Social Studies for the Elementary and Middle Grades: A Constructivist Approach

by Sunal, Cynthia S.; Haas, Mary Elizabeth

• ISBN13: 9780205324385
• ISBN10: 020532438X
• Edition: 2nd
• Format: Paperback
• Copyright: 2002-01-01
• Publisher: Allyn & Bacon

Summary

/* 2438L-2, Sunal, Cynthia Szymanski, Social Studies for the Elementary and Middle Grades: A Constructivist Approach.*/ Designed to help teachers facilitate students' development into problem solvers and decision makers who take an active role as citizens of the world. The authors provide interviews with exemplary teachers throughout the text help to put a face on the teaching of social studies and offer concrete examples of constructivist instruction. This book demonstrates how to use developmentally appropriate strategies to help students construct important social studies ideas and skills. "Time for Reflection: What do you think?" activities allow the reader to integrate their personal experiences and perspectives with text materials. Drawing upon their combined teaching experience of more than 25 years, the authors illustrate flexible strategies for teaching social studies to today's diverse learners. They provide readers with a structure of the knowledge to be learned, how to help students reconstruct present ideas, and how to translate theory and recent research into lesson plans and units. Readers also receive practical applications of constructivist theory by the numerous classroom scenarios and lesson plans that appear throughout the book. Explanations and examples throughout the text help the reader arrive at more appropriate and accurate conceptions and reflection and the application of these ideas to their teaching. The book supports the reader with many opportunities for reflection on classroom events, analysis of classroom scenarios, consideration of interviews with exemplary social studies teachers, and analysis of classroom-tested lesson plans that focus on all content areas. Designed for elementary and middle school social studies faculty(K-8).

Table of Contents

Preface	xv
Meaningful Social Studies and the Student	1	(20)
Exploratory Introduction	1	(1)
Chapter Overview	2	(1)
Chapter Objectives	2	(1)
Social Studies in the Elementary and Middle School	3	(5)
Education for Active Citizenship	8	(1)
Social Studies is Essential	9	(1)
Definition of Social Studies	9	(1)
Social Studies Curriculum	10	(3)
Curriculum Patterns in Social Studies	13	(3)
Planning Powerful Social Studies Lessons	16	(2)
Summary	18	(1)
Learning Cycle Making Good Rules	19	(2)
Teaching for Meaningful Learning in Social Studies	21	(24)
Exploratory Introduction	21	(1)
Chapter Overview	22	(1)
Chapter Objectives	22	(1)
How is Social Studies Best Taught in Today's Classrooms?	23	(1)
Applying What We Know About Meaningful Learning to Social Studies Curriculum	23	(2)
Using Constructivist Theory in Social Studies Instruction	23	(1)
Using Behavioral Learning Theory in Social Studies Instruction	24	(1)
An Effective Strategy to Assist Students in Conceptual Change	25	(2)
Learning Cycle National Memorials and the Display of Power	27	(6)
Phases of A Learning Cycle Lesson	33	(5)
Exploratory Introduction	33	(1)
Development	34	(2)
Expansion	36	(2)
Learning Cycle Sequencing Social Studies Instruction	38	(2)
Choosing Activities Appropriate to Each Phase of the Learning Cycle Lesson	40	(2)
Elementary Lesson Activity Choices	40	(1)
Middle Childhood Lesson Activity Choices	41	(1)
Writing Your Own Learning Cycle Lesson	42	(1)
Principles of Teaching and Learning That Support the Curriculum Standards for Social Studies	43	(1)
Summary	43	(2)
Helping Students Develop Social Studies Inquiry Skills	45	(34)
Exploratory Introduction	45	(1)
Chapter Overview	46	(1)
Chapter Objectives	46	(1)
Using Inquiry Skills to Develop Students' Social Studies Ideas	47	(1)
Early Inquiry Skills	47	(1)
Social Studies Inquiry Skills	48	(5)
Data-Gathering Skills	52	(1)
Data-Organizing Skills	53	(1)
Data-Processing Skills	53	(1)
Communicating	53	(1)
Observations, Inferences, and Hypotheses	53	(6)
Observations	54	(1)
Inferences	55	(1)
Hypotheses	56	(3)
Developing and Using Guiding Hypotheses	59	(1)
Attitudes and Dispositions Promoting Powerful Social Studies	60	(3)
Curiosity	60	(1)
Respect for Evidence	61	(1)
Reserving Judgment	61	(1)
Flexibility	61	(1)
Responsibility to Others and to the Environment	62	(1)
Values, Morals, and Aesthetics	62	(1)
Teaching Lessons in Which Students Use Integrative Thinking Skills	63	(4)
Critical Thinking	63	(2)
Problem Solving and Decision Making	65	(1)
Investigating	66	(1)
Creative Thinking	67	(1)
Creating an Environment Promoting Student Thinking in Social Studies	67	(3)
Lesson Characteristics	68	(1)
Planning Activities to Teach Skills	69	(1)
Implementing Activities that Teach Inquiry Skills	70	(3)
Exploratory Introduction of a Skill	70	(1)
Lesson Development	71	(1)
Expansion	71	(2)
Assessing the Use of Inquiry Skills	73	(2)
Hierarchy of Inquiry Skills	75	(3)
Summary	78	(1)
Helping Students Construct Concepts	79	(29)
Exploratory Introduction	79	(1)
Chapter Overview	80	(1)
Chapter Objectives	81	(1)
Concept Teaching Starts with Reflection and Practice	81	(1)
Facts as Social Studies Content	82	(2)
Forming Concepts	84	(5)
Providing Examples and Nonexamples	85	(1)
Identifying All Important Characteristics of a Concept	85	(1)
Differentiating Concepts from Facts	86	(3)
Types of Concepts	89	(3)
Interrelationships Among Concepts	92	(4)
Differences in Complexity and Abstractness of Concepts	96	(7)
Sensory Concepts	98	(1)
Concrete Concepts	98	(1)
Formal Concepts	99	(1)
Powerful Concept Instruction	100	(3)
Teaching Concepts	103	(1)
Learning Cycle Productive Resources	104	(3)
Concepts through Different Grade Levels	106	(1)
Summary	107	(1)
Helping Students Use Inquiry to Build Generalizations	108	(15)
Exploratory Introduction	108	(1)
Chapter Overview	109	(1)
Chapter Objectives	109	(1)
Development of Generalizations	109	(7)
Defining Generalizations	110	(2)
Distinguishing Generalizations from Facts and Concepts	112	(1)
Using Generalizations to Make Predictions	113	(1)
Types of Generalizations	114	(1)
Teaching Powerful Generalizations	115	(1)
Characteristics of the Exploratory Introduction Phase	116	(2)
Characteristics of the Lesson Development Phase	118	(1)
Characteristics of the Expansion Phase	119	(1)
Formative Evaluation and the Inquiry Process	120	(1)
Inquiry Teaching and the National Standards in Social Studies	121	(1)
Summary	122	(1)
Using Instructional Strategies That Help Students Learn	123	(36)
Exploratory Introduction	123	(1)
Chapter Overview	124	(1)
Chapter Objectives	124	(1)
Becoming an Effective Planner of a Social Studies Program	125	(4)
Teaching Dimensions That Support Meaningful Learning	125	(1)
Teaching Strategies That Support Meaningful Learning	126	(3)
A Continuum of Knowledge and Instruction	129	(2)
Matching Instructional Strategies to Student Needs	131	(3)
Expository, or Direct, Instructional Methods	132	(1)
Guided Discovery Instructional Methods	132	(1)
Inquiry and Problem Solving/Decision Making Instructional Methods	133	(1)
Matching Types of Instructional Activities to Each Phase of the Lesson	134	(20)
Useful Instructional Activities for the Exploratory Introduction Phase	136	(1)
Useful Instructional Activities for the Lesson Development Phase	137	(16)
Useful Instructional Activities for the Expansion Phase	153	(1)
Powerful Instructional Procedures: An Overview	153	(1)
Classroom Management Strategies for Powerful Social Studies	154	(3)
Advanced Planning	154	(1)
Giving Directions	154	(1)
Distributing Materials	154	(1)
Organized Beginning	155	(1)
Grouping Students	155	(1)
Using Classroom Rules	156	(1)
Lesson Smoothness	156	(1)
Being a Facilitator	156	(1)
Using Action Research to Create More Effective Instruction	157	(1)
Summary	158	(1)
Helping Students Relate to Individuals and Communities	159	(34)
Exploratory Introduction	159	(1)
Chapter Overview	160	(1)
Chapter Objectives	161	(1)
Respect For Students and for Oneself as a Teacher	161	(2)
The Classroom Environment	161	(1)
Curriculum	162	(1)
Learning Cycle Sharing and Negotiation	163	(5)
Areas Affecting the Development of Self-Concept	168	(7)
Independence	168	(1)
Jealousy	169	(1)
Fears	170	(1)
Aggressive Feelings and Conflict Resolution	171	(2)
Friendship	173	(2)
Self-Esteem	175	(1)
Values and Moral Education	175	(12)
Three Aspects of Morality	175	(1)
Moral Development Theories	176	(3)
Facilitating Moral Behavior	179	(1)
Teaching Approaches in Values Education	179	(8)
Attitudes	187	(5)
Curiosity	189	(1)
Open-Mindedness	190	(1)
Perseverance	190	(1)
Willingness to Consider Conflicting Evidence	190	(1)
Reserving Judgment	190	(1)
Flexibility	190	(1)
Critical Thinking	191	(1)
Responsibility to Others and Their Culture	191	(1)
Summary	192	(1)
Helping Students Become Citizens in a Democratic Society in an Ever More Interdependent World	193	(37)
Exploratory Introduction	193	(1)
Chapter Overview	194	(1)
Chapter Objectives	195	(1)
Defining Citizenship in a Democratic Society	195	(2)
Developing Political Awareness	197	(2)
Citizenship and Standards	199	(1)
Key Concepts and Values	200	(3)
Learning Cycle Voting is a Way to Make Decisions	203	(6)
Assessing Civic Education in U.S. Schools	209	(1)
Resources for Citizenship Education	210	(1)
Interview with a Teacher: Emily Wood	210	(3)
Media Resources	213	(3)
Law-Related Education	216	(2)
Learning Cycle Presidential Oath	218	(3)
Participating in Democracy	221	(8)
School-Based Community Service Projects	223	(2)
Participation in Student Government	225	(1)
Political Participation	226	(1)
The U.S. Citizen and International Concerns	227	(2)
Summary	229	(1)
Helping All Students Experience Meaningful Social Studies	230	(20)
Exploratory Introduction	230	(1)
Chapter Overview	231	(1)
Chapter Objectives	231	(1)
Meaningful Social Studies for All Students	232	(1)
Interview	232	(1)
Social Studies Education for Students with Disabilities	233	(10)
General Instructional Strategies for Inclusive Classrooms	234	(2)
General Curriculum Adaptation for Inclusive Classrooms	236	(5)
Factors to Be Considered in Adapting Social Studies Curricula and Instruction	241	(2)
Social Studies Education in a Culturally Diverse Society	243	(4)
Sample Strategies for Multicultural Social Studies	244	(2)
Role Models and Relevancy	246	(1)
Culture and Gender Differences in Student-Teacher Interactions	247	(1)
Assessment of Social Studies Learning for all Students	248	(1)
Summary	249	(1)
Helping Students Interpret History	250	(39)
Exploratory Introduction	250	(1)
Chapter Overview	251	(1)
Chapter Objectives	251	(1)
Definition of History	252	(1)
History in Schools	253	(2)
Learning Cycle The First Thanksgiving in the United States	255	(3)
Standards for History	258	(7)
Benefits of Studying History	265	(4)
Students and the Learning of History	269	(1)
Using Timelines to Develop Chronology	270	(2)
Resources for Teaching History	272	(4)
Locating and Using Historical Resources	272	(1)
People as Resources	272	(1)
Artifacts and Museums	273	(1)
The Community as a Resource	273	(2)
Documents as Resources	275	(1)
Diaries, Letters, and Pictures as Resources	275	(1)
Learning Cycle Skills in Picture Analysis	276	(3)
Visual Literacy and History	279	(2)
Reenactments and Drama	281	(1)
Biographies and Historical Literature	282	(2)
Internet and Computer Resources	284	(3)
Expanding Your Skills in History	287	(1)
Summary	287	(2)
Helping Students Interpret the Earth and Its People through Geography	289	(38)
Exploratory Introduction	289	(1)
Chapter Overview	289	(1)
Chapter Objectives	290	(1)
Interview With Billy Fitzhugh, a Second-Grade Teacher	290	(3)
Defining Geography	293	(1)
Standards for Geographic Education	294	(4)
Geography and the National Social Studies Standards	294	(1)
Geography Education Standards and the Six Elements of Geography Education	294	(1)
The Five Themes of Geography	295	(3)
Learning Cycle People Change Their Environments	298	(3)
Resources for Teaching Geography	301	(1)
Developing Geographic Concepts, Generalizations and Skills	302	(10)
Research Findings on Geographic Education	308	(3)
Research on Map and Globe Skills	311	(1)
Helping Students Learn and Use Map and Globe Skills	312	(7)
Shapes and Patterns	314	(1)
Symbols	315	(1)
Direction	316	(1)
Distance	316	(1)
Grid Systems	317	(1)
Reading and Maps	317	(2)
Learning Cycle Latitude and Longitude	319	(7)
Summary	326	(1)
Helping Students Make Economic Decisions	327	(33)
Exploratory Introduction	327	(1)
Chapter Overview	327	(1)
Chapter Objectives	328	(1)
Economic Literacy	328	(1)
Interview with Nancy Braden About Teaching Economics	329	(2)
Defining Economics	331	(1)
National Social Studies Standards Related To Economics	332	(1)
Voluntary National Standards in Economics	333	(4)
Economics Concepts and Values	337	(4)
Microeconomic Concepts	337	(2)
Macroeconomic Concepts	339	(1)
International Economics Concepts	340	(1)
Measurement Concepts and Methods	340	(1)
Learning Cycle Economic Interdependence	341	(4)
Economic Decision-Making Skills	345	(3)
Economic Goals and Values	348	(2)
Children and the Learning of Economics	350	(1)
Approaches to Teaching Economics	351	(3)
Learning Cycle Advertisements and Making Good Choices	354	(4)
Resources for Teaching Economics	358	(1)
Summary	359	(1)
Helping Students Learn through Multiple Assessments and Evaluation	360	(27)
Exploratory Introduction	360	(3)
Chapter Overview	363	(1)
Chapter Objectives	364	(1)
Assessing and Evaluating Social Studies Learning	364	(14)
Times When Evaluation and Assessment Are Needed	365	(1)
Guiding Principles for Assessment and Evaluation	366	(1)
Assessment and Evaluation beyond Testing	367	(11)
Interview with Mark High as He Describes How He Uses Assessments to Help Improve Instruction	378	(4)
Individual Needs	382	(1)
Modes of Assessment	383	(2)
Action Research Classroom Assessment for Reform	385	(1)
Summary	386	(1)
Planning Units of Various Lengths and Formats	387	(25)
Exploratory Introduction	387	(1)
Chapter Overview	387	(1)
Chapter Objectives	388	(1)
Planning the Appropriate Focus for Social Studies Units	389	(4)
Descriptive-Focused Units	390	(1)
Thinking Skills-Focused Units	390	(2)
Conceptual and Thinking Skills-Focused Units	392	(1)
Units That Integrate School Subjects	393	(6)
Theme Units	393	(1)
Issue and Problem-Solving Units	394	(2)
How to Choose Appropriate Topics for Integrated Units	396	(1)
Planning Integrated Units	397	(2)
Developing Integrated Units	399	(11)
Generating Ideas for the Topic of a Unit	400	(1)
Researching the Topic	400	(1)
Developing Focus Questions	401	(1)
Identifying Special Needs among Students and Making Accommodations	401	(1)
Naming the Unit	401	(1)
Developing Intended Learning Outcomes	402	(1)
Categorizing Intended Learning Outcomes	402	(1)
Creating an Idea Web	402	(3)
Developing a Rationale and Goals	405	(1)
Beginning the KWL	405	(1)
Developing Learning Objectives	406	(1)
Developing an Assessment Plan	406	(1)
Developing Lesson Plans	407	(1)
Developing Accommodations for Technology	408	(1)
Implementing the Unit	408	(1)
Evaluating Student Learning	408	(1)
Reflecting on the Unit	409	(1)
Summary	410	(2)
Helping Students Learn Social Studies with Technology	412	(25)
Exploratory Introduction	412	(1)
Chapter Overview	413	(1)
Chapter Objectives	413	(1)
Rationale for Using Technology in Social Studies	414	(1)
Optimal Learning Conditions	415	(1)
Facilitating Social Studies Instruction with Technology	415	(1)
Collaborative Group Efforts and Classroom Environments	415	(2)
Alternative Assessment Tasks	417	(1)
Communication with Parents	417	(1)
Single-Media and Multimedia Resources in Social Studies	417	(8)
Recordings, Commercial Video, and Student-Made Video	418	(1)
Television	419	(1)
Videodiscs	419	(1)
Other Single-Media Resources	420	(1)
Word Processing and Publishing	420	(1)
Simulations, Problem-Solving, and Decision-Making Software	420	(2)
Drill-and-Practice Exercises	422	(1)
Databases and Spreadsheets	422	(1)
Computer Telecommunications and Videoconferencing	423	(1)
Electronic Bulletin Boards	424	(1)
Hypertext/Hypermedia	425	(1)
Interview with Jim Shipp	425	(4)
Commercially Prepared Programs	429	(1)
Internet	429	(3)
Strategies for Incorporating Technology	432	(1)
Special Concerns When Using Technology	433	(3)
Summary	436	(1)
References	437	(14)
Index	451