Teaching Social Studies in Middle and Secondary Schools

by Martorella, Peter H.; Beal, Candy; Mason Bolick, Cheryl

• ISBN13: 9780131172449
• ISBN10: 0131172441
• Additional ISBN(s): 9780130203601, 9780131591813
• Edition: 4th
• Format: Hardcover
• Copyright: 2005-01-01
• Publisher: Prentice Hall
• 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 Studies and Citizenship Education	1	(94)
Alternative Perspectives on the Social Studies	2	(20)
The Contemporary Social Studies Teacher	7	(4)
Certification of Social Studies Teachers	9	(1)
Teaching Portfolios	10	(1)
Teacher Performance Assessment Centers	11	(1)
Lateral Entry Teachers	11	(1)
The Origins and Evolution of the Social Studies	11	(6)
The 1916 Report of the Committee on the Social Studies	12	(1)
The New Social Studies	13	(3)
Social Studies Past, Present, and Future	16	(1)
Alternative Definitions of the Social Studies	17	(2)
A Working Definition of the Social Studies	19	(1)
Summary	19	(1)
Activities	20	(1)
Web Resources	20	(1)
References	20	(2)
Contemporary Social Studies	22	(14)
Citizenship Education as the Purpose of the Social Studies	24	(1)
The Context of Citizenship Education	24	(1)
Alternative Perspectives on a Curriculum for Effective Citizenship Education	25	(4)
Examination and Reflection of the Closed Areas of Society	26	(1)
Respect for Individual Human Dignity	26	(1)
Socialization and Countersocialization	27	(1)
Acquiring Basic Competencies	28	(1)
Classifying Alternative Perspectives on Citizenship Education	29	(1)
The Enduring Goal of the Social Studies Curriculum: Reflective, Competent, and Concerned Citizens	29	(4)
The Nature of the Effective Citizen	30	(1)
Social Studies as a Matter of Head, Hand, and Heart	31	(2)
Summary	33	(1)
Activities	34	(1)
Web Resources	34	(1)
References	34	(2)
Teaching and Learning Social Studies	36	(38)
Engaging Students in Constructing Knowledge	38	(8)
Schemata and Prior Knowledge in Social Studies Instruction	39	(1)
Sources of Subject Matter for the Social Studies	40	(6)
The Social Sciences as Sources of Subject Matter for the Social Studies	46	(5)
Geography	47	(1)
History	48	(1)
Economics	48	(1)
Political Science	49	(1)
Anthropology	49	(1)
Sociology	50	(1)
Psychology	50	(1)
Other Sources of Subject Matter for the Social Studies	51	(3)
Multidisciplinary, Thematic and Interdisciplinary, and Area Studies Approaches	51	(3)
The School and Community Help Students Establish Their Own Sense of Place	54	(1)
The School and Community as Sources of Social Data	54	(13)
Using Community Resource Persons Effectively	57	(2)
Newspaper Articles and Editorials	59	(1)
Field Work in the Community	59	(3)
Collecting Oral Histories	62	(2)
Collecting Social Science Information Through Surveys and Interviews	64	(1)
Communicating with the Community About the Social Studies Program	65	(1)
Alerting the Community to School Activities	66	(1)
Identifying Professional Resources	67	(2)
Organizational Resources	67	(1)
Professional Journals	68	(1)
Effective Citizenship as Professional Development	68	(1)
Professional Development Through the Internet	69	(1)
Summary	69	(1)
Activities	70	(1)
Web Resources	71	(1)
References	71	(3)
Alternative Perspectives on the Social Studies Curriculum	74	(21)
Existing Social Studies Scope and Sequence Patterns	76	(2)
The Curriculum Pattern in the Elementary Grades	76	(1)
The Curriculum Pattern in the Middle and Secondary Grades	77	(1)
The Dominance of Traditional Scope and Sequence Patterns	77	(1)
National Standards	78	(10)
History Standards	78	(1)
Geography Standards	78	(2)
Economics Standards	80	(4)
Civics and Government Standards	84	(2)
Social Studies Standards	86	(1)
Technology Standards	86	(1)
State Standards	86	(1)
Professional Standards for Teachers	86	(2)
Basal Textbooks and the Social Studies Curriculum	88	(4)
Use of Basal Texts in the Social Studies	90	(1)
Selection and Adoption of Basal Textbooks	90	(1)
Criticisms of Basal Textbooks	91	(1)
Implications of State Adoption Policies	92	(1)
Summary	92	(1)
Activities	93	(1)
Web Resources	93	(1)
References	93	(2)
Part II Developing Reflective, Competent, and Concerned Citizens	95	(178)
Organizing and Planning for Teaching Social Studies	96	(46)
Basic Issues in Planning Social Studies Instruction	99	(5)
Identifying a Purpose for Citizenship Education	99	(1)
Beginning the Planning Process	100	(4)
Social Studies Goals for Instruction	104	(1)
Identifying and Stating Goals	104	(1)
Social Studies Objectives for Instruction	105	(2)
Identifying and Stating Objectives	105	(1)
Objectives and Student Learning Outcomes	105	(1)
Objectives in the Cognitive and Affective Domains	106	(1)
Organizing Subject Matter into Units	107	(15)
Planning and Creating Units	107	(2)
Sources of Units	109	(2)
Resource Units and Teaching Units	111	(1)
Building Units Around Key Social Problems, Questions, and Themes	111	(5)
Incorporating Multiple Perspectives into Units	116	(1)
Using Concept Maps to Plan Units	117	(1)
Planning Units Using Interdisciplinary Teams	117	(2)
Formats for Unit Planning	119	(3)
Organizing Subject Matter into Lessons	122	(6)
Lesson Plans	122	(1)
Formats and Procedures for Lesson Planning	122	(4)
The Fundamental Elements of Lesson Planning	126	(2)
Classrooms as Environments for Learning	128	(2)
The Uses of Space in Planning Social Studies Instruction	128	(1)
Allocation of Time in Lesson Plans	128	(2)
Creating and Managing the Classroom Environment	130	(4)
Student Behavior in the Classroom	130	(1)
Teacher Expectations Concerning Student Behavior	131	(1)
Characteristics of Well-Managed Classrooms	132	(1)
Supportive Teacher Behaviors	133	(1)
Balancing Goals and Objectives in the Curriculum: Linking the Head, the Hand, and the Heart	134	(1)
Guidelines for Social Studies Program Development	135	(2)
Variety in Instructional Planning	137	(1)
Summary	138	(1)
Activities	139	(1)
Web Resources	139	(1)
References	139	(3)
Engaging Students in Learning Through Small Groups, Questions, Role Playing, and Simulations	142	(36)
Grouping Students for Learning	145	(10)
Planning for Small-Group Work	145	(1)
Small-Group Techniques	146	(2)
Cooperative Learning Group Techniques	148	(2)
The Jigsaw Technique	150	(3)
The Group Investigation Technique	153	(2)
Curriculum Integration Approach to Teaching and Learning	155	(1)
Using Structured Questions to Aid Learning	155	(10)
Patterns of Effective Questioning	156	(1)
Effective Use of Time	157	(1)
Effective Selection and Sequencing of Questions	158	(3)
The Taba Questioning Strategies	161	(4)
Engaging Students in Role Playing and Simulations	165	(8)
Managing Role-Playing Enactments	165	(6)
Managing Simulations	171	(1)
Sources of Simulations	171	(2)
Summary	173	(1)
Activities	174	(1)
Web Resources	174	(1)
References	174	(4)
Promoting Reflective Inquiry: Developing and Applying Concepts, Generalizations, and Hypotheses	178	(32)
Learning and Teaching Concepts	180	(9)
The Nature of Concepts	180	(1)
The Science of Learning	181	(1)
Misconceptions and Stereotypes	182	(1)
Concepts in Social Studies Programs	182	(1)
The Process of Learning a Concept	182	(1)
Concept Analyses	182	(2)
Assessing Concept Learning	184	(2)
Instructional Strategies That Promote Concept Learning	186	(3)
Graphic Organizers	189	(1)
Learning and Teaching Facts and Generalizations	189	(10)
The Nature of Facts	189	(2)
The Nature of Generalizations	191	(1)
The Value of Generalizations	192	(1)
Generalizations, Facts, and Hypotheses	193	(1)
Instructional Strategies That Promote the Learning of Generalizations	194	(4)
Using Data-Retrieval Charts in Developing Generalizations	198	(1)
The Reflective Citizen and Problem Solving	199	(7)
Uses of the Term Problem in Instruction	199	(1)
Instructional Strategies for Problem Solving	200	(6)
Summary	206	(1)
Activities	207	(1)
Web Resources	207	(1)
References	207	(3)
Fostering Citizenship Competency	210	(30)
The Nature of Citizenship Skills	212	(1)
Social Skills	212	(2)
Conflict Resolution Skills	213	(1)
Research and Analysis Skills	214	(11)
Interpreting and Comparing Data	215	(5)
Analyzing Arguments	220	(4)
Processing Information from Pictures	224	(1)
Chronology Skills	225	(3)
Comparative Conceptions of Time	226	(1)
Recording Events on Time Lines	227	(1)
Spatial Skills	228	(3)
The Impact of Spatial Perspectives	228	(1)
Using and Creating Maps in Instruction	229	(1)
Integrating Maps and Globes into All Social Studies Instruction	230	(1)
Identifying and Using Reference Sources in Developing Skills	231	(4)
Sample Reference Works for Social Studies	234	(1)
Activities for Introducing Reference Materials	235	(1)
Summary	236	(1)
Activities	236	(1)
Web Resources	237	(1)
References	237	(3)
Nurturing Social Concern and Ethical Growth	240	(33)
Social Concern and Citizenship Education	242	(1)
The Morally Mature Citizen	243	(1)
The Dimensions of Concern	243	(4)
The Nature of Beliefs	243	(2)
The Nature of Attitudes	245	(1)
The Nature of Values	246	(1)
The Nature of Value Judgments	246	(1)
Instructional Strategies for Examining Beliefs, Attitudes, and Values	247	(8)
Self-Concept Activities	247	(3)
Challenging Beliefs and Attitudes	250	(2)
Value Analysis	252	(3)
Promoting Ethical Growth	255	(7)
The Moral Development Theories of Jean Piaget and Lawrence Kohlberg	255	(2)
Alternative Strategies for Moral Education in Public Schools	257	(5)
Social Issues as a Curricular Focus	262	(4)
Curricular Framework for Analyzing Social Issues in the Classroom	262	(1)
Freedom of Speech and Social Concern	263	(1)
Social Issues and Controversy	264	(2)
Teacher Positions on Controversial Issues	266	(1)
Academic Freedom in the Classroom	266	(3)
Challenges to Academic Freedom	266	(1)
Handling Complaints Concerning Social Studies Materials	267	(2)
Summary	269	(1)
Activities	269	(1)
Web Resources	269	(1)
References	270	(3)
Part III Analyzing and Improving Social Studies Teaching and Learning	273	(138)
Preparing Students to Live in a Globally and Culturally Diverse World	274	(28)
Balancing National and Global Concerns	276	(3)
Global Education in an Interconnected World	277	(1)
Peace Education	278	(1)
Multicultural Education	279	(9)
Issues in Multicultural Education	281	(3)
Designing Strategies for Multicultural Education	284	(1)
Guidelines for Selecting Appropriate Curriculum Materials for Multicultural Education	285	(1)
Resources for Multicultural Education	286	(2)
Gender Issues in Multicultural Education	288	(6)
Women's Perspectives in History	289	(2)
Social Service Projects	291	(3)
Current Affairs	294	(4)
Strategies for Analyzing Current Affairs	294	(1)
Using Newspapers and Print Materials	295	(2)
Using Technology in Teaching About Current Affairs	297	(1)
Guidelines for Developing Current Affairs Activities	297	(1)
Summary	298	(1)
Activities	298	(1)
Web Resources	299	(1)
References	299	(3)
Comprehending, Communicating, and Remembering Subject Matter	302	(28)
Comprehending Social Studies Subject Matter	304	(7)
Building on Existing Knowledge in Reading	304	(1)
Strategies for Improving Reading Comprehension	305	(1)
Specific Strategies	305	(6)
Reading and Social Studies Text Materials	311	(5)
Using Adolescent Literature in Social Studies Instruction	312	(1)
Reading Newspapers and Periodicals	313	(2)
Visual Literacy	315	(1)
Communicating Social Studies Subject Matter	316	(4)
Listening and Speaking	317	(1)
Integrating Writing into the Social Studies Curriculum	317	(2)
Technology Tools in Writing	319	(1)
Remembering Social Studies Subject Matter	320	(3)
Imagery and Memory	320	(1)
Structured Mnemonic Techniques	321	(1)
Notetaking Techniques	322	(1)
English as a Second Language (ESL)	323	(1)
Summary	324	(1)
Activities	324	(3)
Web Resources	327	(1)
References	327	(3)
Using Technology to Enhance Social Studies Instruction	330	(18)
Integrating Technology into Today's Classrooms	332	(2)
Internet Applications for Social Studies Instruction	334	(5)
Media Literacy	334	(1)
Web-Based Resources for Teachers and Students	334	(2)
Telecollaboration	336	(3)
Software Applications for the Social Studies Classroom	339	(3)
Simulation Software	339	(1)
Database and Spreadsheet Software	340	(1)
Multimedia Editing Software	340	(2)
GIS Software	342	(1)
Personal Digital Assistants in the Social Studies Classroom	342	(1)
Technology Challenges	343	(1)
Internet Safety	343	(1)
Copyright	343	(1)
Digital Divide	344	(1)
Emerging Technologies: Challenges of the Future	344	(1)
Summary	345	(1)
Activities	345	(1)
Web Resources	346	(1)
References	346	(2)
Adapting Social Studies Instruction to Individual Needs	348	(34)
Matching Social Studies Instruction to Students' Developing Capabilities	350	(2)
Enactive, Iconic, and Symbolic Social Studies Activities	351	(1)
Social Discourse in the Classroom	351	(1)
Social Studies for the Middle Years	352	(2)
Exemplary Middle-Grades Schools	352	(1)
Exemplary Social Studies Programs and Teachers	353	(1)
Individualized Instruction and Individual Differences	354	(1)
Individual Differences Among Students	354	(1)
Organizing the Classroom for Individualized Instruction	355	(1)
Computers	355	(1)
Multilevel Reading Materials	355	(1)
Learning Contracts	356	(1)
Using Jackdaws®, Artifact Kits, and Teacher-Made Materials for Individualizing Instruction	356	(5)
Instructional Resources for Individualizing Instruction	359	(2)
Individual Styles of Thinking and Learning	361	(5)
Thinking and Learning Styles	361	(1)
Matching Thinking Styles to Instruction	361	(1)
Matching Learning Styles to Instruction	362	(4)
Individualization and Cultural Diversity	366	(1)
Equity for Those with Disabilities	367	(6)
Individuals with Disabilities Education Act	367	(2)
Mainstreaming	369	(2)
Strategies for Mainstreaming Students for Social Studies Instruction	371	(2)
Equity for the Gifted	373	(5)
Societal Perspectives on the Gifted	374	(1)
Identifying the Gifted	374	(1)
Approaches to Gifted Education	374	(1)
Gifted Students in Social Studies Classes	375	(3)
Summary	378	(1)
Activities	378	(1)
Web Resources	379	(1)
References	379	(3)
Evaluating and Assessing Student Learning	382	(29)
The Dimensions of Evaluation	384	(1)
Grades, Assessments, and Standards	385	(1)
The Use and Misuse of Tests	385	(6)
Norm-Referenced Tests	387	(1)
Criterion-Referenced Tests	388	(1)
The National Assessment of Educational Progress	389	(1)
National Standards and National Testing	389	(2)
Performance Assessments	391	(3)
Social Studies Performance Assessments and Portfolios	392	(2)
Teacher-Made Paper-and-Pencil Tests	394	(5)
Posttests and Pretests	394	(1)
Constructing Essay Test Items	395	(2)
Constructing Objective Test Items	397	(2)
Test Software	399	(1)
Evaluating Reflection, Competence, and Concern	399	(7)
Assessing Reflection	400	(1)
Assessing Competence	401	(2)
Assessing Concern	403	(3)
A Framework for Evaluating the Outcomes of Social Studies Instruction	406	(2)
Matching Evaluation and Instructional Goals and Objectives	407	(1)
Summary	408	(1)
Activities	408	(1)
Web Resources	409	(1)
References	409	(2)
Appendix A NCSS Standards and Performance Expectations	411	(10)
Appendix B Sample of a Social Studies Textbook Evaluation Form	421	(6)
Index	427

Excerpts

Peter Martorella made many exemplary contributions to the field of social studies education. We are honored to take up the social studies mantle that he left to the field through the revision of this text. We were both colleagues of Peter and share many of the same beliefs that he held regarding the teaching and learning of social studies. For those of you who didn't have a chance to work with Peter, we hope that you will get to know him through his work which lives on in this textbook and in the many books and articles he authored. His work demonstrates what a gifted and forward-thinking educator he was and is a testament to the enormous impact Peter had in the field of social studies education. He was a visionary who, among other things, predicted years before its time that technology would play an influential role in how we teach and learn in social studies. For those who knew Peter and have faithfully used this textbook because you share his philosophy about teaching the social studies, rest assured that the things you value about this book, the foundational beliefs about how to teach and develop outstanding social studies educators, remain intact. We have crafted this edition to rest heavily on Peter's previous work and added sections and features that enhance and illustrate his words and examples. We believe that he would be proud to know that both the colleagues who use his book and the new authors are carrying out the work he felt was so important. Peter wrote his books by tapping three wellsprings of information: teacher craft wisdom, research findings relative to instruction, and well-grounded theories. He felt that when blended, these streams gave new and experienced educators insight into how effective social studies instruction could be nurtured and sustained. Research and theory, in turn, offer complementary insights into how teachers might most effectively teach social studies. These represent the accumulations of scholars' tested conclusions under controlled conditions and in varied settings over time. They also include scholars' hypotheses and reflective deductions supported by logic and evidence. Research and theory help to explain craft wisdom. They can also suggest other practical applications for instruction and identify areas that require attention in our social studies classes. Work done by researchers and theorists can aid us in designing and selecting materials and texts that engage students and stimulate reflection. In addition, they can provide us with models for analyzing our teaching behaviors and generating new instructional strategies. It was Peter's belief that a well-balanced social studies program consists of matters of the head, the hand, and the heart. He used this metaphor to illustrate that the fundamental purpose of social studies should be the development o# reflective, competent, and concerned citizens. He believed that theory, research, and craft wisdom were the beacons for effective social studies teaching. His approach was constructivist, and he urged teachers to build and implement meaningful activities to engage students. We share Peter's philosophy and draw on our research, theory, and university work as well as the craft wisdom honed through 40 years of teaching experience. We hope those who did not know Peter will learn from the foundation he laid. Those who knew him should rediscover vintage Martorella. Features of This Text This book was designed to assist preservice and inservice middle and secondary teachers in becoming more effective teachers of social studies. Toward this end, several steps have been taken to make it readable and understandable to audiences with different levels and needs. Each chapter has a detailed outline on the opening page to serve as an advance organizer. Also, throughout the text, key terms appear inboldfaceto alert the reader to their importance. At the end of each chapter are suggested activities tha