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Social Studies : All Day Every Day in the Early Childhood Classroom

by
Edition:
1st
ISBN13:

9781401881979

ISBN10:
1401881971
Format:
Paperback
Pub. Date:
7/14/2005
Publisher(s):
Cengage Learning
List Price: $95.66

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Summary

This text is an authoritative guide for new teachers and those new to the concept of using social studies as a base of instruction. The master teacher who has authorized this well-respected publication emphasizes the importance of teaching the social studies in the overall early elementary school curriculum while spending the necessary time and intellectual energy developing reading and mathematical skills. Practical strategies for incorporating the teaching of social studies into daily class plans gives teachers the tools they need to use social studies as a base of instruction.

Table of Contents

Preface xi
About the Author xiii
Social Studies in the Early Childhood Classroom
1(28)
Introduction
2(2)
What Are the Social Studies?
4(1)
Public Education in a Democracy
4(1)
Influences on Early Childhood Social Studies Instruction
5(9)
The Code of Ethical Conduct
14(1)
The How and What of Early Childhood Social Studies Instruction
15(6)
Characteristics of an Excellent Social Studies Curriculum
21(1)
Theoretical Background for Effective Social Studies Instruction
22(3)
Summary
25(1)
Thematic Strands and Focus Questions
26(1)
Key Terms
27(1)
References
27(1)
Suggested Readings
28(1)
Creating a Learning Environment
29(44)
Introduction
30(1)
Providing an Accepting Atmosphere for All Children
31(12)
The Teacher
43(3)
Theory into Practice
46(4)
The Physical Environment
50(9)
Thematic Learning
59(2)
Cooperative Learning
61(1)
Technology in the Early Childhood Classroom
62(5)
Summary
67(1)
Thematic Strands and Focus Questions
68(1)
Key Terms
68(1)
References
69(3)
Suggested Readings
72(1)
Many Ways of Knowing: Multiple Intelligences Theory
73(26)
Introduction
74(1)
Howard Gardner's Theory of Multiple Intelligences
75(3)
Using Multiple Intelligences Theory in Early Childhood Classrooms
78(2)
Multiple Intelligence Theory and Brain Research
80(1)
Intelligence
81(2)
An Overview of Howard Gardner's Multiple Intelligences
83(8)
How Multiple Intelligences Theory Works
91(3)
Summary
94(1)
Thematic Strands and Focus Questions
95(1)
Key Terms
96(1)
References
96(1)
Suggested Readings
97(2)
Planning for Social Studies
99(40)
Introduction
100(1)
A Direct Teaching Model: the Model for Effective Teaching and Supervision
101(6)
A Final Word about a Direct Teaching Lesson
107(1)
Teaching Methods and Strategies
108(6)
Theoretical Bases for Planning in Early Childhood Classrooms
114(3)
Making a Plan
117(8)
Curriculum Development
125(2)
Weekly Lesson Plans
127(3)
Bloom's Taxonomy
130(5)
Summary
135(1)
Thematic Strands and Focus Questions
135(1)
Key Term
136(1)
References
136(1)
Suggested Readings
137(2)
Civics and Government
139(30)
Introduction
140(1)
Democracy
141(6)
Teaching for Effective Citizenship
147(1)
Civics Today
148(3)
The Class Meeting
151(3)
Political Concepts
154(2)
National Standards for Civics and Government
156(1)
Character Education in Social Studies
156(3)
War and Peace
159(5)
Summary
164(1)
Thematic Strands and Focus Questions
165(1)
Key Terms
165(1)
References
166(1)
Suggested Readings
167(2)
Children's Literature in Social Studies Instruction
169(38)
Introduction
170(1)
Overview of Children's Literature in Social Studies Instruction
171(1)
Why Use Children's Literature in Social Studies Instruction?
172(2)
Genre
174(6)
Reading Aloud
180(3)
Strategies to Use with Children's Literature in the Social Studies
183(9)
Using Children's Literature to Address Issues of Diversity and Acceptance
192(2)
Using Children's Literature to Support Multicultural Understanding in the Early Childhood Classroom
194(4)
Connecting to Diverse Populations: Multicultural Picture Books
198(1)
Finding the Right Books
199(1)
Summary
200(1)
Thematic Strands and Focus Questions
201(1)
Key Terms
202(1)
References
202(2)
Suggested Readings
204(3)
Geography and the Environment
207(28)
Introduction
208(1)
Geography Instruction for Young Children
209(2)
Using Maps in Early Childhood Classrooms
211(10)
Understanding the Earth
221(4)
Geography and Literature
225(1)
Environmental Education in Early Childhood
226(3)
Summary
229(1)
Thematic Strands and Focus Questions
230(1)
Key Terms
231(1)
References
231(2)
Suggested Readings
233(2)
History
235(20)
Introduction
236(1)
Biography
237(6)
Key Concepts of History in the Early Childhood Classroom
243(3)
Support for Historical Themes in Early Childhood Education
246(3)
Using Historical Fiction with Young Children
249(1)
Using Biography with Young Children
250(1)
Summary
251(1)
Thematic Strands and Focus Questions
251(1)
Key Terms
252(1)
References
252(1)
Suggested Readings
253(2)
Economics, Anthropology, and Archaeology
255(16)
Introduction
256(1)
Economics
256(5)
Using Children's Literature in Economics Education
261(2)
Anthropology in Early Childhood Education
263(2)
Archaeology
265(3)
Summary
268(1)
Thematic Strands and Focus Questions
268(1)
Key Terms
269(1)
References
269(1)
Suggested Readings
270(1)
Bringing It to Life: Drama, Art, Music, Movement, Field Trips, Cooking, and Storytelling
271(34)
Introduction
272(1)
Drama and Social Studies
273(3)
Storytelling and Social Studies
276(2)
Visual Arrts and Social Studies
278(3)
Music and Social Studies
281(4)
Creative Movement and Social Studies
285(2)
Field Trips and Social Studies
287(1)
Cooking and Social Studies
287(14)
Summary
301(1)
Thematic Strands and Focus Questions
301(1)
Key Terms
302(1)
References
302(2)
Suggested Readings
304(1)
Assessment
305(26)
Introduction
307(1)
Authentic Assessment in the Early Childhood Classroom
307(1)
Functions of Assessment
308(1)
Components of Assessment in the Early Childhood Setting
308(2)
Options in Assessment
310(10)
How Can I Grade These Kinds of Assessments?
320(4)
Standardized Tests
324(1)
A Call for Appropriate Assessment
325(3)
Summary
328(1)
Thematic Strands and Focus Questions
328(1)
Key Terms
329(1)
References
329(1)
Suggested Readings
329(2)
Appendix I Simple Ideas for Content-Related Learning Centers 331(10)
Appendix II Professional Organizations/Contacts 341(8)
Glossary 349(6)
Index 355


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