Effective Teaching in Elementary Social Studies

by Savage, Thomas V.; Armstrong, David G.

• ISBN13: 9780130497017
• ISBN10: 0130497010
• Edition: 5th
• Format: Hardcover
• Copyright: 2004-01-01
• Publisher: Prentice Hall

Summary

The fifth edition of this popular book helps readers aid children in developing thinking skills and master principles, encouraging them to understand the world, approach challenges from different perspectives, and understand and stand firm in the face of injustice. Understanding social studies is crucial to the creation of thoughtful, involved citizens. Up-to-date material on technology and pro-social behavior challenges readers to reflect upon significant issues. Topics include: the definition of social studies; history and geography; political science and economics; sociology, anthropology and psychology; teaching social studies; culture, gender, and exceptionalities; planning and assessing by working with the social studies standards. This book will serve as an excellent resource for all educators in the field of social studies, as well as for those employed in various fields where social studies is a component in understanding today's social trends.

Table of Contents

PART 1 BACKGROUND, PURPOSES, AND CONTENT
Defining the Social Studies	3	(34)
Characteristics of the Field	9	(7)
Citizenship Education	12	(1)
Global-Awareness Education	13	(2)
History and Social Science Education	15	(1)
Reflective Thinking and Problem-Solving Education	15	(1)
Common Emphasas	16	(3)
Emphases Within Citizenship Education	16	(1)
Emphases Within Global-Awareness Education	17	(1)
Emphases Within History and Social Science Education	17	(1)
Emphases Within Reflective-Thinking and Problem-Solving Education	18	(1)
Putting It All Together	19	(1)
Ten Thematic Strands	19	(7)
Culture	19	(1)
Time, Continuity, and Change	19	(1)
People, Places, and Environments	20	(1)
Individual Development and Identity	20	(1)
Individuals, Groups, and Institutions	21	(1)
Power, Authority, and Governance	21	(2)
Production, Distribution, and Consumption	23	(1)
Science, Technology, and Society	23	(1)
Global Connections	24	(1)
Civic Ideals and Practices	25	(1)
The Grades K-to-8 Social Studies Curriculum	26	(4)
Kindergarten	27	(1)
Grade 1	28	(1)
Grade 2	28	(1)
Grade 3	28	(1)
Grade 4	28	(1)
Grade 5	28	(1)
Grade 6	29	(1)
Grade 7	29	(1)
Grade 8	29	(1)
Organizing Your Program	30	(2)
Key Ideas in Summary	32	(1)
Chapter Reflections	33	(1)
Extending Understanding and Skill	34	(1)
References	35	(2)
Active Learning: Giving Life to the Social Studies	37	(32)
A Rationale for Applied Learning	40	(1)
Challenges to Implementing Applied Learning	41	(1)
Approaches to Providing Concrete Experiences	42	(10)
Expeditionary Learning	43	(1)
Story Path	44	(1)
Preparing Simple Lessons	44	(2)
Exploratory-Understanding-Level Teaching and Learning	46	(5)
Foxfire	51	(1)
Service Learning	52	(7)
Indirect Service Learning	53	(1)
Direct Service Learning	54	(1)
Advocacy Activities	54	(1)
Planning Service-Learning Experiences	54	(5)
Dealing with Controversial Issues	59	(6)
Clarifying the Issue	60	(1)
Defining Alternative Positions	61	(1)
Gathering Information	61	(1)
Identifying Consequences	61	(1)
Reflecting	62	(1)
Making a Decision and Identifying Needed Actions	62	(3)
Key Ideas in Summary	65	(1)
Chapter Reflections	66	(1)
Extending Understanding and Skill	66	(1)
References	67	(2)
History and Geography	69	(34)
History	71	(13)
National Standards for History	73	(6)
History Content in the Early Years	79	(3)
History Content in the Middle Years	82	(2)
Geography	84	(15)
National Standards for Geography	86	(8)
Geography Content in the Early Years	94	(2)
Geography Content in the Middle Years	96	(3)
Key Ideas in Summary	99	(1)
Chapter Reflections	100	(1)
Extending Understanding and Skill	100	(1)
References	101	(2)
Political Science and Economics	103	(36)
Political Science	106	(20)
Political Science in the Curriculum	107	(3)
Political Science-Related Classroom Activities	110	(16)
Economics	126	(9)
Economics in the Curriculum	126	(2)
Economics-Related Classroom Activities	128	(7)
Key Ideas in Summary	135	(1)
Chapter Reflections	136	(1)
Extending Understanding and Skill	136	(1)
References	137	(2)
Sociology, Anthropology, and Psychology	139	(32)
Sociology	142	(9)
Sociology-Related Classroom Activities	144	(7)
Anthropology	151	(9)
Anthropology-Related Classroom Activities	153	(7)
Psychology	160	(7)
Psychology-Related Classroom Activities	161	(6)
Key Ideas in Summary	167	(1)
Chapter Reflections	167	(1)
Extending Understanding and Skill	168	(1)
References	169	(2)
Interdisciplinary Dimensions	171	(32)
Choosing Appropriate Themes	176	(3)
Feasible Themes	177	(1)
Worthwhile Themes	177	(1)
Contextualized Themes	178	(1)
Integrating Unit Content	179	(17)
Mapping the Integration	179	(1)
Thinking About Unit Conclusions	180	(1)
Integrating Units Around Children's Literature Selections	181	(1)
Integrating the Arts	182	(1)
Integrating Music	183	(1)
Integrating Mathematics	184	(5)
Integrating Science and Technology	189	(2)
Integrating Language Arts	191	(5)
Key Ideas in Summary	196	(1)
Chapter Reflections	197	(1)
Extending Understanding and Skill	198	(1)
References	198	(5)
PART II TEACHING SOCIAL STUDIES
Selecting Teaching Approaches	203	(36)
Variables That Influence Selection	205	(7)
Prior Skills, Knowledge, and Attitudes	206	(1)
How Children Learn About the World	206	(2)
Learning Objectives	208	(1)
Nature of the Content	208	(3)
Teacher Preferences and Teaching Skills	211	(1)
A Selection of Approaches	212	(23)
Lecture	213	(1)
Direct Instruction	214	(3)
Concept Attainment	217	(2)
Classroom Discussion	219	(3)
Concept Formation	222	(2)
Class Debates	224	(2)
Case Studies	226	(1)
Inferring and Generalizing	227	(4)
Role-Playing	231	(1)
Simulations	232	(1)
Discovery Learning	233	(2)
Key Ideas in Summary	235	(1)
Chapter Reflections	236	(1)
Extending Understanding and Skill	236	(1)
References	237	(2)
Inquiry and Higher-Level Thinking	239	(34)
Teaching Students to Monitor Their Thinking	243	(6)
Thinking Aloud	244	(2)
Visualizing Thinking	246	(3)
Inquiry Approaches	249	(18)
Inquiry Teaching: Basic Steps	250	(2)
Data Charts for Comparing, Contrasting, and Generalizing	252	(3)
Suchman Inquiry: Helping Learners Focus	255	(1)
Creative Thinking	256	(2)
Critical Thinking	258	(1)
Problem Solving	259	(3)
Decision Making	262	(5)
Finding More Information	267	(1)
Key Ideas in Summary	268	(1)
Chapter Reflections	269	(1)
Extending Understanding and Skill	269	(1)
References	270	(3)
Cooperative and Group Learning	273	(34)
Cooperative Learning	276	(11)
Basic Characteristics	277	(1)
Features That Positively Affect Achievement	278	(1)
Jigsaw	279	(5)
Learning Together	284	(1)
Complex Instruction	284	(2)
Teams Achievement Divisions	286	(1)
A Selection of Popular Group Techniques	287	(15)
Classroom Debate	287	(2)
Role-Playing	289	(3)
Simulations	292	(1)
Two-by-Two	293	(3)
Think-Pair-Share	296	(1)
Inside-Outside	296	(3)
Numbered Heads Together	299	(1)
Buzz Session	299	(2)
Advocacy Switching	301	(1)
Send-a-Problem	301	(1)
Key Ideas in Summary	302	(1)
Chapter Reflections	303	(1)
Extending Understanding and Skill	303	(1)
References	304	(3)
Teaching Social Studies skills	307	(36)
Developing Map and Globe Skills	310	(3)
Globes	312	(1)
Maps	313	(4)
Basic Map and Globe Skills	317	(9)
Utilizing Time Lines	326	(2)
Analyzing Charts and Graphs	328	(3)
Encoding Data	329	(1)
Making Inferences	329	(2)
Working with Climographs	331	(3)
Interpreting Political Cartoons	334	(3)
Key Ideas in Summary	337	(1)
Chapter Reflections	338	(1)
Extending Understanding and Skill	339	(1)
References	339	(4)
PART III MEETING THE NEEDS OF ALL STUDENTS
Culture, Gender, and Exceptionalities	343	(36)
Multicultural Issues	346	(11)
Minorities and Schooling: Historical Perspectives	346	(2)
Classroom Approaches to Multicultural Issues	348	(9)
Gender Issues	357	(7)
Seeking Gender Equity in the Classroom	358	(2)
Changing Perceptions of Roles for Females	360	(4)
Learner Exceptionality Issues	364	(10)
Learners with Disabilities	364	(6)
Gifted and Talented Learners	370	(4)
Key Ideas in Summary	374	(1)
Chapter Reflections	375	(1)
Extending Understanding and Skill	376	(1)
References	377	(2)
Social Studies for Limited-English-Proficient Learners	379	(34)
Problems for Limited-English-Proficient Learners	385	(4)
Cultural Conflict	386	(1)
Lack of Social Studies Background	386	(2)
Sequential Nature of the Curriculum	388	(1)
Difficulty of Social Studies Materials	388	(1)
Sheltered Instruction (SDAIE) in the Social Studies	389	(1)
Principles of Second-Language Learning in Content Fields	390	(8)
The Affective Filter	391	(1)
Meaningful and Comprehensible Input	391	(1)
Stages of Language Acquisition	392	(2)
Context and Cognitive Load	394	(2)
Types of Knowledge Structures	396	(2)
Successful Instructional Practices	398	(6)
Cooperative Learning	398	(1)
Multimedia and Concrete Experiences	399	(2)
Language Experiences	401	(3)
Modifying Lessons	404	(3)
Key Ideas in Summary	407	(1)
Chapter Reflections	408	(1)
Extending Understanding and Skill	409	(1)
References	409	(4)
PART IV PLANNING AND ASSESSING
Working with Social Studies Standards	413	(38)
Claimed Advantages of Standards	416	(2)
Background of the Standards Movement	418	(4)
Types of Standards	422	(1)
State Standards	423	(13)
Impact on Instruction	426	(3)
Compliance	429	(7)
Professional Groups' Standards	436	(10)
Expectations of Excellence: Curriculum Standards for Social Studies	437	(1)
National Standarnds for History	438	(2)
Geography for Life: National Geography Standards	440	(3)
National Standards for Civics and Government	443	(1)
Voluntary National Content Standards in Economics	443	(3)
Key Ideas in Summary	446	(2)
Chapter Reflections	448	(1)
Extending Understanding and Skill	448	(2)
References	450	(1)
Planning Instruction	451	(34)
Aims, Goals, and Learning Objectives	454	(7)
Aims	455	(2)
Goals	457	(1)
Learning Objectives	458	(3)
Information Needed for Instructional Planning	461	(3)
Knowledge About Learners	461	(1)
Students' Expectations and Prior Experience	462	(1)
Knowledge About Content	463	(1)
Knowledge of Teaching Methods	463	(1)
Knowledge About Available Resources	464	(1)
Organizing Planning Information	464	(17)
Unit Plans	464	(8)
Lesson Plans	472	(9)
Key Ideas in Summary	481	(1)
Chapter Reflections	482	(1)
Extending Understanding and Skill	483	(1)
References	483	(2)
Assessing Social Studies Outcomes	485	(40)
Multiple Purposes	488	(2)
Authentic Assessment	490	(7)
Problems in Implementation	493	(2)
Portfolios	495	(2)
Informal Evaluation	497	(8)
Teacher Observation	498	(1)
Teacher-Student Discussion	499	(1)
Student-Produced Tests	500	(1)
My Favorite Idea	500	(1)
Headlines	500	(1)
Newspaper Articles	501	(1)
Word Pairs	501	(1)
Alphabet Review Game	502	(1)
Mystery Word Scramble	502	(1)
Anagrams	502	(1)
Other Informal Techniques	503	(1)
Record Keeping and Informal Evaluation	504	(1)
Formal Evaluation	505	(13)
Rating Scales	507	(1)
Learning Checklists	508	(1)
Attitude Inventories	509	(1)
Essay Tests	510	(2)
True-False Tests	512	(1)
Multiple-Choice Tests	513	(3)
Matching Tests	516	(1)
Completion Tests	516	(2)
Using Evaluation Results to Improve Instruction	518	(2)
Key Ideas in Summary	520	(1)
Chapter Reflections	521	(1)
Extending Understanding and Skill	522	(1)
References	523	(2)
Name Index	525	(4)
Subject Index	529

Excerpts

Myths help shape our perceptions of reality. Were some of these assumptions among those you grew up with? The United States may be involved in conflicts elsewhere, but it is unlikely that harm will come to people living within our own borders. Advances in communication technologies always act to promote mutual understanding and to reduce tensions among the world's peoples. Perspectives of other peoples and cultures, although interesting, are primarily important for scholars, for government officials, and for business people involved in foreign trade. Attempts to harm the United States, if they occur at all, will be sponsored by governments, not by isolated groups of individuals with no easily identifiable territorial home. People in other parts of the world greatly admire the United States, its people, and its institutions. Until the terrible events of September 11, 2001, many Americans identified with at least some of these views. On that day, terrorists' work buried forever any remaining illusion that vast bodies of water shelter Americans from the horrors of violence and war. The attacks on the World Trade Center and the Pentagon prompted all of us to ask: Who are these people? Why did they do this? Why do they hate us? What can be done? Citizens will debate these questions for years to come. As you prepare for teaching elementary social studies, new realities underscore the importance of helping young people in your classes develop a broad concept of effective citizenship. The oceans that once insulated us from foreign violence and war today are easily bridged. Actions and attitudes of peoples in faraway lands can affect lives of Americans as never before in our history. Preparing young people for citizenship today demands instructional programs that promote understanding of the world's diverse cultures and peoples, as well as an understanding of our own society and institutions. Much of the writing of this new edition ofEffective Teaching in Elementary Social Studiesoccurred in the aftermath of the events of 9/11. The events of that day highlight the pivotal importance of the social studies in the school curriculum. This component of the elementary curriculum has the potential to promote development of a rich array of important learning outcomes. Among other things, contributions from the social studies can help your students: Develop sophisticated thinking skills that will assist them in understanding the world around them and their roles as citizens in an increasingly interdependent and diverse world, Approach challenging problems from multiple perspectives, Master basic principles that can be applied to situations going well beyond the context in which they are learned, and Develop the moral and ethical character to stand firm in the face of injustice. It is because of our strong belief in the importance of the social studies that we have prepared the fifth edition ofEffective Teaching in Elementary Social Studies.We believe helping teachers and prospective teachers improve their teaching of social studies is an important part of our personal commitment to improving the world. We believe that children, when provided with quality instruction, can and will develop into responsible citizens. We also understand that you will face challenges in helping students work with social studies content. NEW TO THIS EDITION The social studies introduce learners to complex and often controversial subject matter. You will need to have a sound grasp of sophisticated content and a clear understanding of important learning principles. You will also need to know how to accommodate students from highly diverse backgrounds, and you must become skilled in a variety of teaching approaches. Content provided in this text will help you gain the expertise you need to discharge these multiple responsibilit