Dynamic Social Studies for Constructivist Classrooms : Inspiring Tomorrow's Social Scientists

by Maxim, George W.

• ISBN13: 9780138132439
• ISBN10: 0138132437
• Edition: 9th
• Format: Paperback
• Copyright: 2009-02-09
• Publisher: Pearson

Summary

Authentic Classroom video shows real teachers and students interacting, and helps prepare you for the classroom.

Author Biography

George W. Maxim is Professor Emeritus in the Department of Childhood Studies and Reading at West Chester University in West Chester, Pennsylvania.  He is also the author of The Very Young: Guiding Children from Infancy Through the Early Years , (Prentice Hall, © 1997) and The Sourcebook: Activities to Enrich Programs for Infants and Young Children, (Wadsworth Publishing Co. © 1981.)

Table of Contents

Foundations of Instruction
Dynamic Social Studies: The Subject You Will Teach	p. 1
What Do You Remember about Social Studies?	p. 4
What Is Social Studies?	p. 7
The Six Major Social Sciences	p. 8
The Social Science/Social Studies Connection	p. 11
Defining the Term Social Studies	p. 12
Why Is Social Studies Important?	p. 15
Participatory Citizenship	p. 15
What Are the Major Goals of Social Studies Instruction in Elementary School?	p. 17
What Is Dynamic Social Studies?	p. 18
Functional Content	p. 19
Cross-Cultural Integration	p. 29
Constructivist Teaching Practices	p. 32
Intrinsic Motivation	p. 35
Respect for Diversity	p. 39
A Final Thought	p. 41
References	p. 42
Diversity in the Classroom: The Children You Will Teach	p. 45
What Is Multicultural Education?	p. 48
What Is Culture and Ethnicity?	p. 51
How Are Multicultural Perspectives Incorporated into the Social Studies Curriculum?	p. 53
The Contributions Approach	p. 54
The Additive Approach	p. 56
The Transformative Approach	p. 58
The Social Action Approach	p. 60
What Are the Goals of Multicultural Education?	p. 61
Teaching in Culturally Diverse Settings	p. 62
Characteristics of Culturally Responsive Teaching	p. 64
What Other Inequities Must Be Addressed by Our Schools?	p. 76
Educating Children with Special Needs	p. 76
Gender and Classroom Instruction	p. 83
A Final Thought	p. 87
References	p. 88
Integrated Teaching: Connecting Learning to the Real World	p. 91
What Is Integrated Learning?	p. 95
Drawing from Other Subjects	p. 96
The Arts	p. 96
Reading	p. 103
Mathematics	p. 107
Science	p. 113
Integrative Learning Materials and Activities	p. 116
Hands-On Learning	p. 117
Field Trips	p. 119
Classroom Visitors	p. 122
Computer-Based Multimedia	p. 124
Hypermedia (Presentation Software)	p. 126
Projects	p. 129
Key Events of a Project	p. 129
Thematic Units	p. 132
A Final Thought	p. 134
References	p. 135
Classrooms for Young Social Scientists
Young Historians: Learning to Unlock the Past	p. 137
What Is History?	p. 139
Why Is History Important?	p. 141
What Should Students Know or Be Able to Do?	p. 142
In General, How Should History Be Taught?	p. 143
Investigating with Historical Artifacts	p. 144
Communicating through Historical Narratives	p. 170
How Should Chronology Be Taught?	p. 181
Timelines	p. 182
A Final Thought	p. 184
References	p. 185
Young Geographers: Exploring the People-Place Connection	p. 187
What Is Geography?	p. 189
Why Is Geography Important?	p. 193
What Should Young Geographers Know or Be Able to Do?	p. 194
The Five Themes of Geography	p. 194
National Geography Standards	p. 197
In General, How Should Geography Be Taught?	p. 201
Teacher-Guided Discovery	p. 201
Maps: The Tools of Geographers	p. 208
What Is a Map?	p. 208
Maps as Models of Our World	p. 209
Representing the World through Block Play	p. 211
Children's First Maps	p. 213
Maps Representing the Classroom	p. 214
Model Neighborhoods and Communities	p. 220
Story Maps	p. 221
The Globe	p. 221
Map Instruction in the Middle and Upper Grades	p. 223
Advanced Map Reading Strategies	p. 227
A Final Thought	p. 240
References	p. 241
Young Political Scientists: Citizens in Action	p. 243
What Is Civics?	p. 244
Why Is Civics Important?	p. 245
What Should Young Political Scientists Know or Be Able to Do?	p. 246
In General, How Should Civics Be Taught?	p. 249
Engaging Children in Citizenship Processes: The Democratic Learning Community	p. 251
The First Day of School	p. 254
Establishing Rules (Standards) for Classroom Behavior	p. 256
Class Meetings	p. 260
Classroom Symbols	p. 261
Civic Knowledge: Comprehending Fundamental Information and Ideas	p. 262
The United States Constitution	p. 263
National Symbols	p. 268
National Holidays	p. 274
Electing and Voting	p. 277
The Actions and Attitudes of Civic Responsibility	p. 280
Learning about the Civic Responsibility of Model Citizens	p. 283
Civic Dispositions and Virtues	p. 287
Critical Thinking	p. 288
A Final Thought	p. 305
References	p. 307
Constructivist Approaches to Classroom Instruction
The Learning Cycle: Teacher Scaffolded Social Constructivism	p. 309
What Is Constructivism?	p. 312
What Is Social Constructivism?	p. 315
Zones of Development	p. 316
Scaffolding	p. 316
The Learning Cycle: What Is the Teacher's Role in a Social Constructivist Classroom?	p. 318
The Exploration Phase	p. 318
The Concept/Skill Development Phase	p. 327
The Concept/Skill Application Phase	p. 350
A Final Thought	p. 354
References	p. 355
Collaborative and Cooperative Learning: Student-Assisted Social Constructivism	p. 357
What Are Collaborative and Cooperative Groups?	p. 360
How Does Group Learning Work?	p. 361
Getting Started	p. 361
Collaborative and Cooperative Learning Groups	p. 365
Collaborative Learning	p. 365
Cooperative Learning	p. 372
A Final Thought	p. 382
References	p. 383
Inquiry and Problem Solving: Cognitive Constructivism in Action	p. 385
What Is Cognitive Constructivism?	p. 387
How Do Teachers Facilitate Inquiry and Problem Solving?	p. 388
The Inquiry Process	p. 388
The Essence of Inquiry-Based Learning	p. 389
Content-Focused Constructivist Inquiry	p. 400
Creative Problem Solving (CPS)	p. 412
A Final Thought	p. 418
References	p. 419
Key Organizational Decisions
Managing Instruction: Planning Lessons and Units	p. 421
Why Is Planning Important?	p. 424
How Are Unit Plans Constructed?	p. 425
Identify Desired Results	p. 427
Determine Acceptable Evidence	p. 434
Planning for Learning	p. 443
A Final Thought	p. 454
References	p. 454
Appendix A: Cited Children's Literature	p. 455
Author Index	p. 457
Subject Index	p. 459
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