Inquiry-based global learning in the K-12 social studies classroom
著者
書誌事項
Inquiry-based global learning in the K-12 social studies classroom
Routledge, 2020
- : pbk
大学図書館所蔵 全1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 and index
内容説明・目次
内容説明
-Empowers educators, teacher educators, curricular specialists, and professional development supervisors to better prepare informed, active, and responsible citizens. -Promotes an inquiry model whereby students are encouraged to explore, research, and be agents of change in their communities and world. -Instructional activities in each chapter align to the new C3 Framework.
目次
- 1: Global Learning in the Social Studies Classroom
- 2: Inquiry-Based Global Learning and the C3 Framework
- Section 1: Investigating global and cross-cultural perspectives
- 3: What is the difference between the Chinese dragon and its depiction in the West?
- 4: How can we learn about faraway places? Life and learning in Tanzania
- 5: How did the Silk Road influence the development of China, the Middle East, and Europe?
- 6: What were the psychological motivations of the Nanjing Safety Zone Committee?
- 7: How did European views on race lead to the African Slave trade?
- Section 2: Understanding global issues and geographies
- 8: What can Iraqi foods tell us about its society and cultures?
- 9: How should the world best respond to refugees?
- 10: In what ways do Cold War perspectives compare across the globe?
- 11: What is the lasting impact of the use of nuclear weapons during WWII in Japan?
- 12: To what extent can human rights and a free market coexist in a global economy?
- Section 3: Making local to global connections
- 13: How is my community's immigration story part of the story of the world?
- 14: What can local store products tell me about the world and its people?
- 15: In what way is the U.S. Constitution a global document?
- Section 4: Appling global learning to take informed action
- 16: Can we right an environmental wrong?
- 17: What individual and collective actions are most effective to protect bees and other pollinators?
- 18: Where does the world stand on gay rights?
- 19: Why is anti-black racism in Latin America a human rights issue?
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