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Dynamic Social Studies for Constructivist Classrooms : Inspiring Tomorrow's Social Scientists,9780138132439
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Dynamic Social Studies for Constructivist Classrooms : Inspiring Tomorrow's Social Scientists



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This is the 9th edition with a publication date of 2/9/2009.

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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 Teachp. 1
What Do You Remember about Social Studies?p. 4
What Is Social Studies?p. 7
The Six Major Social Sciencesp. 8
The Social Science/Social Studies Connectionp. 11
Defining the Term Social Studiesp. 12
Why Is Social Studies Important?p. 15
Participatory Citizenshipp. 15
What Are the Major Goals of Social Studies Instruction in Elementary School?p. 17
What Is Dynamic Social Studies?p. 18
Functional Contentp. 19
Cross-Cultural Integrationp. 29
Constructivist Teaching Practicesp. 32
Intrinsic Motivationp. 35
Respect for Diversityp. 39
A Final Thoughtp. 41
Referencesp. 42
Diversity in the Classroom: The Children You Will Teachp. 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 Approachp. 54
The Additive Approachp. 56
The Transformative Approachp. 58
The Social Action Approachp. 60
What Are the Goals of Multicultural Education?p. 61
Teaching in Culturally Diverse Settingsp. 62
Characteristics of Culturally Responsive Teachingp. 64
What Other Inequities Must Be Addressed by Our Schools?p. 76
Educating Children with Special Needsp. 76
Gender and Classroom Instructionp. 83
A Final Thoughtp. 87
Referencesp. 88
Integrated Teaching: Connecting Learning to the Real Worldp. 91
What Is Integrated Learning?p. 95
Drawing from Other Subjectsp. 96
The Artsp. 96
Readingp. 103
Mathematicsp. 107
Sciencep. 113
Integrative Learning Materials and Activitiesp. 116
Hands-On Learningp. 117
Field Tripsp. 119
Classroom Visitorsp. 122
Computer-Based Multimediap. 124
Hypermedia (Presentation Software)p. 126
Projectsp. 129
Key Events of a Projectp. 129
Thematic Unitsp. 132
A Final Thoughtp. 134
Referencesp. 135
Classrooms for Young Social Scientists
Young Historians: Learning to Unlock the Pastp. 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 Artifactsp. 144
Communicating through Historical Narrativesp. 170
How Should Chronology Be Taught?p. 181
Timelinesp. 182
A Final Thoughtp. 184
Referencesp. 185
Young Geographers: Exploring the People-Place Connectionp. 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 Geographyp. 194
National Geography Standardsp. 197
In General, How Should Geography Be Taught?p. 201
Teacher-Guided Discoveryp. 201
Maps: The Tools of Geographersp. 208
What Is a Map?p. 208
Maps as Models of Our Worldp. 209
Representing the World through Block Playp. 211
Children's First Mapsp. 213
Maps Representing the Classroomp. 214
Model Neighborhoods and Communitiesp. 220
Story Mapsp. 221
The Globep. 221
Map Instruction in the Middle and Upper Gradesp. 223
Advanced Map Reading Strategiesp. 227
A Final Thoughtp. 240
Referencesp. 241
Young Political Scientists: Citizens in Actionp. 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 Communityp. 251
The First Day of Schoolp. 254
Establishing Rules (Standards) for Classroom Behaviorp. 256
Class Meetingsp. 260
Classroom Symbolsp. 261
Civic Knowledge: Comprehending Fundamental Information and Ideasp. 262
The United States Constitutionp. 263
National Symbolsp. 268
National Holidaysp. 274
Electing and Votingp. 277
The Actions and Attitudes of Civic Responsibilityp. 280
Learning about the Civic Responsibility of Model Citizensp. 283
Civic Dispositions and Virtuesp. 287
Critical Thinkingp. 288
A Final Thoughtp. 305
Referencesp. 307
Constructivist Approaches to Classroom Instruction
The Learning Cycle: Teacher Scaffolded Social Constructivismp. 309
What Is Constructivism?p. 312
What Is Social Constructivism?p. 315
Zones of Developmentp. 316
Scaffoldingp. 316
The Learning Cycle: What Is the Teacher's Role in a Social Constructivist Classroom?p. 318
The Exploration Phasep. 318
The Concept/Skill Development Phasep. 327
The Concept/Skill Application Phasep. 350
A Final Thoughtp. 354
Referencesp. 355
Collaborative and Cooperative Learning: Student-Assisted Social Constructivismp. 357
What Are Collaborative and Cooperative Groups?p. 360
How Does Group Learning Work?p. 361
Getting Startedp. 361
Collaborative and Cooperative Learning Groupsp. 365
Collaborative Learningp. 365
Cooperative Learningp. 372
A Final Thoughtp. 382
Referencesp. 383
Inquiry and Problem Solving: Cognitive Constructivism in Actionp. 385
What Is Cognitive Constructivism?p. 387
How Do Teachers Facilitate Inquiry and Problem Solving?p. 388
The Inquiry Processp. 388
The Essence of Inquiry-Based Learningp. 389
Content-Focused Constructivist Inquiryp. 400
Creative Problem Solving (CPS)p. 412
A Final Thoughtp. 418
Referencesp. 419
Key Organizational Decisions
Managing Instruction: Planning Lessons and Unitsp. 421
Why Is Planning Important?p. 424
How Are Unit Plans Constructed?p. 425
Identify Desired Resultsp. 427
Determine Acceptable Evidencep. 434
Planning for Learningp. 443
A Final Thoughtp. 454
Referencesp. 454
Appendix A: Cited Children's Literaturep. 455
Author Indexp. 457
Subject Indexp. 459
Table of Contents provided by Ingram. All Rights Reserved.

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