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Dynamic Social Studies for Constructivist Classrooms : Inspiring Children to Be Social Scientists,9780131712706
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Dynamic Social Studies for Constructivist Classrooms : Inspiring Children to Be Social Scientists



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Pearson College Div
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  • Social Studies and the Elementary School Child
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This brief, manageable, dynamic book helps teachers breathe life into their social studies teaching. The book illustrates the creation of a dynamic social studies classroom with its constructivist framework, key instructional approaches and literacy-based pedagogy, text sets, activities, and classroom vignettes. The most practical of all social studies methods books, this edition highlights fresh and creative strategies that build key social studies understandings, skills, and values. The book is highly readable, offering a solid blend of sound theory and descriptions of exciting classroom practice. Readers will feel they are being escorted through model social studies classrooms and come away from the reading with a clear vision of the most effective and creative way to teach social studies and to motivate elementary students to become social scientists.

Table of Contents

Foundations of Instruction
Dynamic Social Studies: The Subject You Will Teachp. 2
What Do You Remember About Social Studies?p. 6
What Is Social Studies?p. 8
The Social Sciencesp. 9
The Social Science/Social Studies Connectionp. 12
Defining the Term Social Studiesp. 13
Why Is Social Studies Important?p. 15
Participatory Citizenshipp. 16
What Are the Major Goals of Elementary School Social Studies Instruction?p. 17
What Is Dynamic Social Studies?p. 19
Functional Contentp. 21
Constructivist Teaching Practicesp. 31
Intrinsic Motivationp. 34
Cross-Curricular Integrationp. 35
Respect for Diversityp. 37
Afterwordp. 40
Referencesp. 42
Diversity in the Classroom: The Children You Will Teachp. 46
What Is Multicultural Education?p. 48
Cultural Responsivenessp. 49
Why Is Multicultural Awareness Important?p. 50
Cultural and Ethnic Diversityp. 50
Teaching in Culturally Diverse Settingsp. 53
Language Diversity in the Classroomp. 59
Educating Exceptional Childrenp. 61
Gifted Childrenp. 68
Multiple Intelligences and Talentsp. 70
Genderp. 72
Social Classp. 76
Afterwordp. 78
Referencesp. 78
Classrooms for Young Social Scientists
Young Historians: Coming Face to Face With the Pastp. 82
What Is History?p. 87
Why Is History Important?p. 90
What Should Students Know or Be Able to Do?p. 92
In General, How Should History Be Taught?p. 93
Historical Narrativesp. 95
Primary Sources: Connecting With the Pastp. 118
Nonwritten Sources (Artifacts)p. 133
Chronologyp. 137
Event Chainsp. 138
Timelinesp. 138
Afterwordp. 144
Referencesp. 145
Young Geographers: Investigating the People/Place Connectionp. 148
What Is Geography?p. 151
Why Is Geography Important?p. 155
What Should Young Geographers Know or Be Able to Do?p. 157
The Five Themes of Geographyp. 157
National Geography Standardsp. 162
In General, How Should Geography Be Taught?p. 167
Teacher-Guided Discoveryp. 168
Independent Projectsp. 175
Maps: The Tools of Geographersp. 178
What Is a Map?p. 179
Introductory Map Skills Experiencesp. 180
Beginning Map Skills Instructionp. 181
Three-Dimensional Classroom Mapsp. 182
Flat Mapsp. 184
Model Communitiesp. 185
Story Mapsp. 186
Mental Mapsp. 186
Refining Map Skillsp. 189
Map Instruction in the Middle and Upper Gradesp. 195
Place Location and Directionp. 196
Relative Locationp. 199
Map Symbolsp. 202
Scalep. 203
Understanding the Globep. 203
Map Selection for the Classroomp. 205
Afterwordp. 207
Referencesp. 207
Young Political Scientists: Future Citizens in Actionp. 208
What Is Civics?p. 210
Why Is Civics Important?p. 211
What Should Young Political Scientists Know or Be Able to Do?p. 212
In General, How Should Civics Be Taught?p. 215
Informal Civics Instructionp. 215
Formal Civics Instructionp. 222
Civic Dispositions and Virtuesp. 236
Critical Thinkingp. 243
Afterwordp. 257
Referencesp. 259
Constructivist Approaches to Classroom Instruction
The Learning Cycle: Teacher Scaffolded Social Constructivismp. 260
What Is Constructivism?p. 264
What Is Social Constructivism?p. 267
Zones of Developmentp. 268
Scaffoldingp. 269
What Is the Teacher's Role in a Social Constructivist Classroom?p. 270
How Does the Learning Cycle Contribute to Social Constructivism?p. 271
The Exploration Phasep. 271
The Development Phasep. 282
The Concept/Skill Application Phasep. 304
Afterwordp. 309
Referencesp. 310
Cooperative Learning: Student-Assisted Social Constructivismp. 312
What Is Cooperative Learning?p. 318
How Does Cooperative Learning Work?p. 318
What Are the Main Features of Cooperative Learning?p. 322
Determining Group Compositionp. 323
Selecting a Cooperative Learning Strategyp. 326
Choosing a Reward Systemp. 331
What Are the Benefits of Cooperative Learning?p. 332
Afterwordp. 333
Referencesp. 334
Inquiry and Problem Solving: Cognitive Constructivism in Actionp. 336
What Is Cognitive Constructivism?p. 339
What Is Problem-Centered Instruction?p. 340
Making the Transition to Problem-Centered Instructionp. 341
How Do Teachers Facilitate Inquiry and Problem Solving?p. 347
Inquiry Proceduresp. 347
Creative Problem Solving (CPS)p. 360
Afterwordp. 368
Referencesp. 368
Key Organizational Decisions
Instructional Planning: The Basis of Successful Teachingp. 370
Why Is Planning Important?p. 374
How Are Unit Plans Constructed?p. 375
Select the Topic for Studyp. 376
Formulate Goals and Objectivesp. 377
Organize the Contentp. 379
Select the Learning Experiencesp. 381
Plan the Learning Experiencesp. 382
Assess Learning and Teachingp. 391
Afterwordp. 403
Referencesp. 405
Key Instructional Resources: Going Beyond the Ordinaryp. 406
Doing Something Realp. 411
Realiap. 412
Field Tripsp. 416
Resource Personsp. 417
Depictions of Realityp. 420
Digital and VHS Camerasp. 421
Pictures and Study Printsp. 423
Integrating the Artsp. 424
Involvement in the Artsp. 425
The Visual Artsp. 427
Musicp. 429
Creative Movement and Dancep. 430
Dramap. 431
Textbooks and Trade Booksp. 436
Textbooksp. 437
Trade Booksp. 439
Newspapersp. 442
Electronic Newspapersp. 444
Current Affairs Periodicalsp. 445
Computersp. 445
Tutorial Softwarep. 446
Problem-Solving Softwarep. 446
Simulation Softwarep. 447
Word Processingp. 447
Telecommunicationsp. 448
Hypermedia (Presentation Software)p. 450
Afterwordp. 451
Referencesp. 452
Author Indexp. 455
Subject Indexp. 459
Table of Contents provided by Ingram. All Rights Reserved.


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