Elementary Social Studies : A Practical Guide

by Chapin, June R.

• ISBN13: 9780205593521
• ISBN10: 0205593526
• Edition: 7th
• Format: Paperback
• Copyright: 2008-02-15
• Publisher: Pearson

Summary

Elementary Social Studies: A Practical Guide, 7/eis designed to focus on central concerns in teaching social studies in a standards-based environment. This is a brief text which enables teachers to successfully implement a social studies curriculum with concepts, strategies, and values relevant to elementary and middle grades.

Table of Contents

Preface	p. vii
The Elementary Social Studies Curriculum	p. 1
What Are Your Images of the Social Studies?	p. 2
What Is Social Studies and What Are the Goals of Social Studies?	p. 4
What Should Be Taught? State Standards and No Child Left Behind (NCLB)	p. 9
Should Values Be Taught?	p. 16
What Are the National Curriculum Patterns?	p. 21
Why Are Textbooks and Technology Important?	p. 26
Summary	p. 30
Suggested Readings and Websites	p. 30
MyEducationLab	p. 31
Planning for Social Studies Instruction	p. 32
Planning	p. 33
Goals, Long-Range Planning, and Standards/Instructional Objectives	p. 35
Treasury of Resources and Technology for Planning	p. 46
Units	p. 48
Lesson Plans	p. 68
Summary	p. 71
Suggested Readings and Websites	p. 71
MyEducationLab	p. 72
Instructional Strategies	p. 73
Different Methods	p. 74
What Happens in Real Classrooms?	p. 76
Direct Teaching: From Passive to Active Learning	p. 77
Problem-Based Learning and Thinking	p. 81
Inductive Thinking and Questioning	p. 91
Cooperative or Collaborative Learning	p. 94
Role Playing	p. 102
Simulations	p. 105
Summary	p. 107
Suggested Readings and Websites	p. 108
MyEducationLab	p. 109
Using Multiple Assessments to Evaluate Student Learning in the Social Studies	p. 110
Perceptions of Testing	p. 111
Federal and State Roles in Testing	p. 115
Performance-Based Assessment	p. 119
Paper-and-Pencil Tests	p. 128
Informal Evaluations	p. 133
Conferences, Grades, and Report Cards	p. 138
Summary	p. 140
Suggested Readings and Websites	p. 140
MyEducationLab	p. 141
Aiding Our Students to Interpret History	p. 142
The Central Place of History in the Social Studies Curriculum	p. 143
History Wars	p. 145
History Definitions and Issues	p. 148
Linking History and Trade Books to Students	p. 159
Doing History or Being a Historian	p. 165
The Promise of the Internet: Primary and Secondary Sources	p. 174
Learning About Time and Chronology	p. 176
Summary	p. 181
Suggested Readings and Websites	p. 181
MyEducationLab	p. 182
Teaching Geography	p. 183
Are Students and Adults Literate in Geography?	p. 184
Beyond State Capitals: Making Geography Engaging	p. 192
Teaching Map and Globe Skills	p. 199
Summary	p. 208
Suggested Readings and Websites	p. 208
MyEducationLab	p. 209
Teaching Economics	p. 210
Economics Standards	p. 211
Strategies for Teaching Economics	p. 216
Financial Literacy or Personal Finance	p. 229
Summary	p. 237
Suggested Readings and Websites	p. 237
MyEducationLab	p. 238
Teaching Civic Education	p. 239
Different Meaning of Citizenship	p. 240
Civic Education	p. 241
Classroom Civic Education	p. 243
Instruction in Civic Education	p. 249
Current Events/Current Affairs Programs	p. 253
Teaching Controversial Issues	p. 256
Linking Schoolwide Citizenship to the Community	p. 263
Teaching Global Education	p. 266
Summary	p. 274
Suggested Readings and Websites	p. 274
MyEducationLab	p. 275
Helping All Our Diverse Students	p. 276
Growing Diversity	p. 277
Gender	p. 281
Multicultural Education	p. 287
Teaching Religion	p. 295
Exceptionalities	p. 297
Differentiated Instruction	p. 301
Summary	p. 304
Suggested Readings and Websites	p. 305
MyEducationLab	p. 306
Linking Social Studies and Literacy	p. 307
Linking Social Studies and Literacy	p. 308
Meeting the Needs of English Language Learners	p. 309
Reading	p. 318
Listening and Writing	p. 326
Summary	p. 333
Suggested Readings and Websites	p. 333
MyEducationLab	p. 334
Index	p. 335
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