Teaching Social Studies that Matters

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Author: Stephen J. Thornton

Publisher: Teachers College Press

ISBN: 0807773220

Category: Education

Page: N.A

View: 9166

No plan to increase achievement and enact reform in the social studies classroom will succeed without recognizing the central importance of the teacher as the “gatekeeper” of instruction. In this book, Thornton details why teachers must develop strong skills in curriculum planning and teaching methods in order for effective instruction to occur. Thornton helps teachers to develop a vision of their practice that will build strong social studies programs and inspire students to learn. Features: An approach to preparing purposeful teachers, acknowledging that teachers make daily decisions concerning what to teach and how to teach it. Replicable examples of the kinds of reflective practice that will enable teachers to animate classroom instruction and create a dynamic social studies curriculum. An analysis of how teachers adapt and shape state and district level curricula and classroom materials to fit the specific needs of their students—a model of how to develop an instructional program with suggestions for lesson planning. In-depth examinations of alternative ways of educating teachers in subject matter and teaching methods. “In this important book, Steve Thornton brings a Deweyan perspective to current problems in social studies education. He does more, however, because his analysis can be extended profitably to every subject in the curriculum.” —From the Foreword by Nel Noddings “A thoughtful and carefully documented analysis. . . . Let us hope that this book encourages a richer dialogue than the now-tedious and generally unproductive separate disciplines v. integrated social studies debate.” —Linda S. Levstik, University of Kentucky, Lexington “A refreshingly clearheaded, historically grounded, altogether enlightening analysis. This is the book I've been waiting for.” —Walter Parker, University of Washington

Social Studies Today

Research and Practice

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Author: Walter C. Parker

Publisher: Routledge

ISBN: 1136897577

Category: Education

Page: 280

View: 4823

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 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: 865

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

Elementary Social Studies

Constructing a Powerful Approach to Teaching and Learning

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Author: S.G. Grant,Bruce A. VanSledright

Publisher: Routledge

ISBN: 1134673000

Category: Education

Page: 310

View: 6945

Organized around four commonplaces of education—learners and learning, subject matter, teachers and teaching, and classroom environment—Elementary Social Studies provides a rich and ambitious framework to help social studies teachers achieve powerful teaching and learning results. By blending the theoretical and the practical, the authors deeply probe the basic elements of quality instruction—planning, implementation, and assessment—always with the goal of creating and supporting students who are motivated, engaged, and thoughtful. Book features and updates to the third edition include: • New chapter on classroom assessment that outlines and compares existing assessment strategies, contextualizes them within the framework of state standards, and articulates a constructivist approach that moves away from traditional high-stakes testing towards more meaningful ways of evaluating student learning • New chapter that highlights and explains key elements of the Common Core State Standards for English Language Arts, and shows how the incorporation of critical ELA instruction into the social studies curriculum can foster more ambitious teaching and learning • Real-classroom narratives that introduce each chapter and provide in-depth access to teaching and learning contexts • Practical curriculum and resource suggestions for the social studies classroom • End-of-chapter summaries and annotated teaching resources

Critical Lessons

What our Schools Should Teach

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Author: Nel Noddings

Publisher: Cambridge University Press

ISBN: 1139454986

Category: Psychology

Page: N.A

View: 7194

Critical Lessons concentrates on the critical, reflective thinking that should be taught in high schools. Taking seriously the Socratic advice, 'know thyself', it focuses on topics that will help students to understand the forces - good and bad - that work to socialize them. This book argues why critical thinking is necessary in schools because it requires the discussion of critical issues: how we learn, the psychology of war, what it means to make a home, advertising and propaganda, choosing an occupation, gender, and religion.

The Social Studies Curriculum

Purposes, Problems, and Possibilities, Third Edition

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Author: E. Wayne Ross

Publisher: SUNY Press

ISBN: 0791481042

Category: Education

Page: 368

View: 1247

This updated third edition contains new chapters on important issues—including race, gender, sexuality, and multiculturalism—affecting social studies education.

If this is Social Studies, why Isn't it Boring?

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Author: Stephanie Steffey,Wendy J. Hood

Publisher: Stenhouse Publishers

ISBN: 1571100032

Category: Education

Page: 216

View: 1280

The provocative title of this book plays on a too-familiar response from teachers and students alike. But now many teachers have begun to seek an approach to social studies that takes account of the ways children learn and that builds on their own knowledge and strengths. The authors in this book have found ways to do this. Wendy Hood writes in the Introduction that they have “. . . not only rediscovered social studies education in general, they have also found themselves exploring the many disciplines of the social sciences that combine to make social studies . . . The issues of the disciplines are visible, the content of the disciplines is visible, and the questions central to each discipline are central in these classrooms. While the studies described began in one discipline, they branched out or melted into one or more of the others.” In this contributed collection, twenty-three teachers explain their successful strategies for teaching the social studies disciplines in a whole- language context. If This Is Social Studies covers contemporary subjects (the Gulf War), traditional topics (students as historians), well-known projects (Scottish Storyline), social studies in the community, and multicultural matters. Teachers at elementary through middle and high school levels will find this book's holistic approach to social studies a refreshing departure and a source of new, practical ideas. Indeed, the diversity of ideas and styles is as broad as the book's subject!

Elementary and Junior High/middle School Social Studies Curriculum, Activities, and Materials

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Author: James L. Barth

Publisher: University Press of America

ISBN: 9780819182395

Category: Education

Page: 364

View: 2962

This book provides for teacher educators, curriculum directors and classroom teachers a clear image of the field of social studies. The image includes a rationale and definition, goal, skill objectives, and content that one would practice with students K through 8. Teachers of special students, particularly those working with multicultural and gifted and talented, will find a variety of activities to fit special needs. A chapter is included for each grade level with objectives, activities, and materials spiraled through expanding horizons.

The Subject Matters

Classroom Activity in Math and Social Studies

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Author: Susan S. Stodolsky

Publisher: University of Chicago Press

ISBN: 9780226775111

Category: Education

Page: 196

View: 6710

To achieve quality education in American schools, we need a better understanding of the way classroom instruction works. Susan S. Stodolsky addresses this need with her pioneering analysis of the interrelations between forms of instruction, levels of student involvement, and subject matter. Her intensive observation of fifth-grade math and social studies classes reveals that subject matter, a variable overlooked in recent research, has a profound effect on instructional practice. Stodolsky presents a challenge to educational research. She shows that classroom activities are coherent actions shaped by the instructional context—especially what is taught. Stodolsky contradicts the received view of both teaching and learning as uniform and consistent. Individual teachers arrange instruction very differently, depending on what they are teaching, and students respond to instruction very differently, depending on the structure and demands of the lesson. The instructional forms used in math classes, a "basic" subject, and social studies classes, an "enrichment" subject, differ even when the same teacher conducts both classes. Social studies classes show more diversity in activities, while math classes are very similar to one another. Greater variety is found in social studies within a given teacher's class and when different teachers' classes are compared. Nevertheless, in the classrooms Stodolsky studied, the range of instructional arrangements is very constricted. Challenging the "back to basics" movement, Stodolsky's study indicates that, regardless of subject matter, students are more responsive to instruction that requires a higher degree of intellectual complexity and performance, to learning situations that involve them in interaction with their peers, and to active modes of learning. Stodolsky also argues that students develop ideas about how to learn a school subject, such as math, by participating in particular activities tied to instruction in the subject. These conceptions about learning are unplanned but enduring and significant consequences of schooling. The Subject Matters has important implications for instructional practice and the training, education, and supervision of teachers. Here is a new way of understanding the dynamics of teaching and learning that will transform how we think about schools and how we study them.

Teaching that Matters

Engaging Minds, Improving Schools

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Author: Frank Thoms

Publisher: Rowman & Littlefield

ISBN: 1475814143

Category: Education

Page: 160

View: 9781

Teaching that Matters invites principals and teachers to make changes that will allow all students to succeed. By meeting innovative principals and teachers who engage students, this book will help you to learn to change traditional classroom practices into exciting alternatives.

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: 4963

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.

Teaching Social Studies in an Era of Divisiveness

The Challenges of Discussing Social Issues in a Non-Partisan Way

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Author: Wayne Journell

Publisher: Rowman & Littlefield

ISBN: 1475821379

Category: Education

Page: 210

View: 2680

The chapters in this book, many of which are written by leading scholars within the field of social studies education, cover a range of 21st century social issues, including politically volatile issues such as gun control, marriage equality, the Black Lives Matter movement, and immigration. This book offers both a theoretical justification for engaging students with controversial social issues and practical suggestions for how to successfully implement discussions of these types of issues in K-12 classroom settings.

Teaching Social Studies Successfully

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Author: Marlow Ediger

Publisher: Discovery Publishing House

ISBN: 9788171415960

Category: Social sciences

Page: 296

View: 3236

Contents: Objectives in Teaching Social Studies, Scope and Sequence in the Social Studies, Trends and Issues in the Social Studies, Learning Opportunities in the Social Studies, Pupil Learning in the Social Studies, Reading in the Social Studies, Writing in the Social Studies, Social Studies Children s Literature, Grouping for Instruction in the Social Studies, Leadership in the Social Studies, Social Studies and Democracy in the Classroom, Technology in the Social Studies Curriculum, Maps, Globes and the Social Studies, Current Events in the Social Studies, Social Studies, Integrating School and Society, Measurement and Evaluation in the Social Studies, Social Studies in Teacher Education, Restructuring the Social Studies (A Public Debate).

Getting Beyond the Facts

Teaching Social Studies/social Sciences in the Twenty-first Century

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Author: Joe L. Kincheloe

Publisher: N.A

ISBN: 9780820441627

Category: Social sciences

Page: 818

View: 2808

Annotation

Content Matters

Social Studies in the Elementary and Middle School

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Author: Leif Fearn,Eric Fearn

Publisher: R&L Education

ISBN: 1610489527

Category: Education

Page: 160

View: 3405

This book explains the content of nine areas in social studies. If teachers know what history, biographical studies, and the United States Constitution mean for instruction, they can increase the probability of better-focused content in their social studies instruction.

Teacher Learning That Matters

International Perspectives

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Author: Mary Kooy,Klaas van Veen

Publisher: Routledge

ISBN: 1136651349

Category: Education

Page: 274

View: 3751

In the continuing global call for educational reforms and change, the contributors in this edited collection address the critical issue of teacher learning from diverse national contexts and perspectives. They define "teacher learning that matters" as it shapes and directs pedagogical practices with the goal of improving student learning. Student achievement is broadly and inclusively defined, beyond the test scores so often identified as the mark of “success” in the research literature. This book weaves together major studies, research findings and theoretical orientations to represent a globalized network of inquiries into the what, how and why of teacher learning that shapes teacher skill and knowledge. Teacher learning matters on an international scale because teachers are the portals through which any initiative for change and reform is realized. Recognizing that a highly skilled teaching force is instrumental to improving student achievement adds import to generating interactive dialogue on teacher learning around the globe.

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: 3747

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.

Why Geography Matters

More Than Ever

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Author: Harm de Blij

Publisher: Oxford University Press

ISBN: 0199977259

Category: Social Science

Page: 368

View: 1767

In recent years our world has seen transformations of all kinds: intense climate change accompanied by significant weather extremes; deadly tsunamis caused by submarine earthquakes; unprecedented terrorist attacks; costly wars in Iraq and Afghanistan; a terrible and overlooked conflict in Equatorial Africa costing millions of lives; an economic crisis threatening the stability of the international system. Is there some way we can get our minds around these disparate global upheavals, to grasp these events and their interconnections, and place our turbulent world in a more understandable light? Acclaimed author Harm de Blij answers this question with one word: geography. In this revised edition of the immensely popular and influential Why Geography Matters, de Blij tackles topics from the burgeoning presence of China to the troubling disarray of the European Union, from the dangerous nuclear ambitions of North Korea to the revolutionary Arab Spring. By improving our understanding of the world's geography, de Blij shows, we can better respond to the events around us, and better prepare ourselves to face the global challenges ahead. Peppering his writing with anecdotes from his own professional travels, de Blij expands upon his original argument, offering an updated work that is as engaging as it is eye-opening. Casual students of geography and professional policy-makers alike will benefit from this stimulating and crucial perspective on geography and the way it shapes our world's events. America, de Blij warns, has become the world's most geographically illiterate society of consequence. Indeed, despite increasing global interconnectivity and rapid change, Americans seem to be less informed and less knowledgeable about the rest of the world than ever. In this compelling volume, de Blij shows why this dispiriting picture must change, and change now.