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This comprehensive introduction to teaching social studies to middle and secondary school students includes many new ideas for teaching in our 21 st century classrooms. Continuing the tradition of social studies innovator Peter Martorella and taking a constructivist approach, the authors address current issues such as diversity, technology, inclusion, and teacher certification. Martorella believed that the fundamental purpose of social studies should be the development of reflective, competent, and concerned citizens. The goal of the book is to assist preservice and inservice middle and secondary teachers in becoming more effective teachers of social studies. To do this, the authors draw on theory, research, and the wisdom of experienced teachers. The text is organized in three parts: the origins of social studies, developing reflective and concerned citizens, and analyzing and improving the teaching of social studies. The book continues to address the need of helping students to develop a global perspective and become open-minded reflective citizens of the world. The blend of teacher insight, current research findings, and well-grounded theories give new and experienced educators the foundation they need to nurture and sustain effective social studies instruction.
Candy Beal is an Associate Professor and Advising Coordinator in the Middle Grades Language Arts and Social Studies Teacher Education Program at North Carolina State University.
Table of Contents
|The State of Social Studies and Citizenship Education|
|Alternative Perspectives on the Social Studies|
|The Origins and Evolution of the Social Studies|
|Alternative Definitions of the Social Studies|
|The Contemporary Social Studies Teacher|
|Contemporary Social Studies|
|Citizenship Education as the Purpose of the Social Studies|
|Alternative Perspectives on a Curriculum for Effective Citizenship Education|
|The Enduring Goal of the Social Studies Curriculum: Reflective, Competent, and Concerned Citizens|
|Teaching and Learning Social Studies|
|Engaging Students in Constructing Knowledge|
|The Social Sciences as Sources of Subject Matter for the Social Studies|
|Other Sources of Subject Matter for the Social Studies|
|The School and Community as Sources of Social Data|
|Identifying Professional Resources|
|Developing Reflective, Competent, and Concerned Citizens|
|Organizing and Planning for Teaching Social Studies|
|Basic Issues in Planning Social Studies Instruction|
|Social Studies Goals for Instruction|
|Social Studies Objectives for Instruction|
|Organizing Subject Matter into Units|
|Organizing Subject Matter into Lessons|
|Classrooms as Environments for Learning|
|Creating and Managing the Classroom Environment|
|Balancing Goals and Objectives in the Curriculum: Linking the Head, the Hand, and the Heart|
|Guidelines for Social Studies Program Development|
|Variety in Instructional Planning|
|Engaging Students in Learning Through Small Groups, Questions, Role Playing, and Simulations|
|Grouping Students for Learning|
|Using Structured Questions to Aid Learning|
|Engaging Students in Role Playing and Simulations|
|Promoting Reflective Inquiry: Developing and Applying Concepts, Generalizations, and Hypotheses|
|Learning and Teaching Concepts|
|Learning and Teaching Facts and Generalizations|
|The Reflective Citizen and Problem Solving|
|Fostering Citizenship Competency|
|The Nature of Citizenship Skills|
|Research and Analysis Skills|
|Identifying and Using Reference Sources in Developing Skills|
|Activities for I|
|Table of Contents provided by Publisher. All Rights Reserved.|