Making connections in elementary and middle school social studies
著者
書誌事項
Making connections in elementary and middle school social studies
Sage Publications, c2006
- : pbk
大学図書館所蔵 全6件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references (p. 425-432) and index
内容説明・目次
内容説明
Making Connections in Elementary and Middle School Social Studies is based on the idea that students learn more and are more motivated to learn when they are able to connect their own knowledge, observations, ideas, imagination, and emotions with the content at hand. This book demonstrates how personal connections can be incorporated into social studies education while meeting NCSS thematic, pedagogical, and disciplinary standards. It is written in a very direct, reader-friendly style. Each chapter describes a variety of practical strategies and creative activities that novice and experienced teachers can use to make social studies more interesting and to help students make meaningful personal and academic connections.
Each chapter contains a wealth of classroom strategies, pedagogical techniques, activities, and lesson plan ideas that can be used to enhance learning and make lessons more interesting, active, and student-centered.
The book covers the three types of standards that elementary and middle school teachers work with as they teach social studies.
o Thinking Ahead questions invite the reader to reflect on his/her own experiences, as they relate to the material covered in the next chapter. These can be used as discussion points for a class or small group, or simply as pre-reading prompts to enhance comprehension.
o Teachers in Action boxes contain real life narratives from practicing teachers. These cases are designed to expand upon key issues presented in each chapter. Every case is accompanied by the author's personal reflection on the case. These reflections are intended to give the reader an opinion against which he/she can measure his/her own reactions. After each case, the reader is prompted to think about the narrative presented and think about the way that his/her reactions compare with those presented by the author.
o Go There boxes provide links to Web sites that offer additional resources for teachers, lesson plans, and other activities to enhance a social studies classroom.
This text is accompanied by a dynamic Instructor's Resources CD. The CD includes classroom video footage that can be shown in class to illustrate the concepts presented in the book and stimulate class discussion.
目次
INTRODUCTION
DEFINING SOCIAL STUDIES
CELEBRATING DIVERSITY IN SOCIAL STUDIES EDUCATION
TEACHING GEOGRAPHY AND HISTORY
TEACHING CIVICS, GOVERNMENT, AND ECONOMICS
PLANNING
ASSESSING STUDENT GROWTH
SPECIAL NEEDS STUDENTS IN A GENERAL EDUCATION SETTING
TEXTBOOKS AND SOCIAL STUDIES
LEARNING THROUGH HUMAN INTERACTION
PROBLEM SOLVING IN SOCIAL STUDIES
INQUIRY LEARNING IN SOCIAL STUDIES
CREATIVE AND CRITICAL THINKING IN SOCIAL STUDIES
CURRENT EVENTS AND CLASSROOM DISCUSSION
USING THE INTERNET TO TEACH SOCIAL STUDIES
LEARNING THROUGH LITERATURE AND LANGUAGE ARTS
CHARACTER EDUCATION
EPILOGUE
APPENDIX A: DISCIPLINARY STANDARDS FOR HISTORY, GEOGRAPHY, CIVICS AND GOVERNMENT, AND ECONOMICS
APPENDIX B: PERFORMANCE EXPECTATIONS FOR NCSS THEMATIC SUBJECT MATTER STANDARDS
APPENDIX C: NCSS ESSENTIAL SKILLS FOR SOCIAL STUDIES
REFERENCES
INDEX
ABOUT THE AUTHOR
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