Search results for: inside-the-social-studies-classroom

Inside the Social Studies Classroom

Author : Jere Brophy
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EDUCATION/ SOCIAL STUDIES "... a much-needed addition to elementary social studies that will move the field ahead." Keith C. Barton, University of Cincinnati "This text fills a valuable niche and should quickly become a leading reference for teachers and teacher educators." Linda S. Levstik, University of Kentucky This book, resulting from a collaboration among an educational psychologist, a social studies educator, and a primary teacher, describes in rich detail and illustrates with excerpts from recorded lessons how primary teachers can engage their students in social studies lessons and activities that are structured around powerful ideas and have applications to their lives outside of school. The teaching portrayed connects concepts and skills emphasized in national and state standards, taught in ways that build on students’ prior experiences in their local communities and connect with their family backgrounds and home cultures. The analyses include rich descriptions of the teacher-student interactions that occur during lessons, detailed information about how and why the teacher adapted lesson plans to meet her students’ background experiences and adjusted these plans to take advantage of teachable moments that emerged during lessons, and what all of this might imply concerning principles of practice. The principles are widely applicable in elementary schools across the country, as well as across the curriculum (not just in social studies) and across the elementary grades (not just the primary grades).

Inside the Social Studies Classroom

Author : Jere Brophy
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EDUCATION/ SOCIAL STUDIES "... a much-needed addition to elementary social studies that will move the field ahead." Keith C. Barton, University of Cincinnati "This text fills a valuable niche and should quickly become a leading reference for teachers and teacher educators." Linda S. Levstik, University of Kentucky This book, resulting from a collaboration among an educational psychologist, a social studies educator, and a primary teacher, describes in rich detail and illustrates with excerpts from recorded lessons how primary teachers can engage their students in social studies lessons and activities that are structured around powerful ideas and have applications to their lives outside of school. The teaching portrayed connects concepts and skills emphasized in national and state standards, taught in ways that build on students’ prior experiences in their local communities and connect with their family backgrounds and home cultures. The analyses include rich descriptions of the teacher-student interactions that occur during lessons, detailed information about how and why the teacher adapted lesson plans to meet her students’ background experiences and adjusted these plans to take advantage of teachable moments that emerged during lessons, and what all of this might imply concerning principles of practice. The principles are widely applicable in elementary schools across the country, as well as across the curriculum (not just in social studies) and across the elementary grades (not just the primary grades).

Writing in the Social Studies

Author : Aaron Pribble
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On each page are strategies, tips, and takeaways for teachers to implement in their social studies classroom, while every chapter concludes with helpful handouts to distribute directly to students.

Technology in the Middle and Secondary Social Studies Classroom

Author : Scott K. Scheuerell
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Technology in the Middle and Secondary Social Studies Classroom introduces pre-service teachers to the research underpinning the effective integration of technology into the social studies curriculum. Building off of established theoretical frameworks, veteran social studies teacher educator Scott Scheuerell shows how the implementation of key technologies in the classroom can help foster higher-level thinking among students. Plentiful, user-friendly examples illustrate how specific educational tools—including games, social media, flipped classrooms, and other emerging technologies—spur critical thinking and foster authentic intellectual work. A rigorous study, Technology in the Middle and Secondary Social Studies Classroom provides a comprehensive, up-to-date research framework for conceptualizing successful, technology-rich social studies classrooms.

Powerful Social Studies for Elementary Students

Author : Jere E. Brophy
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POWERFUL SOCIAL STUDIES FOR ELEMENTARY STUDENTS examines the nature and purpose of social studies. It provides principles and illustrative examples designed to help pre-service teachers plan social studies instruction that is coherently organized and powerful in producing desired student outcomes. Brophy and Alleman provide students with a solid research base that is reflective of the current NCSS standards.

Powerful Social Studies for Elementary Students

Author : Jere Brophy
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POWERFUL SOCIAL STUDIES FOR ELEMENTARY STUDENTS examines the nature and purpose of social studies as it outlines ways to select content and teach history, geography, and social sciences more meaningfully. These respected authors present principles and illustrative examples to help pre-service and in-service teachers plan well-organized social studies instruction that produces positive student outcomes. The Third Edition emphasizes the importance of using developmentally appropriate content and methods when helping students to develop social understanding and civic action, and includes a solid research base that is reflective of the current NCSS standards. Rather than advocating the elimination of the traditional content framework used to organize the social studies curriculum ('expanding communities framework'), the authors call for retaining the most important topics that have traditionally been emphasized and for teaching these topics in 'more coherent and powerful ways.' Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.

Rigor in the K 5 ELA and Social Studies Classroom

Author : Barbara R. Blackburn
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Learn how to incorporate rigorous activities into your English language arts or social studies classroom and help students reach higher levels of learning. Expert educators and consultants Barbara R. Blackburn and Melissa Miles offer a practical framework for understanding rigor and provide specialized examples for elementary ELA and social studies teachers. Topics covered include: Creating a rigorous environment High expectations Support and scaffolding Demonstration of learning Assessing student progress Collaborating with colleagues The book comes with classroom-ready tools, offered in the book and as free eResources on our website at www.routledge.com/9781138598959.

Rigor in the 6 12 ELA and Social Studies Classroom

Author : Barbara R. Blackburn
File Size : 40.17 MB
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Learn how to incorporate rigorous activities in your English language arts or social studies classroom and help students reach higher levels of learning. Expert educators and consultants Barbara R. Blackburn and Melissa Miles offer a practical framework for understanding rigor and provide specialized examples for middle and high school ELA and social studies teachers. Topics covered include: Creating a rigorous environment High expectations Support and scaffolding Demonstration of learning Assessing student progress Collaborating with colleagues The book comes with classroom-ready tools, offered in the book and as free eResources on our website at www.routledge.com/9781138480773.

Inquiry Based Global Learning in the K 12 Social Studies Classroom

Author : Brad M. Maguth
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This book, edited by experienced scholars in the field, brings together a diverse array of educators to showcase lessons, activities, and instructional strategies that advance inquiry-oriented global learning. Directly aligned to the College, Career, and Civic Life (C3) Framework for Social Studies State Standard, this work highlights ways in which global learning can seamlessly be interwoven into the disciplines of history, economics, geography, civics, psychology, sociology, and anthropology. Recently adopted by the National Council for the Social Studies, the nation’s largest professional organization of history and social studies teachers, the C3 Framework prioritizes inquiry-oriented learning experiences across the social studies disciplines in order to advance critical thinking, problem solving, and participatory skills for engaged citizenship.

The SIOP Model for Teaching History Social Studies to English Learners

Author : Deborah J. Short
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Based on the best-selling resource Making Content Comprehensible for English Learners: The SIOP« Model by acclaimed authors Jana Echevarria, MaryEllen Vogt, and Deborah Short, K-12 history-social studies teachers, coaches, and intervention specialists now have access to research-based, STOP-tested techniques for lessons specifically for the history-social studies classroom. In The SIOP« Model for Teaching History-Social Studies to English Learners SIOP« techniques, activities, sample lessons and complete units guide educators in promoting academic language and development along with comprehensible content. To learn about other SIOP« Model resources available see the inside front cover. Overwhelming Response from Reviewers! "I LOVE the Teacher Think Alouds-brilliant!! I will have my student teachers do this in their reflections."ùMaggie Beddow, CSU Sacramento, Sacramento CA "The lessons are a strength of the book... they demonstrate and illustrate how to implement STOP in the content area...land] seem much more likely to elicit higher level thinking skills."ùRobin L. Gordon, Mount St. Mary's College, Los Angeles CA Take a Glimpse Inside Identifies features of the academic language of history, social studies, geography, civics, and government. Presents a systematic process for teaching both history academic content and language to English learners. Provides use-tomorrow techniques and activities for implementing the eight components of the SIOP« Model in a history classroom. Includes lesson plans and comprehensive units for grade-bands K-2, 3-5, 6-8, and 9-12 that illustrate how SIOP« techniques can be effective for all students, not just English learners.

Integrative Strategies for the K 12 Social Studies Classroom

Author : Timothy Lintner
File Size : 88.16 MB
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While the concept of integration or an interdisciplinary curriculum has been around for decades, the purposeful practice of integration is a relatively new educational endeavor. Though classroom teachers often say they “integrate,” there generally seems to be a lack of understanding of what this thing called integration is (theory) and what it is supposed to look like in the classroom (practice). Arguably, no other discipline has felt the pressure to integrate more than social studies. Marginalized by federal initiatives such as No Child Left Behind and suffering from a general crisis of credibility, social studies has been pushed further and further to the proverbial back burner of educational importance. Yet regardless of perspective or position, social studies remains ripe for integration. The crux of this book is to provide educators insights and strategies into how to integrate social studies with other discipline areas. Calling upon national experts in their respective fields, each chapter chronicles the broad relationship between individual content areas and social studies. Multiple examples of integrative opportunities are included. At the end of each chapter is a series of grade-specific integrative lesson plans ready for implementation. This book was purposefully designed as a how-to, hands-on, ready-reference guide for educators at all stages and all levels of teaching.

Fostering Diversity and Inclusion in the Social Sciences

Author : Amy Samuels
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The United States’ social and economic inequities stood in high relief during the COVID-19 pandemic, spotlighting the glaringly disproportionate systemic injustices related to public health and the economic impact on minoritized communities. Realities of structural and institutionalized racism and classism were exposed to greater degrees as we sought to understand and investigate the inequitable impact regarding health and income disparities for African American, Latinx, and Native American communities, as well as racial violence explicitly targeting Asian American communities. Further exacerbating the polarized sociopolitical landscape amidst the pandemic, the murder of George Floyd in May 2020, witnessed by countless people around the world, resulted in anguish and drew heightened attention to the insidious racial injustice and ongoing racial violence that continues to plague the nation. As many advocates took to the streets in an attempt to have their voices heard in the continued struggle for racial equality, the federal government tried to further silence those who have been historically placed on the margins, including the attack of critical race theory, antiracism work in education, and training for diversity and inclusion. Consequently, it is imperative social science educators are equipped with the knowledge, tools, and dispositions to facilitate learning that explores the implications of power, privilege, and oppression and ask important questions to ensure voices that have been muffled, or silenced altogether, are strategically unsilenced, voiced, and valued. Given the perpetuation of inequities, existing educational disparities, and the continued need for reconciliation, this volume explores how the social sciences can be examined and reimagined to combat injustices and support further diversity, equity, and inclusion. Authors explore how educators can (a) understand how knowledge is constructed, shaped, and influences how students see the world, (b) problematize current curricular approaches and reframe instructional practices, (c) employ a critical lens to attend to and proactively address existing challenges and inequities related to race, (d) infuse their teaching with greater attention to diversity and inclusion for all students; and (e) promote increased awareness, advocacy, and educational justice. Through the examination of research, theory, and practitioner-oriented strategies, the authors encourage reflection, inspire calls for action, and explore how to teach about, proactively challenge, and encourage continued examination of society to support progress through increased critical consciousness, cultural competence, and critical multiculturalism.

Teaching the Content Areas to English Language Learners in Secondary Schools

Author : Luciana C. de Oliveira
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This practitioner-based book provides different approaches for reaching an increasing population in today’s schools - English language learners (ELLs). The recent development and adoption of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CCSS-ELA/Literacy), the Common Core State Standards for Mathematics, the C3 Framework, and the Next Generation Science Standards (NGSS) highlight the role that teachers have in developing discipline-specific competencies. This requires new and innovative approaches for teaching the content areas to all students. The book begins with an introduction that contextualizes the chapters in which the editors highlight transdisciplinary theories and approaches that cut across content areas. In addition, the editors include a table that provides a matrix of how strategies and theories map across the chapters. The four sections of the book represent the following content areas: English language arts, mathematics, science, and social studies. This book offers practical guidance that is grounded in relevant theory and research and offers teachers suggestions on how to use the approaches described.

Cinematic Social Studies

Author : William B. Russell
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Action! Film is a common and powerful element in the social studies classroom and Cinematic Social Studies explores teaching and learning social studies with film. Teaching with film is a prominent teaching strategy utilized by many teachers on a regular basis. Cinematic Social Studies moves readers beyond the traditional perceptions of teaching film and explores the vast array of ideas and strategies related to teaching social studies with film. The contributing authors of this volume seek to explain, through an array of ideas and visions, what cinematic social studies can/should look like, while providing research and rationales for why teaching social studies with film is valuable and important. This volume includes twenty-four scholarly chapters discussing relevant topics of importance to cinematic social studies. The twenty four chapters are divided into three sections. This stellar collection of writings includes contributions from noteworthy scholars like Keith Barton, Wayne Journell, James Damico, Cynthia Tyson, and many more.

Best Practices in Social Studies Assessment

Author : Mark Pearcy
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The importance of social studies assessment is beyond question. The National Council of the Social Studies’ C3 Framework recognizes the importance of high?quality assessments—its major objective, a “deep understanding of the sociocultural world,” has as its underpinning the idea that students must be able to investigate the world, and that teachers much be able to assess their understanding of it. However, there is a comparative dearth of research that focuses on effective social studies assessment, particularly with regard to the impact of teacher practice on the development of best practices. Such research is vital to moving social studies away from an emphasis on testing and more towards using assessment as a means of educating our students. In Best Practices of Social Studies Assessment, we focus on an essential question: what is an "effective" assessment? Helping teachers develop practical, creative, curriculum?appropriate strategies is essential, especially in an era in which teachers are faced with the dilemma of creating inquiry?based assessments in the midst of preexisting regimes of standardized summative assessments. In this volume, research conducted between university professors and working teachers is described, focusing on innovative assessment practices. These practices include role?playing activities depicting historical events; Socratic seminars revolving around public policy issues; collaborative student projects on a wide range of social inquiries, including the implementation of UN programs; and the promotion of critical thinking and writing skills, on subjects as diverse as school violence and the impact of imperialism. These adaptive assessments highlight the essential role of the teacher in creating assessments that blend higher?order critical thinking, complex content knowledge, and an understanding of their own students. The strategies described in this volume focus on the ability of expert educators to “[acknowledge] the structures, power, and consequences of high?stakes testing regimes while simultaneously designing and sustaining classroom assessment methods that embody the social?participatory nature of learning and reflect research on effective practice” (p. 289). The volume also describes the shared characteristics of the teachers who created these assessments, especially their emphasis on self?reflection and student autonomy, as well as their professional willingness to take on challenges associated with performance?based assessments, even in the face of institutional pressures and external demands.

Classroom Management in the Social Studies Class

Author : Cheryl Granade Sullivan
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Rethinking Social Studies Teacher Education in the Twenty First Century

Author : Alicia R. Crowe
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In this volume teacher educators explicitly and implicitly share their visions for the purposes, experiences, and commitments necessary for social studies teacher preparation in the twenty-first century. It is divided into six sections where authors reconsider: 1) purposes, 2) course curricula, 3) collaboration with on-campus partners, 4) field experiences, 5) community connections, and 6) research and the political nature of social studies teacher education. The chapters within each section provide critical insights for social studies researchers, teacher educators, and teacher education programs. Whether readers begin to question what are we teaching social studies teachers for, who should we collaborate with to advance teacher learning, or how should we engage in the politics of teacher education, this volume leads us to consider what ideas, structures, and connections are most worthwhile for social studies teacher education in the twenty-first century to pursue.

Teaching of social studies

Author : S. K. Kochhar
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Making Connections in Elementary and Middle School Social Studies

Author : Andrew P. Johnson
File Size : 21.15 MB
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Making Connections in Elementary and Middle School Social Studies, Second Edition is the best text for teaching primary school teachers how to integrate social studies into other content areas. This book is a comprehensive, reader-friendly text that demonstrates how personal connections can be incorporated into social studies education while meeting the National Council for the Social Studies′ thematic, pedagogical, and disciplinary standards. Praised for its "wealth of strategies that go beyond social studies teaching," including classroom strategies, pedagogical techniques, activities and lesson plan ideas, this book examines a variety of methods both novice and experienced teachers alike can use to integrate social studies into other content areas.

Cooperative Learning in the Social Studies Classroom

Author : Robert John Stahl
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This bulletin provides a context for and an overview of cooperative learning addressing concerns and answering questions teachers, supervisors, and parents may have about this group approach to teaching and learning in the social studies. The intention was to help social studies educators construct a sound conceptual foundation for cooperative learning while eliminating misconceptions. Nine chapters detail building an adequate introductory conceptual framework for envisioning cooperative learning as a viable alternative approach to teaching in the social studies classroom. The first chapter introduces the concept, philosophy, and practice of cooperative learning. The second chapter focuses on the classroom environment and classroom characteristics with and without cooperative learning groups. Chapters 3 and 4 contain reviews of the literature that address effects of cooperative learning in classroom settings. Chapter 5, 6, and 7 focus on classroom teachers. In these three chapters teachers from first grade through secondary school discuss how cooperative learning has worked in their classrooms. They provide a unique perspective on how one can make the transition from using traditional teaching methods to becoming a successful user of cooperative learning. Practical ideas about how to implement cooperative learning in social studies classrooms are included, as well as some historical context for group learning. The final chapter features a dialogue of a group of teachers who are training to use cooperative learning. A position statement on ability grouping is included. (DK)