflect their broader understanding of society, history, and the purpose of social studies education. Advocating an inquiry and activity-based view of social studies teaching that respects the points of view of students and teachers, and based in practice and experience, it offers systematic support and open, honest advice for new teachers. Each chapter addresses a broad question about social studies education; sub-chapters begin with narrower questions that direct attention to specific educational issues. Lesson ideas and materials in the book and online are especially designed to help new teachers to address common core learning standards, to work in inclusive settings, and to promote literacy and the use of technology in social studies classrooms. Chapters include highlighted Learning Activities, Teaching Activities, nd Classroom Activities designed to provoke discussion and illustrate different approaches to teaching social studies, and conclude with recommendations for further reading and links to on-line essays about related social studies topics. Activities are followed by four categories: "Think it over," "Add your voice to the discussion," "Try it yourself," and "It’s your classroom." All of these are supported with online teaching material. Designed for undergraduate and graduate pre-service social studies methods courses, this text is also useful for in-service training programs, as a reference for new social studies teachers, and as a resource for experienced social studies educators who are engaged in rethinking their teaching practice. New in the Fourth Edition Provides a number of new lesson ideas paired with online lesson plans and activity sheets in every chapter Takes a new focus on data-driven, standards-based instruction, especially in relation to the common core curriculum Addresses the interactive nature of learning in updated technology sections Reflects current trends in history education Includes more of what the author has learned from working teachers Offers a wealth of additional on-line material linked to the text

Teaching Social Studies in Middle and Secondary Schools

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Author: Candy Beal,Cheryl Mason Bolick,Peter H. Martorella

Publisher: Allyn & Bacon

ISBN: 9780131591813

Category: Education

Page: 425

View: 9953

This comprehensive introduction to teaching social studies to middle and secondary school students includes many new ideas for teaching in our 21stcentury classrooms. Continuing the tradition of social studies innovator Peter Martorella and taking a constructivist approach, the authors address current issues such as diversity, technology, inclusion, and teacher certification. Martorella believed that the fundamental purpose of social studies should be the development of reflective, competent, and concerned citizens. The goal of the book is to assist preservice and inservice middle and secondary teachers in becoming more effective teachers of social studies. To do this, the authors draw on theory, research, and the wisdom of experienced teachers. The text is organized in three parts: the origins of social studies, developing reflective and concerned citizens, and analyzing and improving the teaching of social studies. The book continues to address the need of helping students to develop a global perspective and become open-minded reflective citizens of the world. The blend of teacher insight, current research findings, and well-grounded theories give new and experienced educators the foundation they need to nurture and sustain effective social studies instruction.

Essentials of Middle and Secondary Social Studies

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Author: William B. Russell III,Stewart Waters,Thomas N. Turner

Publisher: Routledge

ISBN: 0429866933

Category: Education

Page: 326

View: 9470

Building on the success of the first edition, Essentials of Middle and Secondary Social Studies 2nd Edition focuses on the key issues central to the teaching of middle and high school social studies, including lesson planning and instructional strategies. Written in an engaging, conversational style, the text encourages teachers in their development as professionals and enables them to effectively use creative and active learning strategies in the everyday classroom. NEW TO THIS EDITION This second edition has been significantly refined with new and relevant topics and strategies needed for effectively teaching middle and secondary social studies. New features include: An updated chapter on lesson plans, in keeping with the book’s emphasis on planning and teaching. This chapter is designed to provide middle and secondary teachers with new classroom-tested lesson plans and includes two classroom-tested lessons for each grade level (6-12). An expanded chapter on planning. This chapter provides additional discussion about long-range planning and includes examples of lesson plans with details to help students be better prepared. An updated chapter on technology designed to better prepare middle and secondary teachers to effectively incorporate technology into social studies instruction. Attention is given to digital history, media literacy, teaching with film and music, popular apps and numerous other types of impactful technology. "FYI" callouts throughout each chapter. These callouts provide helpful information and further explanation. An expanded discussion of the Common Core Standards and C3 Framework and how they impact teachers. An updated chapter titled "Experiencing Social Studies." This chapter focuses on topics such as teaching with drama, role play, field trips, and service learning. A "Helpful Resources" section that details various websites and online resources for further discovery.

Teaching Social Studies

A Methods Book for Methods Teachers

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Author: S. G. Grant,John Lee,Kathy Swan

Publisher: IAP

ISBN: 1681238861

Category: Education

Page: 275

View: 9945

Teaching Social Studies: A Methods Book for Methods Teachers, features tasks designed to take preservice teachers deep into schools in general and into social studies education in particular. Organized around Joseph Schwab's commonplaces of education and recognizing the role of inquiry as a preferred pedagogy in social studies, the book offers a series of short chapters that highlight learners and learning, subject matter, teachers and teaching, and school context. The 42 chapters describe tasks that the authors assign to their methods students as either in?class or as outside?of?class assignments. The components of each chapter are: > Summary of the task > Description of the exercise (i.e., what students are to do, the necessary resources, the timeframe for completion, grading criteria) > Description of how students respond to the activity > Description of how the task fits into the overall course > List of readings and references > Appendix that supplements the task description

Building Literacy in Social Studies

Strategies for Improving Comprehension and Critical Thinking

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Author: Donna Ogle,Ronald M. Klemp,Bill McBride

Publisher: ASCD

ISBN: 1416605584

Category: Education

Page: 218

View: 1889

Preparing students to be active, informed, literate citizens is one of the primary functions of public schools. But how can students become engaged citizens if they can't read, let alone understand, their social studies texts? What can educators--and social studies teachers in particular--do to help students develop the knowledge, skills, and motivation to become engaged in civic life? Building Literacy in Social Studies addresses this question by presenting both the underlying concepts and the research-based techniques that teachers can use to engage students and build the skills they need to become successful readers, critical thinkers, and active citizens. The authors provide targeted strategies--including teaching models, graphic organizers, and step-by-step instructions--for activities such as * Building vocabulary, * Developing textbook literacy skills, * Interpreting primary and secondary sources, * Applying critical thinking skills to newspapers and magazines, and * Evaluating Internet sources. Readers will also learn how to organize classrooms into models of democracy by creating learning communities that support literacy instruction, distribute authority, encourage cooperation, and increase accountability among students. Realistic scenarios depict a typical social studies teacher's experience before and after implementing the strategies in the classroom, showing their potential to make a significant difference in how students respond to instruction. By making literacy strategies a vital part of content-area instruction, teachers not only help students better understand their schoolwork but also open students' eyes to the power that informed and engaged people have to change the world.

Writing Instruction That Works

Proven Methods for Middle and High School Classrooms

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Author: Arthur N. Applebee,Judith A. Langer

Publisher: Teachers College Press

ISBN: 0807772070

Category: Language Arts & Disciplines

Page: 210

View: 7782

Backed by solid research, Writing Instruction That Works answers the following question: What is writing instruction today and what can it be tomorrow? This up-to-date, comprehensive book identifies areas of concern for the ways that writing is being taught in todays secondary schools. The authors offer far-reaching direction for improving writing instruction that assist both student literacy and subject learning. They provide many examples of successful writing practices in each of the four core academic subjects (English, mathematics, science, and social studies/history), along with guidance for meeting the Common Core standards. The text also includes sections on Technology and the Teaching of Writing and English Language Learners.

Bring Learning Alive!

The TCI Approach for Middle and High School Social Studies

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Author: Bert Bower,Jim Lobdell

Publisher: Ingram

ISBN: 9781583710135

Category: History

Page: 550

View: 3068

Strategy Instruction for Middle and Secondary Students with Mild Disabilities

Creating Independent Learners

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Author: Greg Conderman,Laura Hedin,Val Bresnahan

Publisher: Corwin Press

ISBN: 1412996325

Category: EDUCATION

Page: 290

View: 1058

Featuring detailed student cases, this book provides proven ways to teach all students academic and lifetime learning skills. Informal assessments and sample IEPs are included.

Engagement in Teaching History

Theory and Practice for Middle and Secondary Teachers

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Author: Frederick D. Drake,Lynn R. Nelson

Publisher: Prentice Hall

ISBN: 9780131586734

Category: Education

Page: 226

View: 4244

How can history be taught effectively? Does knowing about the past give meaning to the present and hints to what will happen in the future? This book responds to these questions as it explores the key elements of history instruction-the use of primary sources and narratives, involving students in the historical inquiry through classroom discussions, teaching toward chronological thinking, and the use of historical documents to develop in students a "detective approach" to solving historical problems. Taking a systematic approach to improve students' historical thinking, this book emphasizes certain strategies that will help students know more about the past in ways that will help them in their lives today. The second edition is organized in three parts-Part One describes the theoretical background to teaching history. Part Two, Planning and Assessment, emphasizes the importance of good organization and lesson planning as well as how to assess students' knowledge, reasoning power, and effective use of communication in the history classroom. Part Three, Instruction, focuses on the use of primary sources, class discussions, incorporating photographs and paintings, and writing in teaching history. Both the study of history and the teaching of history are multifaceted. The author's hope in writing this book is to engage new and experienced teachers in thoughtful discourse regarding the teaching and learning of history and to develop lifelong learners of history in the 21st century.

Social Studies Today

Research and Practice

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Author: Walter C. Parker

Publisher: Routledge

ISBN: 1136897577

Category: Education

Page: 280

View: 9859

Social Studies Today: Research and Practice inspires educators to think freshly and knowingly about social studies education in the early years of the twenty first century. Written by the field’s leading scholars, this collection provokes readers to consider the relationship of research and practice as they think through some of the most interesting challenges that animate social studies education today. Contributors to this volume include luminaries like James Banks, Carole Hahn, Keith Barton, Geneva Gay, Steve Thornton, Linda Levstik, Sam Wineburg, Fred Newmann and more. Each chapter tackles a specific issue and includes discussion of topics such as teaching history, learning tolerance, assessment, globalization, children’s literature, culturally relevant pedagogy, and teaching about genocide. Walter Parker not only pulled these chapters together but also contributes two of his own---both of which are sure to be cited as key works of this era. Accessible, compelling, and full of rich examples and illustrations, this collection showcases some of the most original thinking in the field and offers pre- and in-service teachers alike new ways to improve social studies instruction.

Teaching History for the Common Good

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Author: Keith C. Barton,Linda S. Levstik

Publisher: Routledge

ISBN: 1135645132

Category: Education

Page: 304

View: 5170

In Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking. In many cases, disagreements about what should be taught to the nation's children and how it should be presented reflect fundamental differences that will not easily be resolved. A central premise of this book, though, is that systematic theory and research can play an important role in such debates by providing evidence of how students think, how their ideas interact with the information they encounter both in school and out, and how these ideas differ across contexts. Such evidence is needed as an alternative to the untested assumptions that plague so many discussions of history education. The authors review research on students' historical thinking and set it in the theoretical context of mediated action--an approach that calls attention to the concrete actions that people undertake, the human agents responsible for such actions, the cultural tools that aid and constrain them, their purposes, and their social contexts. They explain how this theory allows educators to address the breadth of practices, settings, purposes, and tools that influence students' developing understanding of the past, as well as how it provides an alternative to the academic discipline of history as a way of making decisions about teaching and learning the subject in schools. Beyond simply describing the factors that influence students' thinking, Barton and Levstik evaluate their implications for historical understanding and civic engagement. They base these evaluations not on the disciplinary study of history, but on the purpose of social education--preparing students for participation in a pluralist democracy. Their ultimate concern is how history can help citizens engage in collaboration toward the common good. In Teaching History for the Common Good, Barton and Levstik: *discuss the contribution of theory and research, explain the theory of mediated action and how it guides their analysis, and describe research on children's (and adults') knowledge of and interest in history; *lay out a vision of pluralist, participatory democracy and its relationship to the humanistic study of history as a basis for evaluating the perspectives on the past that influence students' learning; *explore four principal "stances" toward history (identification, analysis, moral response, and exhibition), review research on the extent to which children and adolescents understand and accept each of these, and examine how the stances might contribute to--or detract from--participation in a pluralist democracy; *address six of the principal "tools" of history (narrative structure, stories of individual achievement and motivation, national narratives, inquiry, empathy as perspective-taking, and empathy as caring); and *review research and conventional wisdom on teachers' knowledge and practice, and argue that for teachers to embrace investigative, multi-perspectival approaches to history they need more than knowledge of content and pedagogy, they need a guiding purpose that can be fulfilled only by these approaches--and preparation for participatory democracy provides such purpose. Teaching History for the Common Good is essential reading for history and social studies professionals, researchers, teacher educators, and students, as well as for policymakers, parents, and members of the general public who are interested in history education or in students' thinking and learning about the subject.

Teaching Social Studies to English Language Learners

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Author: Barbara C. Cruz,Stephen J. Thornton

Publisher: Routledge

ISBN: 0415634954

Category: Education

Page: 260

View: 1583

Teaching Social Studies to English Language Learners provides readers with a comprehensive understanding of both the challenges that face English language learners (ELLs) and ways in which educators might address them in the social studies classroom. The authors offer context-specific strategies for the full range of the social studies curriculum, including geography, U.S. history, world history, economics, and government. These practical instructional strategies will effectively engage learners and can be incorporated as a regular part of instruction in any classroom. An annotated list of web and print resources completes the volume, making this a valuable reference to help social studies teachers meet the challenges of including all learners in effective instruction. Features and updates to this new edition include: • An updated and streamlined Part 1 provides an essential overview of ELL theory in a social studies specific-context. • "Teaching Tips" offer helpful suggestions and ideas for creating and modifying lesson plans to be inclusive of ELLs. • Additional practical examples and new pedagogical elements in Part 3 include more visuals, suggestions for harnessing new technologies, discussion questions, and reflection points. • New material that takes into account the demands of the Common Core State Standards, as well as updates to the web and print resources in Part 4.

Preparing to Teach Social Studies for Social Justice

Becoming a Renegade

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Author: Ruchi Agarwal-Rangnath,Alison G. Dover,Nick Henning

Publisher: Teachers College Press

ISBN: 0807757667

Category: Education

Page: 160

View: 9739

This practical book shows how veteran, justice-oriented social studies teachers are responding to the Common Core State Standards, focusing on how they build curriculum, support students' literacy skills, and prepare students to think and act critically within and beyond the classroom. In order to provide direct classroom-to-classroom insights, the authors draw on letters written by veteran teachers addressed to new teachers entering the field. The first section of the book introduces the three approaches teachers can take for teaching for social justice within the constraints of the Common Core State Standards (embracing, reframing, or resisting the standards). The second section analyzes specific approaches to teaching the Common Core, using teacher narratives to illustrate key processes. The final section demonstrates how teachers develop, support, and sustain their identities as justice-oriented educators in standards-driven classrooms. Each chapter includes exemplary lesson plans drawn from diverse grades and classrooms, and offers concrete recommendations to guide practice. This book: offers advice from experienced educators who have learned to successfully navigate the constraints of high-stakes testing and standards-based mandates; shares and analyzes curricular and pedagogical approaches to teaching the Common Core; and examines a range of philosophical and political stances that teachers might take as they navigate the unique demands of teaching for social justice in their own context.

Reading Like a Historian

Teaching Literacy in Middle and High School History Classrooms

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Author: Sam Wineburg,Daisy Martin,Chauncey Monte-Sano

Publisher: Teachers College Press

ISBN: 0807772372

Category: Education

Page: 168

View: 4288

This practical resource shows you how to apply Sam Wineburgs highly acclaimed approach to teaching, "Reading Like a Historian," in your middle and high school classroom to increase academic literacy and spark students curiosity. Chapters cover key moments in American history, beginning with exploration and colonization and ending with the Cuban Missile Crisis.

Teaching with the Internet

Lessons from the Classroom

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Author: Donald J. Leu,Deborah Diadiun Leu

Publisher: Christopher-Gordon Pub

ISBN: 9781929024209

Category: Education

Page: 384

View: 9553

The Essentials of Social Studies, Grades K-8

Effective Curriculum, Instruction, and Assessment (Priorities in Practice series)

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Author: Kathy Checkley

Publisher: ASCD

ISBN: 1416616896

Category: Education

Page: 86

View: 4750

In today's climate of accountability and high-stakes testing, many U.S. schools are choosing to focus on the three Rs to the exclusion of other subjects, including social studies. Yet it is more crucial than ever for schools to foster the qualities that will enable students to actively participate in a democratic and global society. The Essentials of Social Studies, Grades K-8 takes a look at how innovative educators are helping students to hone these skills. Readers of this book will learn more about *The challenges that elementary and middle school teachers face in keeping social studies in the curriculum. * How to align social studies lessons with curriculum standards. * Strategies to infuse social studies instruction with passion and purpose. * Ways to promote students' deep understanding of social studies content. * Why lessons and assessments should give students opportunities to solve problems, work on projects, and engage in simulations. * How social studies can prepare students for a lifetime of active civic involvement. * Professional development that will help teachers bring the social studies curriculum to life in the classroom. The future of the United States in no small part depends on how well social studies teachers prepare students to assume their responsibilities as citizens. The Essentials of Social Studies, Grades K-8 will help teachers rise to this considerable challenge.

Differentiated Instructional Strategies for Reading in the Content Areas

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Author: Carolyn Chapman,Rita King

Publisher: Corwin Press

ISBN: 1452273634

Category: Education

Page: 216

View: 2761

Increase understanding of content by strengthening every learner’s reading skills! Featuring new strategies, updated research, expanded coverage of key topics, plus new material on English language learners, this revised edition offers substantive methods for increasing content learning by helping students become better readers. The authors explain how differentiated instruction, multiple intelligences, scaffolding, and other techniques can support reading comprehension, and help teachers: Create the right reading environment Assess readers effectively Incorporate guided reading, shared reading, the four-block model, language experience, and read-alouds Teach vocabulary using methods such as visuals, context clues, and miscue analysis Improve comprehension before, during, and after reading