Social studies for the elementary and middle grades : a constructivist approach

著者

書誌事項

Social studies for the elementary and middle grades : a constructivist approach

Cynthia Szymanski Sunal, Mary Elizabeth Haas

Pearson, c2011

4th ed

大学図書館所蔵 件 / 全2件

この図書・雑誌をさがす

注記

Includes bibliographical references and index

内容説明・目次

内容説明

Building on the success of previous editions, Social Studies for the Elementary and Middle Grades discusses flexible strategies for teaching today's diverse learner, the structure of the knowledge to be learned, how to help students reconstruct present ideas, and how to translate theory and recent research into lesson plans and units. Packed with activities, up-to-date technology, teaching strategies, and a constructivist approach, this text demonstrates how to use developmentally appropriate strategies to help students construct important social studies ideas and skills.

目次

Chapter 1: What is Powerful and Meaningful Social Studies? Exploratory Introduction Chapter Overview Chapter Objectives Development: Social Studies in the Elementary and Middle School A First-Grade Classroom Scene A Sixth-Grade Classroom Scene Time for Reflection: What Do You Think? What Is Purposeful and Powerful Social Studies? Building on Diversity Box: Meaningful Social Studies Defining Social Studies Education for Active Citizenship Using Technology Box: Deciding Whether and When Social Studies Curriculum Planning Powerful Social Studies Lessons Learning Cycle Lesson Plan: From Tree to Paper Time for Reflection: What Do You Think? Making a Literature Connection Box: Using Trade Books in Social Studies Social Studies is Essential Expansion: Summary Recommended Websites to Visit Chapter 2: How Do Students Engage in Powerful and Meaningful Social Studies? Exploratory Introduction Chapter Overview Chapter Objectives How is Social Studies Best Taught in Today's Classrooms? Development: Applying What We Know About Meaningful Learning to Social Studies Curriculum Using Constructivist Theory in Social Studies Instruction Using Behavioral Learning Theory in Social Studies Instruction An Effective Strategy to Promote Conceptual Change Phases of a Learning Cycle Lesson Learning Cycle Lesson Plan: Scale Time for Reflection: What Do You Think? Exploratory Introduction Development Expansion Lesson Summary Choosing Activities for Each Phase of the Learning Cycle Lesson Time for Reflection: What Do You Think? Building on Diversity Box Student Assessment in Each Phase of the Learning Cycle Writing Your Own Learning Cycle Lesson The Optimal Length of Time for a Learning Cycle Working With the Learning Cycle Expansion: Principles of Teaching and Learning that Support the Curriculum Standards for the Social Studies Time for Reflection: What Do You Think? Summary Recommended Websites to Visit Chapter 3: How Are Students Social Studies Inquiry Skills Learned? Exploratory Introduction Chapter Overview Chapter Objectives Development: Using Inquiry Skills to Develop Students' Social Studies Ideas Early Inquiry Skills Social Studies Inquiry Skills Data-Gathering Skills Data-Organizing Skills Data-Processing Skills Communicating Skills Reflecting Skills Time for Reflection: What Do You Think? Using Technology Box Time for Reflection: What Do You Think? Observations, Inferences, and Hypotheses Observations Inferences Hypotheses Developing and Using Guiding Hypotheses Time for Reflection: What Do You Think? Teaching Lessons in Which Students Use Integrative Thinking Skills Critical Thinking Problem Solving and Decision Making Investigating Creative Thinking Time for Reflection: What Do You Think? Creating Conditions that Promote Student Thinking in Social Studies Lesson Characteristics Planning Activities to Teach Inquiry Skills Expansion: Applying a Learning Cycle to Teach an Inquiry Skill Learning Cycle Lesson Plan: How Can We Classify Native American Food Plants? Time for Reflection: What Do You Think? Assessing the Use of Inquiry Skills Hierarchy of Inquiry Skills Classroom Scenario: The Mystery in the Back Yard Time for Reflection: What Do You Think? Summary Recommended Websites to Visit Chapter 4: How Are Social Studies Concepts and Generalizations Developed? Exploratory Introduction Chapter Overview Chapter Objectives Concept Teaching Starts with Reflection and Practice A Fourth-Grade Classroom Scene Development: Facts as Social Studies Concepts Classroom Scenario: Constructing a Concept of Aggression Forming Concepts Identifying All Important Attributes of a concept Time for Reflection: What Do You Think? Types of Concepts Time for Reflection: What Do You Think? Interrelationships Among Concepts Time for Reflection: What Do You Think? Differences in Complexity and Abstractness of Concepts Time for Reflection: What Do You Think? Powerful Concept Teaching The Concept Learning Cycle Teaching Concepts of Varying Complexity and Abstractness Differently Building on Diversity Box Learning Cycle Lesson Plan: Productive Resources Time for Reflection: What Do You Think? Assessment of Concept Learning Using Technology Box Generalizations Show Relationships Between Concepts Forming Generalizations Defining Generalizations Distinguishing Generalizations from Facts and Concepts Using Generalizations to Make Predictions Making a Literature Connection Box Types of Generalizations Teaching Powerful Generalizations Time for Reflection: What Do You Think? The Exploratory Introduction Phase of a Generalization Learning Cycle The Lesson Development Phase of a Generalization Learning Cycle The Expansion Phase of a Generalization Learning Cycle Learning Cycle Lesson Plan: Using Technology to Investigate a Problem: Why Are Cities Built Where Rivers Come Together? Formative Evaluation and Assessment In Constructing Generalizations Expansion: Applying Concepts and Generalizations to Create Powerful and Meaningful Social Studies Summary Recommended Websites to Visit Chapter 5: How Do Students Develop Citizenship in Democratic and Global Societies? Exploratory Introduction Chapter Overview Chapter Objectives Development: Defining Citizenship in a Democratic Society Developing Political Awareness Time for Reflection: What Do You Think? Citizenship and Standards Key Concepts and Values Learning Cycle Lesson Plan: Voting is a Way to Make Decisions Time for Reflection: What Do You Think? Assessing Civic Education in U. S. Schools Resources for Citizenship Education Media Resources Making a Literature Connection: Selecting a Trade Book That Stresses Social Studies Law-Related Education Learning Cycle Lesson Plan: Presidential Oath Time for Reflection: What Do You Think? Participating in Democracy Time for Reflection: What Do You Think? School-Based Community Service Projects Participation in Student Government Building on Diversity box: The Challenges Using Technology box: Cybercitizenship Political Participation Time for Reflection: What Do You Think? Expansion Summary Recommended Websites to Visit Chapter 6: What is Social Studies' Contribution to Global Education? Exploratory Introduction Chapter Overview Chapter Objectives Development: Global Education: An Evolving Definition Global Education Appropriate for Grades Kindergarten - 8 Approaches to Global Education Building on Diversity box: Finding the Views of People in Other Nations The Cultural Approach to Global Education Global Education Appropriate for K-8 The Problems Approach to Global Education Time for Reflection: What Do You Think? Interdisciplinary Connections Teaching Global Education Resources for Teaching Global Education Computers and the Internet Learning Cycle Unit Plan: Teaching About War to Help Create a More Humane World Time for Reflection: What Do You Think? Book Series Resources for Current Events Expansion Summary Recommended Websites to Visit Chapter 7: How Do Teachers Use and Manage Social Studies Instructional Strategies Effectively? Exploratory Introduction Chapter Overview Chapter Objectives Development: Social Studies Pedagogical content Knowledge (PCK) Teaching Dimensions That Support Meaningful Learning Clarity Variety Task Orientation Student Engagement Best Practices: Teaching Strategies that Support Meaningful Learning Questioning Cooperative Learning Using Technology box: Creating a Collaborative Classroom A Continuum of Knowledge and Instruction Matching Instructional Strategies to Student Needs Expository, or Direct, Instructional Methods: Lower Student Control Guided Discovery Instructional Methods: Mixed Teacher and Student Control Inquiry and Problem-Solving/Decision-Making Instructional Methods: Greater Student Control Matching Types of Instructional Activities to Each Phase of the Lesson A Classroom Scene: One Teacher's Planning Decisions Time for Reflection: What Do You Think? Useful Instructional Activities for the Exploratory Introduction Phase Cooperative Group Challenge Confrontational Challenges or Discrepant Events Problem Exploration Open Exploration Useful Instructional Activities for the Lesson Development Phase Field Trips Guest Speakers Demonstration Lecture or Teacher Presentation Games Role-Playing and Simulations Role-Playing Simulations Writing in Social Studies Difficulties In Reading Textbooks Doing a Content Analysis of a Textbook Developing a Teaching Plan Using a Textbook Time for Reflection: What Do You Think? Social Studies Kits Making a Literature Connection Box: Reading Literature Building on Diversity Box: Reading Activities Visual Information and Literacy Learning Centers Inquiry Invitation Using a WebQuest Useful Instructional Activities for the Expansion Phase Classroom Management Strategies for Powerful Social Studies Advanced Planning Giving Directions Distributing Materials Organizing the Beginning Grouping Students Using Classroom Rules Crating Lesson Smoothness Being a Facilitator Assessment Considerations Expansion: Making Decisions About Which Instructional Strategies to Use Summary Recommended Websites to Visit Chapter 8: How Are Powerful and Meaningful Social Studies Units Constructed? Exploratory Introduction Chapter Overview Chapter Objectives Development: Planning the Appropriate Focus for Social Studies Units Thinking-Skills Focused Units Conceptual and Thinking Skills-Focused Units Units that Integrate School Subjects Theme Units Issue and Problem-Solving Units Time for Reflection: What Do You Think How to Choose Appropriate Topics for Integrated Units Planning Integrated Units Using a Column Design Developing Integrated Units Step 1: Generating Ideas for the Topic of a Unit Step 2: Researching the Topic Step 3: Developing Essential or Focus Questions Step 4: Identifying Special Needs Among Students and Making Accommodations Step 5: Developing Intended Learning Outcomes Step 6: Categorizing Intended Learning Outcomes Step 7: Creating an Idea Web Step 8: Developing a Rationale and goals Step 9: Beginning the KWL Chart Step 10: Developing Learning Objectives Step 11: Developing an Assessment Plan Time for Reflection: What Do You Think? Step 12: Developing Lesson Plans Step 13: Developing Accommodations for Technology Making a Literature Connection Box: Incorporating Social Studies Trade Books into Units Step 14: Implementing the Unit Step 15: Evaluating Student Learning Step 16: Reflecting on the Unit Using Technology Box: Databases and Spreadsheets Expansion: Conceptualizing an Integrated Unit Time for Reflection: What Do You Think? Summary Recommended Websites to Visit Chapter 9: How Do Teachers Foster Students' Development as Individuals and Community Members? Exploratory Introduction Chapter Overview Chapter Objectives Development: Respect for Diverse Students and Oneself as a Teacher Learning Cycle Lesson Plan: Sharing and Negotiation The Curriculum Respects Diversity Time for Reflection: What Do You Think? Development of Self-Concept in Diverse Students Independence and Responsibility Jealousy Fears Aggressive Feelings, Bullying, and Conflict Resolution Using Technology Box: Internet Safety and Cyber-Bullying Friendship Empathy and Helpful Prosocial Behaviors Self-Esteem Values and Moral Education in a Diverse Society Building on Diversity Box: Learning from the Voices of Our Family and Community Three Aspects of Morality Moral Development Theories Teaching Approaches for Values Education Character Education Attitudes and Dispositions Promoting Powerful Social Studies Curiosity Respect for Evidence Open-Mindedness Perseverance Consideration of Conflicting Evidence Reserving Judgment Flexibility Responsibility to Others and to the Environment Values, Morals, and Aesthetics Making a Literature Connection Box: Demonstrating Powerful Attitudes and Dispositions Assessing How Diverse Students Relate to Individuals and Communities Time for Reflection: What Do You Think? Expansion: Confronting Challenges to Students' Active, Responsible Development at Citizens Time for Reflection: What Do You Think? Summary Recommended Websites to Visit Chapter 10: How Can I Involve All Students in Meaningful Social Studies? Exploratory Introduction Chapter Overview Chapter Objectives Development: Meaningful Social Studies for All Students "Best Practices": Giving All Students Greater Control of Their Social Studies Learning Social Studies Education for Students with Disabilities General Instructional Strategies for Inclusive Classrooms Using Technology Box Multisensory Activities. Cooperative Group Activities. Classwide Peer Tutoring. Peer Buddy System. Reciprocal Teaching. Reading Alone. Lecture-Based Presentation. Media Presentations. Strategies for Using Social Studies Textbooks. Study Guides. General Suggestions for Adapting Textbook Materials for a Diverse Classroom. Factors to be Considered in Adapting Social Studies Curricula and Instruction Involving Students with Visual or Hearing Impairments Social Studies Education in a Culturally Diverse Society Time for Reflection: What Do You Think? Building on Diversity Box Culturally Responsive Teaching Sample Strategies for Multicultural Social Studies Historical Approach Current Social Issues Using Student Culture Role Models and Relevancy Role Models Making a Literature Connection Box Culture and Gender Differences in Student-Teacher Interactions Helping English Language Learners Participate in Social Studies Recognizing and Scaffolding Language Learning Instructional Strategies for Helping ELL Students Understand Social Studies Content Assessment of Social Studies Learning for All Students Group Assessment Through Cooperative Learning Graphic Organizers Oral Interviews Projects Portfolios Journal Writing Expansion: Applying Ideas for Helping All Students Learn Meaningful Social Studies Time for Reflection: What Do You Think? Summary Recommended Websites to Visit Chapter 11: How Do I Engage Students in Examining History? Exploratory Introduction Chapter Overview Chapter Objectives Development: Definition of History History in Schools Learning Cycle Lesson Plan: Learning from the Paintings and Drawings of Artists Time for Reflection: What Do You Think? Standards for History Benefits of Studying History Students and the Learning of History Using Timelines to Develop Chronology Resources for Teaching History Locating and Using Historical Resources People as Resources Artifacts and Museums The Community as a Resource Documents as Resources Diaries, Letters, and Pictures as Resources Visual Literacy and History Reenactments and Drama Time for Reflection: What Do You Think? Biographies and Historical Literature Building on Diversity: Pitfalls in Selecting Multicultural Books Making a Literature Connection: Using Trade Books to Add Depth to History Units Using Technology: Using Interactive Activities and Games in Learning History Expansion: Your Skills in History The Lincoln Penny Worksheet Time for Reflection: What Do You Think? Summary Recommended Websites to Visit Chapter 12: How Do I Engage Students in Interpreting the Earth and Its People Through Geography? Exploratory Introduction Chapter Overview Chapter Objectives Development: Defining Geography The Five Themes of Geography Geography and the National Social Studies Standards Learning Cycle Lesson Plan: People Change Their Environments Time for Reflection: What Do You Think? Geography Education Standards the Six Elements of Geography Education Resources for Teaching Geography Using Technology box: An Important Contributor to Learning Geography Developing Geographic Concepts, Generalizations, and Skills A Classroom Scene Time for Reflection: What Do You Think? Research Findings on Geographic Education Time for Reflection: What Do You Think? Making a Literature Connection box: Books Provide Different Cultural Perspectives Research on Map and Globe Skills Time for Reflection: What Do You Think? Helping Students learn and Use Map and Globe Skills Shapes and Patterns Symbols Direction Distance Grid System Remote Sensing and Digital Maps in the Teaching of Geography Numbers: The Amount or Quality on Maps, in Atlases, and in Textbooks Reading and Maps Learning Cycle Lesson Plan: Latitude and Longitude Time for Reflection: What Do You Think? Expansion Summary Recommended Websites to Visit Chapter 13: How Do I Assist Students in Making Economic Decisions? Exploratory Introduction Chapter Overview Chapter Objectives Development: Economic Literacy Defining Economics National Social Studies Standards Related to Economics Voluntary National Standards in Economics National Standards in Personal Finance Economic Concepts and Values Macroeconomic Concepts Time for Reflection: What Do You Think? Making a Literature Connection box: Trade Books Illustrating Economic Concepts International Economic Concepts Learning Cycle Lesson Plan: Economic Interdependence Measurement Concepts and Methods Economic Decision-Making Skills Economic Goals and Values Children and the Learning of Economics Approaches to Teaching Economics Learning Cycle Lesson Plan: Advertisements and Making Good Choices Time for Reflection: What Do You Think? Using Technology box Resources for Teaching Economics Expansion Summary Recommended Websites to Visit Chapter 14: How Do I Teach Students To Learn Through Multiple Assessments and Exploratory Introduction Chapter Overview Chapter Objectives Development: Assessing and Evaluating Social Studies Learning When Evaluation and Assessment Are Needed Guiding Principles for Assessment and Evaluation National Testing of Social Studies Time for Reflection: What Do You Think? Assessment and Evaluation Beyond Testing Conferences with Diverse Parents and Families Rubrics Building on Diversity box Modes of Assessment Checklists Individual Portfolios Interviews Classroom Websites Journals Quality Circles Self-Evaluation Reports Identifying Assessments Within a Lesson Plan Learning Cycle Lesson Plan: Making Good Rules Time for Reflection: What Do You Think? Action Research and Reflection: Becoming an Effective Social Studies Teacher Time for Reflection: What Do You Think? Expansion: Practicing Skills in Pre-Assessment Summary Recommended Websites to Visit

「Nielsen BookData」 より

詳細情報

ページトップへ