Teaching Social Studies in Middle and Secondary Schools

by Martorella, Peter H.

• ISBN13: 9780130203601
• ISBN10: 0130203602
• Additional ISBN(s): 9780131172449
• Edition: 3rd
• Format: Hardcover
• Copyright: 2001-01-01
• Publisher: Pearson College Div
• More Book Details
• Purchase Benefits

Summary

This readable, accessible book offers prospective teachers a comprehensive introduction to teaching social studies to middle and secondary school students. With the purpose of social studies being the development of reflective, competent, concerned citizens, the book first examines the origins and evolution of social studies and citizenship education across the United States. Following this, targeted chapters address the art, science, and craft of social studies teaching as a means for engaging learners in knowledge construction. In the final section, the authors look at ways to improve social studies instruction through the incorporation of emerging technology into the social studies curriculum. For middle and secondary school social studies teachers.

Table of Contents

Part I The State of Social Strudies and Citizenship Education	1	(104)
Alternative Perspectives on The Social Studies	2	(18)
The Contemporary Social Studies Teacher	5	(3)
Certification of Social Studies Teachers	5	(2)
Teaching Portfolios	7	(1)
Teacher Performance Assessment Centers	7	(1)
The Origins and Evolution of the Social Studies	8	(6)
The 1916 Report of the Committee on the Social Studies	8	(2)
The New Social Studies	10	(3)
Social Studies Past, Present, and Future	13	(1)
Alternative Definitions of the Social Studies	14	(2)
A Working Definition of the Social Studies	16	(1)
Group Activities	16	(1)
Individual Activities	16	(1)
References	17	(3)
Contemporary Social Studies	20	(14)
Citizenship Education as the Purpose of the Social Studies	22	(1)
The Context of Citizenship Education	22	(1)
Alternative Perspectives on a Curriculum for Effective Citizenship Education	23	(5)
Examination and Reflection of the Closed Areas of Society	23	(1)
Respect for Individual Human Dignity	24	(1)
Socialization and Countersocialization	24	(1)
Acquiring Basic Competencies	25	(1)
Classifying Alternative Perspectives on Citizenship Education	26	(2)
The Enduring Goal of the Social Studies Curriculum: Reflective, Competent, and Concerned Citizens	28	(3)
The Nature of the Effective Citizen	28	(1)
Social Studies as a Matter of the Head, the Hand, and the Heart	29	(1)
Balance in the Curriculum	30	(1)
Group Activities	31	(1)
Individual Activities	31	(1)
References	31	(3)
Teaching and Learning Social Studies	34	(34)
Engaging Students in Constructing Knowledge	36	(7)
Schemata and Prior Knowledge in Social Studies Instruction	37	(1)
Sources of Subject Matter for the Social Studies	37	(6)
The Social Sciences as Sources of Subject Matter for the Social Studies	43	(6)
Geography	44	(1)
History	45	(1)
Economics	46	(1)
Political Science	46	(1)
Anthropology	47	(1)
Sociology	47	(1)
Psychology	48	(1)
Other Sources of Subject Matter for the Social Studies	49	(2)
Multidisciplinary, Thematic and Interdisciplinary, and Area Studies Approaches	50	(1)
The School and Community as Sources of Social Data	51	(10)
Using Community Resource Persons Effectively	52	(1)
Newspaper Articles and Editorials	53	(1)
Field Work in the Community	54	(2)
Collecting Oral Histories	56	(2)
Collecting Social Science Information through Surveys and Interviews	58	(1)
Communicating with the Community about the Social Studies Program	59	(1)
Alerting the Community to School Activities	60	(1)
Identifying Professional Resources	61	(3)
Organizational Resources	61	(2)
Professional Journals	63	(1)
Effective Citizenship as Professional Development	63	(1)
Professional Development through the Internet	64	(1)
Group Activities	64	(1)
Individual Activities	65	(1)
References	65	(3)
Alternative Perspectives on the Social Studies Curriculum	68	(37)
Existing Social Studies Scope and Sequence Patterns	70	(2)
The Curriculum Pattern in the Elementary Grades	70	(1)
The Curriculum Pattern in the Middle and Secondary Grades	71	(1)
The Dominance of Traditional Scope and Sequence Patterns	71	(1)
National Standards	72	(6)
History Standards	73	(2)
Geography Standards	75	(3)
Economics Standards	78	(1)
Civics and Government Standards	78	(1)
Social Studies Standards	78	(1)
Basal Textbooks and the Social Studies Curriculum	78	(25)
Use of Basal Texts in the Social Studies	83	(13)
Selection and Adoption of Basal Textbooks	96	(1)
Criticisms of Basal Textbooks	96	(5)
Implications of State Adoption Policies	101	(2)
Group Activities	103	(1)
Individual Activities	103	(1)
References	103	(2)
Part II Developing Reflective, Competent, and Concerned Citizens	105	(178)
Organizing and Planning for Teaching Social Studies	106	(42)
Basic Issues in Planning Social Studies Instruction	109	(1)
Identifying a Purpose for Citizenship Education	109	(1)
Social Studies Goals for Instruction	110	(1)
Identifying and Stating Goals	110	(1)
Social Studies Objectives for Instruction	111	(2)
Identifying and Stating Objectives	111	(1)
Objectives and Student Learning Outcomes	112	(1)
Objectives in the Cognitive and Affective Domains	113	(1)
Organizing Subject Matter into Units	113	(15)
Planning and Creating Units	113	(2)
Sources of Units	115	(8)
Resource Units and Teaching Units	123	(1)
Building Units around Key Social Problems, Questions, and Themes	123	(1)
Incorporating Multiple Perspectives into Units	124	(1)
Using Concept Maps to Plan Units	124	(1)
Planning Units Using Interdisciplinary Teams	125	(1)
Formats for Unit Planning	125	(3)
Organizing Subject Matter into Lessons	128	(7)
Lesson Plans	128	(2)
Formats and Procedures for Lesson Planning	130	(4)
The Fundamental Elements of Lesson Planning	134	(1)
Classrooms as Environments for Learning	135	(2)
The Uses of Space in Planning Social Studies Instruction	135	(1)
Allocation of Time in Lesson Plans	136	(1)
Creating and Managing the Classroom Environment	137	(4)
Student Behavior in the Classroom	138	(1)
Teacher Expectations Concerning Student Behavior	139	(1)
Characteristics of Well-Managed Classrooms	139	(2)
Balancing Goals and Objectives in the Curriculum: Linking the Head, the Hand, and the Heart	141	(1)
Guidelines for Social Studies Program Development	142	(2)
Variety in Instructional Planning	144	(1)
Group Activities	144	(1)
Individual Activities	144	(1)
References	145	(3)
Engaging Students in Learning through Small Groups, Questions, Role Playing, and Simulations	148	(34)
Grouping Students for Learning	150	(10)
Planning for Small-Group Work	150	(1)
Small-Group Techniques	151	(2)
Cooperative Learning Group Techniques	153	(2)
The Jigsaw Technique	155	(4)
The Group Investigation Technique	159	(1)
Using Structured Questions to Aid Learning	160	(10)
Patterns of Effective Questioning	161	(1)
Effective Use of Time	161	(2)
Effective Selection and Sequencing of Questions	163	(3)
The Taba Questioning Strategies	166	(4)
Engaging Students in Role Playing and Simulations	170	(8)
Managing Role-Playing Enactments	170	(6)
Managing Simulations	176	(1)
Sources of Simulations	176	(2)
Group Activities	178	(1)
Individual Activities	179	(1)
References	179	(3)
Promoting Reflective Inquiry: Developing and Applying Concepts, Generalizations, and Hypotheses	182	(36)
Learning and Teaching Concepts	184	(11)
The Nature of Concepts	184	(1)
Misconceptions and Stereotypes	185	(1)
Concepts in Social Studies Programs	185	(1)
The Process of Learning a Concept	186	(2)
Concept Analyses	188	(2)
Assessing Concept Learning	190	(1)
Instructional Strategies That Promote Concept Learning	190	(5)
Concept Hierarchies	195	(1)
Learning and Teaching Facts and Generalizations	195	(12)
The Nature of Facts	196	(1)
The Nature of Generalizations	197	(1)
The Value of Generalizations	198	(1)
Generalizations, Facts, and Hypotheses	198	(2)
Instructional Strategies That Promote the Learning of Generalizations	200	(6)
Using Data-Retrieval Charts in Developing Generalizations	206	(1)
The Reflective Citizen and Problem Solving	207	(6)
Uses of the Term Problem in Instruction	208	(1)
Instructional Strategies for Problem Solving	208	(5)
Answer Key	213	(1)
Group Activities	213	(2)
Indivdual Activities	215	(1)
References	215	(3)
Fostering Citizenship Competency	218	(30)
The Nature of Citizenship Skills	220	(1)
Social Skills	220	(2)
Conflict Resolution Skills	220	(2)
Research and Analysis Skills	222	(12)
Interpreting and Comparing Data	222	(6)
Analyzing Arguments	228	(3)
Processing Information from Pictures	231	(3)
Chronology Skills	234	(2)
Comparative Conceptions of Time	234	(1)
Recording Events on Time Lines	234	(2)
Spatial Skills	236	(3)
The Impact of Spatial Perspectives	236	(1)
Using and Creating Maps in Instruction	236	(1)
Integrating Maps and Globes into All Social Studies Instruction	237	(2)
Identifying and Using Reference Sources in Developing Skills	239	(5)
Sample Reference Works for Social Studies	242	(2)
Activities for Introducing Reference Materials	244	(2)
Group Activities	246	(1)
Individual Activities	246	(1)
References	247	(1)
Nurturing Social Concern and Ethical Growth	248	(35)
Social Concern and Citizenship Education	250	(2)
The Morally Mature Citizen	250	(2)
The Dimensions of Concern	252	(3)
The Nature of Beliefs	252	(1)
The Nature of Attitudes	253	(1)
The Nature of Values	253	(1)
The Nature of Value Judgments	254	(1)
Instructional Strategies for Examining Beliefs, Attitudes, and Values	255	(9)
Attitude Inventories	257	(1)
Challenging Beliefs and Attitudes	258	(1)
Value Analysis	259	(5)
Promoting Ethical Growth	264	(7)
The Moral Development Theories of Jean Piaget and Lawrence Kohlberg	265	(2)
Alternative Strategies for Moral Education in Public Schools	267	(4)
Social Issues as a Curricular Focus	271	(5)
Curricular Framework for Analyzing Social Issues in the Classroom	271	(1)
Freedom of Speech and Social Concern	272	(3)
Social Issues and Controversy	275	(1)
Teacher Positions on Controversial Issues	276	(1)
Academic Freedom in the Classroom	276	(3)
Challenges to Academic Freedom	277	(1)
Handling Complaints Concerning Social Studies Materials	277	(2)
Group Activities	279	(1)
Individual Activities	279	(1)
References	280	(3)
Part III Analyzing and Improving Social Studies Teaching and Learning	283	(152)
Preparing Students to Live in a Globally and Culturally Diverse World	284	(30)
Balancing National and Global Concerns	286	(4)
Global Education in an Interconnected World	287	(1)
Peace Education	288	(2)
Multicultural Education	290	(9)
Emerging Issues in Multicultural Education	292	(3)
Designing Strategies for Multicultural Education	295	(2)
Guidelines for Selecting Appropriate Curriculum Materials for Multicultural Education	297	(1)
Resources for Multicultural Education	298	(1)
Gender Issues in Multicultural Education	299	(5)
Women's Perspectives in History	300	(4)
Social Service Projects	304	(1)
Current Affairs	304	(6)
Strategies for Analyzing Current Affairs	305	(1)
Using Newspapers and Print Materials	306	(1)
Using Technology in Teaching about Current Affairs	306	(1)
Guidelines for Developing Current Affairs Activities	307	(3)
Group Activities	310	(1)
Individual Activities	311	(1)
References	311	(3)
Comprehending, Communicating, and Remembering Subject Matter	314	(26)
Comprehending Social Studies Subject Matter	316	(5)
Building on Existing Knowledge in Reading	316	(1)
Strategies for Improving Reading Comprehension	317	(1)
The Reading-Social Studies Connection	317	(4)
Reading and Social Studies Text Materials	321	(9)
Using Adolescent Literature in Social Studies Instruction	323	(2)
Reading Newspapers and Periodicals	325	(2)
Visual Literacy	327	(1)
Metaphors and Other Figures of Speech in Social Studies Instruction	327	(3)
Traditional Measures of Readability	330	(1)
Communicating Social Studies Subject Matter	330	(4)
Listening and Speaking	330	(1)
Integrating Writing into the Social Studies Curriculum	331	(2)
Word-Processing Tools in Writing	333	(1)
Remembering Social Studies Subject Matter	334	(3)
Imagery and Memory	334	(1)
Structured Mnemonic Techniques	334	(1)
Notetaking Techniques	335	(2)
Group Activities	337	(1)
Individual Activities	337	(1)
References	337	(3)
Using Technology to Enhance Social Studies Instruction	340	(28)
Technology Today	343	(1)
Microcomputer Applications	343	(7)
The Internet	343	(1)
The World Wide Web and Web Search Agents	344	(1)
WWW Browsers	344	(2)
Online Databases	346	(1)
Resources for Social Studies Teachers and Students Available on the Internet	347	(1)
Electronic Mail and Newsgroups	348	(1)
Two-Way Videoconferencing over the Internet	349	(1)
Identifying and Evaluating Appropriate Social Studies Software Programs	350	(3)
Simulation Software	350	(1)
Database and Spreadsheet Software	351	(1)
Evaluating Social Studies Software	352	(1)
Multimedia in the Age of Emerging Computer Technologies	353	(7)
Interactive Multimedia Systems in Social Studies Instruction	356	(3)
CD-ROM Software	359	(1)
Distance Learning	360	(1)
Using Videotape and Television in Social Studies Instruction	360	(4)
Cable Programming	360	(1)
Teacher- and Student-Made Video Materials	361	(3)
Using Traditional Media Effectively	364	(1)
Technologies in the Twenty-First Century: The Challenge of the Future	365	(1)
Group Activities	366	(1)
Individual Activities	366	(1)
References	367	(1)
Adapting Social Studies Instruction to Individual Needs	368	(32)
Matching Social Studies Instruction to Students' Developing Capabilities	370	(2)
Enactive, Iconic, and Symbolic Social Studies Activities	371	(1)
Social Discourse in the Classroom	371	(1)
Social Studies for the Middle Years	372	(2)
Exemplary Middle-Grades Schools	373	(1)
Exemplary Social Studies Programs and Teachers	373	(1)
Individualized Instruction and Individual Differences	374	(1)
Individual Differences among Students	374	(1)
Organizing the Classroom for Individualized Instruction	375	(2)
Computers	375	(1)
Multilevel Reading Materials	375	(1)
Learning Contracts	376	(1)
Using Jackdaws®, Artifact Kits, and Teacher-made Materials for Individualizing Instruction	377	(3)
Instructional Resources for Individualizing Instruction	378	(2)
Individual Styles of Thinking and Learning	380	(4)
Thinking and Learning Styles	381	(1)
Matching Thinking Styles to Instruction	381	(1)
Matching Learning Styles to Instruction	382	(2)
Individualization and Cultural Diversity	384	(2)
Equity for Those with Disabilities	386	(6)
Public Law 94-142	387	(3)
Mainstreaming	390	(1)
Strategies for Mainstreaming Students for Social Studies Instruction	390	(2)
Equity for the Gifted	392	(3)
Societal Perspectives on the Gifted	392	(1)
Identifying the Gifted	392	(1)
Approaches to Gifted Education	393	(1)
Gifted Students in Social Studies Classes	393	(2)
Group Activities	395	(2)
Individual Activities	397	(1)
References	397	(3)
Evaluating and Assessing Student Learning	400	(35)
The Dimensions of Evaluation	402	(2)
Grades, Assessments, and Standards	402	(2)
The Use and Misuse of Tests	404	(10)
Norm-Referenced Tests	405	(1)
Criterion-Referenced Tests	406	(1)
The National Assessment of Education Progress	406	(1)
National Standards and National Testing	406	(8)
Performance Assessments	414	(4)
Social Studies Performance Assessments and Portfolios	416	(2)
Teacher-made Paper-and-Pencil Tests	418	(5)
Posttests and Pretests	418	(1)
Constructing Essay Test Items	418	(3)
Constructing Objective Test Items	421	(2)
Test Software	423	(1)
Evaluating Reflection, Competence, and Concern	423	(7)
Assessing Reflection	424	(1)
Assessing Competence	425	(2)
Assessing Concern	427	(3)
A Framework for Evaluating the Outcomes of Social Studies Instruction	430	(2)
Matching Evaluation and Instructional Goals and Objectives	431	(1)
Group Activities	432	(1)
Individual Activities	432	(1)
References	433	(2)
Index	435