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Teaching And Learning Elementary Social Studies,9780205483945

Teaching And Learning Elementary Social Studies

by
Edition:
8th
ISBN13:

9780205483945

ISBN10:
0205483941
Format:
Package
Pub. Date:
1/1/2007
Publisher(s):
Allyn & Bacon
List Price: $135.40

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Summary

With a wealth of lesson plans and practical guidance, this perennial best-seller provides instructional strategies for involving children in social studies content that emphasize concepts, inquiry, and moral development. If you think you know Ellis, think again! Widely admired for its warm voice and abundance of childrenrs"s art and writing,Teaching and Learning Elementary Social Studiesintegrates constructivist philosophies of active learning with the essential knowledge, basic skills, and positive values required of citizens in a healthy and diverse democracy. And every copy is packaged with afree Atlas!

Table of Contents

Preface xv
Supplements and Learning Aids xx
About the Author xxi
Social Studies Education: Definitions and Rationales
2(20)
A Rationale for Social Studies Education
6(3)
Social Studies Curriculum Patterns
9(5)
The Widening Horizons Curriculum
11(1)
The Spiral Curriculum
12(2)
The Environment for Social Studies Learning
14(4)
A Constructivist Environment for Learning
14(2)
Productive, Reflective Thinking
16(1)
Provisions for Learner Differences
17(1)
The Roles of the Teacher
18(2)
Summary
20(1)
Explorations
21(1)
Continuing the Journey: Suggested Readings
21(1)
Diversity, Multiculturalism, and Pluralism in the Social Studies Classroom
22(14)
Diversity in the United States and in the Classroom
24(3)
The Role of Social Studies Education in Promoting Pluralism and Diversity
27(3)
Cultural Sensitivity in Social Studies Curricula
28(1)
Creating a Culturally Responsive Learning Environment
29(1)
Cultural Sensitivity: The Teacher as Learner
30(2)
Preparing Children for a Diverse World
32(2)
Summary
34(1)
Explorations
34(1)
Continuing the Journey: Suggested Readings
35(1)
Setting Standards: The Knowledge Base for Social Studies
36(32)
The Nature of Knowledge
38(4)
Knowledge Received
40(1)
Knowledge Discovered
40(1)
Knowledge Constructed
41(1)
The National Council for the Social Studies Standards as a Guide to the Knowledge Base
42(2)
What Should Children Know?
44(3)
The Social Science Disciplines
47(19)
Anthropology
48(2)
Economics
50(3)
Geography
53(2)
History
55(2)
Sociology
57(2)
Political Science
59(2)
Criteria for Successful Current Events Sessions
61(5)
Summary
66(1)
Explorations
66(1)
Continuing the Journey: Suggested Readings
66(2)
Developmentally Appropriate Social Studies: Theory and Practice
68(16)
Time-Tested Social Studies Practices
70(2)
The Doctrine of Interest
70(1)
Active Learning
70(1)
Project Learning
71(1)
Parent Involvement
71(1)
Team Building
71(1)
Encouraging Individuals
71(1)
Reflection
72(1)
Setting Conditions for Meaningful Learning: Concept Learning
72(4)
Children's Natural Tendencies
76(3)
Encouraging High Achievement
79(1)
Encouraging Thoughtfulness
80(1)
Encouraging Creativity
81(1)
Summary
82(1)
Explorations
83(1)
Continuing the Journey: Suggested Readings
83(1)
Planning for Social Studies Teaching and Learning
84(32)
Teachers as Decision Makers
86(2)
Motivation
87(1)
Retention
87(1)
Transfer of Learning
88(1)
Planning for Long-Range Goals
88(2)
Planning Lessons and Activities
90(3)
Mechanics
90(1)
Substance
91(2)
Teaching Concepts
93(5)
Developing Concepts
94(4)
Teaching Skills
98(2)
Teaching Values
100(2)
Planning and Developing Units
102(10)
What Is a Unit?
102(1)
How Long Should a Unit Be?
102(1)
Developing a Unit Plan
103(9)
Summary
112(1)
Explorations
113(1)
Continuing the Journey: Suggested Readings
113(3)
Strategies for Social Studies Teaching and Learning
116(38)
What Research Says about Social Studies Teaching and Learning
118(2)
Direct Instruction Strategies
120(4)
Teacher Presentation
120(2)
Class Discussion
122(1)
Demonstration
123(1)
Indirect Instruction Strategies
124(23)
Role-Play
125(2)
Interest Centers
127(2)
Group Investigations and Projects
129(4)
Independent Study and Presentations
133(1)
Reflective Thinking
134(1)
Brainstorming
135(1)
Creative Expression
136(2)
Content Analysis
138(1)
Differentiated Assignments
139(2)
Jigsaw/Peer Teaching and Cooperative Learning
141(2)
Simulations
143(2)
Computer Simulations
145(2)
Observations on Indirect Instruction
147(1)
Summary
147(1)
Explorations
148(1)
Continuing the Journey: Suggested Readings
148(6)
Assessing Social Studies Learning
154(26)
An Overview of Assessment
156(4)
Why Assess?
156(1)
What Should Be Assessed?
157(1)
How Should We Assess?
157(3)
Integrated Assessment Strategies
160(8)
Writing about Learning
160(3)
Talking about Learning
163(3)
Illustrating Learning
166(2)
Assessing Assessment: Why Is It Important?
168(1)
Testing and Assessment
168(4)
Essay Tests: Extended-Response Questions
170(1)
Objective Tests: Selected-Response Questions
171(1)
Portfolio Assessment
172(2)
Assessing Your Own Effectiveness
174(1)
Standards and Achievement
175(3)
Knowledge
175(1)
Understanding
176(1)
Application
176(2)
Summary
178(1)
Explorations
178(1)
Continuing the Journey: Suggested Readings
179(1)
Inquiry, Discovery, and Problem Solving: Children as Researchers
180(24)
Inquiry, Discovery Learning, and Problem Solving
182(5)
The Tradition of Inquiry
183(1)
Real and Contrived Problems
184(2)
Differences and Similarities
186(1)
Reflective Thinking as a Follow-Up to Inquiry
187(1)
Three Types of Inquiry Research
187(12)
Descriptive Research
187(4)
Survey Research
191(7)
Experimental Research
198(1)
Assessment and Inquiry
199(1)
Metacognition and Inquiry
200(1)
Summary
201(1)
Explorations
201(1)
Continuing the Journey: Suggested Readings
202(2)
Making History Come Alive
204(24)
What Is History?
206(1)
Why Should Young People Study History?
206(1)
The Power of Storytelling as History
207(2)
Biographies
208(1)
Historical Fiction
209(1)
Using Historical Sources
209(5)
Children as Historians
214(10)
Oral Histories
214(2)
Personal Histories
216(3)
Time Lines
219(1)
Experiential History Activities
220(4)
Summary
224(1)
Explorations
224(1)
Continuing the Journey: Suggested Readings
225(3)
Exploring Our Geographic World: Maps, Globes, and Graphics
228(40)
Understanding the Tools of Geography
230(4)
The Five Themes of Geography
234(2)
Helping Students Learn to Make and Read Maps
236(13)
Mental Maps
237(2)
Traverse Maps
239(2)
Visualizing Space
241(1)
Aerial Photographs and Maps
241(3)
Changing the Scale of a Map
244(4)
Understanding Map Projections and Globes
248(1)
Helping Students Learn to Use Maps
249(13)
Considering Variables in Finding Your Way
254(1)
Studying Changes in Land Use
255(2)
Understanding Perspective
257(4)
Estimating Distances
261(1)
The Internet and Maps
262(1)
Summary
262(1)
Explorations
263(1)
Continuing the Journey: Suggested Readings
264(4)
Teaching and Learning Values, Character Education, and Moral Development
268(30)
The Meaning of Values, Character, and Morality in Elementary School Learning
270(7)
Procedural Values: The Strategies of Inquiry and Reflection
271(1)
Considering the Social Context
271(2)
What Really Matters?
273(1)
The Moral Life of Schools
274(3)
Teaching Values, Character, and Moral Education
277(7)
Strategies for Teaching Values
279(2)
Using Moral Dilemmas
281(3)
Models of Character Education, Values Realization, and Moral Development
284(9)
Character Education
284(4)
Values Realization
288(2)
Moral Development
290(1)
Gender and Moral Development
291(2)
Summary
293(1)
Explorations
294(1)
Continuing the Journey: Suggested Readings
295(3)
Social Studies and Curriculum Connections: Integrated Studies
298(24)
Projects: The Building Blocks of Integrated Study
300(8)
Characteristics of Good Projects
300(1)
Group versus Individual Projects
301(1)
Kinds of Projects
302(6)
Significant Themes for Integration
308(12)
Cause and Effect
308(1)
Commonality and Diversity
309(1)
Systems and Patterns
310(1)
Cycles and Change
311(3)
Scale and Symmetry
314(3)
Interaction and Relationships
317(1)
Time and Space
317(2)
Equilibrium and Disequilibrium
319(1)
Summary
320(1)
Explorations
320(1)
Continuing the Journey: Suggested Readings
321(1)
Social Studies and the Literacy Connection
322(20)
Reading and Classroom Life
325(2)
Literacy and Democracy
327(5)
Reading and Writing
328(3)
Experience and Discussion
331(1)
Social Studies and Language Development
332(3)
Interpreting Text
332(1)
Journal Writing
333(1)
The Writing Process
334(1)
The Spoken Word
335(3)
Public Speaking
336(1)
Small-Group Speaking
336(1)
Informal Talks
336(1)
Group Presentations
337(1)
Electronic Literacy
338(1)
Summary
339(1)
Explorations
339(1)
Continuing the Journey: Suggested Readings
339(3)
Children in a Democracy: Teaching and Learning Responsible Citizenship
342(32)
What Is the Citizen's Role in American Democracy?
344(7)
Citizenship Is Participating in Society
344(2)
Citizenship Is Serving the Community
346(1)
Citizenship Is Understanding Conflict
347(2)
Citizenship Education: An Interview with JoAnne Buggey
349(2)
What Do Children Need to Know to Be Active Citizens?
351(2)
Knowledge versus Information
351(2)
What Can You Do to Help Your Students Become Active Citizens?
353(3)
Formal Strategies for Citizenship Education
353(1)
Informal Strategies for Citizenship Education
354(1)
Research Findings on Civic Education
355(1)
Effective Citizenship Education
356(6)
Community Service
360(1)
Decision Making
361(1)
The Meaning of Citizenship: A Global Perspective
362(8)
Global Education: An Interview with John J. Cogan
364(6)
Summary
370(1)
Explorations
370(1)
Continuing the Journey: Suggested Readings
371(3)
Reflective Thinking: The Essence of Social Studies
374(12)
The Importance of Experiential Learning
376(1)
How Reflective Thought Develops
377(2)
Constructivist Thought and Social Studies
379(2)
Social Studies Strategies for Reflection
381(1)
Thinking Strategies
381(1)
Problem-Solving Strategies
382(1)
Crossing the Frontier to Active Reflective Learning
382(2)
The Emotional/Intellectual Landscape
383(1)
Summary
384(1)
Explorations
385(1)
Continuing the Journey: Suggested Readings
385(1)
Appendix: Standards Sampler 386(9)
References 395(3)
Index 398


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