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Social Studies for the Elementary and Middle Grades: A Constructivist Approach

Social Studies for the Elementary and Middle Grades: A Constructivist Approach Cover

 

Synopses & Reviews

Publisher Comments:

“The textbook serves my students well with its emphasis on inquiry, concept development, and attention to the various social studies disciplines. Activities discussed and illustrated, show how teachers and their students can make use of local (and free or inexpensive) resources for teaching social studies.”

–Becky J. Widener, Columbia College

 

Building on the success of previous editions, Social Studies for the Elementary and Middle Grades provides the structure of the knowledge to be learned, strategies to help students attain more control of their own learning, and models for translating theory and recent research into lesson plans and units for teaching 21st century diverse learners. Not only does the text guide pre-service teachers to teach social studies within a constructivist framework, but it also models that framework of guided inquiry in the organization of each chapter. Every chapter begins with an exploratory activity that challenges students to remember and reflect on their prior knowledge on the chapter's topic, moves into the more teacher-guided phase where students find explanations and activities that develop their understanding and social studies pedagogical content knowledge (PCK), and ends in an expansion phase in which students must apply the main ideas of the chapter to other school and life contexts.

 

 

New To This Edition

  • New 2-color design highlights important features for students: Learning Cycle Lesson Plans, “Building on Diversity”, “Making a Literature Connection”, and “Using Technology” boxes.
  • New Learning Cycle Lesson Plans appropriate for a range of elementary and middle school classrooms have been added to the text (and others moved to the Companion Website) to provide students with a greater selection of fresh ideas for social studies teaching.
  • A chapter on assessment has been moved up earlier in the text to complement the focus on assessment throughout all of the chapters. In addition, Learning Cycle Lesson Plans identify the use of formative assessment and summative evaluation.
  • A continuum representing the amount of student control over learning identifies where the various instructional strategies fall in terms fostering student-centered education.
  •  “What You Will Find on the Companion Website” has been added to the end of chapter as a guide to the resources provided on this book’s Companion Website.
  • Application activities to do in class and in the field now appear in the “Expanding on This Chapter” section at the end of each chapter.
  • Reference to NCSS standards or “thematic strands” highlighted by marginal icons.

Synopsis:

With a strong focus on the civic ideas and values needed for students growing up in the 21st century, Social Studies for the Elementary and Middle Grades: A Constructivist Approach includes model lessons, best practices in teaching, and the latest on the constructivist approach, and demonstrates how to help diverse students construct important social studies concepts and skills.

 

Not only will this text guide you to teach social studies within a constructivist framework, but it also models that framework of guided inquiry in the organization of each chapter. Every chapter begins with an exploratory activity that challenges students to remember and reflect on their prior knowledge on the chapter's topic, moves into the more teacher-guided phase where students find explanations and activities that develop their understanding and social studies pedagogical content knowledge (PCK), and ends in an expansion phase in which students must apply the main ideas of the chapter to other school and life contexts.

 

New to this Edition

 

  • NEW! Updated Exploratory activities at the beginning of each chapter and Expansion section at the end of each chapter.
  • NEW! A focus on 21st century skills throughout the chapters shows how these contribute to building social studies learning needed by today’s students.
  • NEW! A chapter on concepts and generalizations stresses how concepts are developed and can be related to construct generalizations across K-8. (Ch. 4).
  • NEW! Inclusion of reflection by students and teachers as an important inquiry and assessment skill is examined in Chapter 3 and throughout the book.
  • NEW! Examples woven throughout the chapters illustrate active involvement of diverse students in authentic social studies learning.
  • NEW! A clearerfocus on both individual development and students’ development as a community member in Chapter 9 and throughout the text.
  • NEW! Learning Cycle Lesson Plans and exercises illustrate combining instructional strategies with important content from multiple social science/humanities disciplines to promote social studies learning. 
  • NEW! The chapter on assessment has been moved later in the text expanding upon the focus on assessment throughout the text, and formative assessment and summative evaluation receive expanded focus in learning cycle lesson plans. (Ch. 14).
  • NEW! A focus on incorporating technology is woven throughout the chapters and matched to appropriate social studies content.

Synopsis:

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.

Table of Contents

Each chapter includes a combination of the following features: Exploratory Introduction, Chapter Overview, Chapter Objectives, Building on Diversity, Using Technology, a Learning Cycle Lesson Plan and Making a Literature Connection and Expanding on this Chapter.

 

Chapter 1: Meaningful Social Studies and the Student      

Social Studies in the Elementary and Middle School

Development: What is Powerful Social Studies?

Education for Active Citizenship

Social Studies is Essential

Defining Social Studies

Social Studies Curriculum

Expansion: Planning Powerful Social Studies Lessons

 

Chapter 2: Teaching for Meaningful Learning in Social Studies   

How is Social Studies Best Taught in Today’s Classroom?         

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 Assist Students in Conceptual Change    

Phases of a Learning Cycle Lesson          

Choosing Activities Appropriate to Each Phase of the Learning Cycle Lesson    

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: Summary     

Expansion: Principles of Teaching and Learning that Support the Curriculum Standards for

            Social Studies      

 

Chapter 3: Helping Students Learn through Multiple Assessments and Evaluation

Assessing and Evaluating Social Studies Learning

When Evaluation and Assessment Are Needed

Guiding Principles for Assessment and Evaluation

National Testing of Social Studies

Assessment and Evaluation beyond Testing

An Interview with Mark High about How He Uses Assessments to Help Improve Instruction

Modes of Assessment

Identifying Assessments Within a Lesson Plan

Action Research and Reflection: Becoming an Effective Social Studies Teacher

    

Chapter 4: Helping Students Develop Social Studies Inquiry Skills

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

Observations, Inferences, and Hypotheses            

Observations

Inferences

Hypotheses

Developing and Using Guiding Hypotheses            

Attitudes and Dispositions Promoting Powerful Social Studies

Curiosity          

Respect for Evidence

Reserving Judgment

Flexibility

 Responsibility to Others and to the Environment

Values, Morals, and Aesthetics

Teaching Lessons in which Students Use Integrative Thinking Skills

Critical Thinking

Problem Solving and Decision Making

Investigating

Creative Thinking

Creating Conditions Promoting Student Thinking in Social Studies

Lesson Characteristics

Planning Activities to Teach Inquiry Skills

Expansion: Implementing a Learning Cycle Lesson Teaching an Inquiry Skill

Exploratory Introduction of the Skill

Lesson Development

Expansion

Assessing the Use of Inquiry Skills

Hierarchy of Inquiry Skills

 

Chapter 5: Helping Students Construct Concepts

Concept Teaching Starts With Reflection and Practice

Development: Facts as Social Studies Content

Forming Concepts

Identifying All Important Attributes of a Concept

Types of Concepts           

Interrelationships Among Concepts

Differences in Complexity and Abstractness of Concepts

Powerful Concept Teaching

Identifying All Essential Attributes of the Social Studies Concept           

Identifying Examples and Non-Examples of a Concept

Identifying Students Everyday Thinking About the Concept

Using a Learning Cycle to Teach a Concept

Teaching Concepts Differs From Teaching Facts

Use Operational Definitions in Teaching Concepts

Teaching Concepts of Varying Complexity and Abstractness Differently

Teaching Interrelationships Among Concepts

Expansion: Assessment of Concept Learning

 

Chapter 6: Helping Students Use Inquiry to Build Generalizations

Development: Forming Generalizations

Defining Generalizations

Distinguishing Generalizations from Facts and Concepts

Using Generalizations to Make Predictions

Types of Generalizations

Teaching Powerful Generalizations

Characteristics of the Exploratory Introduction Phase

Characteristics of the Lesson Development Phase

Characteristics of the Expansion Phase

Formative Evaluation and Assessment

Inquiry Teaching and the National Standards in Social Studies

 

Chapter 7: Using Instructional Strategies That Help Students Learn

Development: Developing Your Social Studies Pedagogical Content Knowledge (PCK)

Teaching Dimensions that Support Meaningful Learning

Best Practices: Teaching Strategies that Support Meaningful Learning                                              

An Interview with Mike Yell on Cooperative Learning

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

Useful Instructional Activities for the Lesson Development Phase

Useful Instructional Activities for the Expansion Phase

Expansion: Classroom Management Strategies for Powerful Social Studies

Advanced Planning

Giving Directions

Distributing Materials

Organizing the Beginning

Grouping Students

Using Classroom Rules

Creating Lesson Smoothness

Being a Facilitator

Assessment Considerations

 

Chapter 8: Helping All Students Experience Meaningful Social Studies

Development: Meaningful Social Studies for All Students

An Interview

"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

Factors to be Considered in Adapting Social Studies Curricula and Instruction

Social Studies Education in a Culturally Diverse Society

Sample Strategies for Multicultural Social Studies

Role Models and Relevancy

Culture and Gender Differences in Student-Teacher Interactions

Helping the English Language Learner 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

 

Chapter 9: Helping Students Relate to Individuals and Communities

Respect for Diverse Students and for Oneself as a Teacher

The Classroom Environment: Encourages Student Control Over Learning

The Curriculum Respects Diversity

Development of Self-Concept in Diverse Students

Independence and Responsibility

Jealousy

Fears

Aggressive Feelings, Bullying, and Conflict Resolution

Friendship

Empathy and Helpful Pro-social Behaviors

Self-Esteem

Values and Moral Education in a Diverse Society

Three Aspects of Morality

Moral Development Theories

Teaching Approaches in Values Education

Assessing How Diverse Students Relate to Individuals and Communities

 

Chapter 10: Helping Students Become Citizens in a Democratic Society in an Ever More Interdependent World

Development: Defining Citizenship in a Democratic Society

Developing Political Awareness

Citizenship and Standards

Key Concepts and Values

Assessing Civic Education in U.S. Schools

Resources for Citizenship EducationAn Interview with a Teacher: Emily Wood

Media Resources

Law-Related Education

Participating in Democracy

School-Based Community Service Projects

Participation in Student Government

Political Participation

 

Chapter 11: Helping Students Understand Local and Global Societies

Development: Global Education: An Evolving Definition

Approaches to Global Education

The Cultural Approach to Global Education

The Problems Approach to Global Education

Interdisciplinary Connections

Teaching Global Education

Resources for Teaching Global Education

Computers and the Internet

Book Series

Resources for Current Events

 

Chapter 12: Helping Students Interpret History

Development: Definitions of History

History in Schools

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

Biographies and Historical Literature

Expanding Your Skills in History

 

Chapter 13: Helping Students Interpret the Earth and Its People Through Geography

Development: Defining Geography

An Interview with Billy Fitzhugh, A Second-Grade Teacher

Standards for Geographic Education

Geography and the National Social Studies Standards

The Five Themes of Geography

Geography Education Standards and the Six Elements of Geography Education

Resources for Teaching Geography

Developing Geographic Concepts, Generalizations, and Skills

Research Findings on Geographic Education

Research on Map and Globe Skills

Helping Students Learn and Use Map and Globe Skills

Shapes and Patterns

Symbols

Directions

Distance

Grid Systems

Remote Sensing and Digital Maps in the Teaching of Geography

Numbers: The Amount or Quantity on Maps, in Atlases, and in Textbooks

Reading and Maps

 

Chapter 14: Helping Students Make Economic Decisions

Development: Economic Literacy

An Interview with Nancy Braden about Teaching Economics

Defining Economics

National Social Studies Standards Related to Economics

Voluntary National Standards in Economics

Economic Concepts and Values

Microeconomic Concepts

Macroeconomic Concepts

International Economic Concepts

Measurement Concepts and Methods

Economic Decision-Making Skills

Economic Goals and Values

Children and the Learning of Economics

Approaches to Teaching Economics

Resources for Teaching Economics

 

Chapter 15: Planning Units of Various Lengths and Formats

Development: Planning the Appropriate Focus for Social Studies Units

Descriptive-Focused Units

Thinking Skills-Focused Units

Conceptual and Thinking Skills-Focused Units

Units that Integrate School Subjects

Theme Units

Issue and Problem-Solving Units

How to Choose Appropriate Topics for Integrated Units

Planning Integrated Units

Developing Integrated Units

Step 1: Generating Ideas for the Topic of a Unit

Step 2: Researching the Topic

Step 3: Developing Focus or Guiding Questions

Step 4: Identifying Special Needs among Students and Making Accommodations

Step 5: Naming the Unit

Step 6: Developing Intended Learning Outcomes

Step 7: Categorizing Intended Learning Outcomes

Step 8: Creating an Idea Web

Step 9: Developing a Rationale and Goals

Step 10: Beginning the KWL Chart

Step 11: Developing Learning Objectives

Step 12: Developing an Assessment Plan

Step 13: Developing Lesson Plans

Step 14: Developing Accommodations for Technology

Step 15: Implementing the Unit

Step 16: Evaluating Student Learning

Step 17: Reflecting on the Unit

 

 

 

Product Details

ISBN:
9780205518876
Publisher:
Academic Internet Publishers
Subject:
Elementary
Author:
Haas, Mary Elizabeth
Author:
Sunal, Cynthia Szymanski
Author:
Sunal, Cynthia S.
Author:
Cram101 Textbook Reviews
Subject:
Secondary
Subject:
Social sciences
Subject:
Teaching Methods & Materials - Social Science
Subject:
Constructivism (education)
Subject:
Teaching Methods & Materials / Science
Subject:
Social sciences - S
Subject:
Education-Teaching Social Studies
Subject:
Education-General
Copyright:
Edition Number:
3
Edition Description:
Trade paper
Publication Date:
March 2007
Binding:
TRADE PAPER
Grade Level:
College/higher education:
Language:
English
Pages:
544
Dimensions:
9.03x7.50x.78 in. 1.76 lbs.

Related Subjects

Social Studies for the Elementary and Middle Grades: A Constructivist Approach
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Product details 544 pages Allyn & Bacon - English 9780205518876 Reviews:
"Synopsis" by ,

With a strong focus on the civic ideas and values needed for students growing up in the 21st century, Social Studies for the Elementary and Middle Grades: A Constructivist Approach includes model lessons, best practices in teaching, and the latest on the constructivist approach, and demonstrates how to help diverse students construct important social studies concepts and skills.

 

Not only will this text guide you to teach social studies within a constructivist framework, but it also models that framework of guided inquiry in the organization of each chapter. Every chapter begins with an exploratory activity that challenges students to remember and reflect on their prior knowledge on the chapter's topic, moves into the more teacher-guided phase where students find explanations and activities that develop their understanding and social studies pedagogical content knowledge (PCK), and ends in an expansion phase in which students must apply the main ideas of the chapter to other school and life contexts.

 

New to this Edition

 

  • NEW! Updated Exploratory activities at the beginning of each chapter and Expansion section at the end of each chapter.
  • NEW! A focus on 21st century skills throughout the chapters shows how these contribute to building social studies learning needed by today’s students.
  • NEW! A chapter on concepts and generalizations stresses how concepts are developed and can be related to construct generalizations across K-8. (Ch. 4).
  • NEW! Inclusion of reflection by students and teachers as an important inquiry and assessment skill is examined in Chapter 3 and throughout the book.
  • NEW! Examples woven throughout the chapters illustrate active involvement of diverse students in authentic social studies learning.
  • NEW! A clearerfocus on both individual development and students’ development as a community member in Chapter 9 and throughout the text.
  • NEW! Learning Cycle Lesson Plans and exercises illustrate combining instructional strategies with important content from multiple social science/humanities disciplines to promote social studies learning. 
  • NEW! The chapter on assessment has been moved later in the text expanding upon the focus on assessment throughout the text, and formative assessment and summative evaluation receive expanded focus in learning cycle lesson plans. (Ch. 14).
  • NEW! A focus on incorporating technology is woven throughout the chapters and matched to appropriate social studies content.
"Synopsis" by ,

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.

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