The New History And The Social Studies
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| Author | : David Warren Saxe |
| Publisher | : State University of New York Press |
| Total Pages | : 332 |
| Release | : 1991-12-27 |
| Genre | : Education |
| ISBN | : 1438418752 |
This supplemental text is an historical account of the beginning years of the social studies. Using the 1916 Social Studies report as a base, the book outlines the issues, contexts, and individuals that were influential in the genesis of the seminal social studies prototype program. The author explains that many of our present interests such as critical thinking, decision making, inquiry, reflective thinking, foundational studies, and cultural literacy can be found within the texts of the 1916 social studies program. Saxe also shows that the roots of the social studies program are found in the social sciences and not the traditional history curriculum. Included are chronological time lines that serve to illustrate the growth of the social studies, as well as an extensive bibliography of the primary foundational works of the social studies, including the 1916 report. These materials greatly enhance the value of Saxe's work for social studies educators and students.
| Author | : Christopher W. Berg |
| Publisher | : Springer Nature |
| Total Pages | : 648 |
| Release | : 2020-04-03 |
| Genre | : Education |
| ISBN | : 3030372103 |
This Handbook presents an international collection of essays examining history education past and present. Framing recent curriculum reforms in Canada and in the United States in light of a century-long debate between the relationship between theory and practice, this collection contextualizes the debate by exploring the evolution of history and social studies education within their state or national contexts. With contributions ranging from Canada, Finland, New Zealand, Sweden, the Netherlands, the Republic of South Africa, the United Kingdom, and the United States, chapters illuminate the ways in which curriculum theorists and academic researchers are working with curriculum developers and educators to translate and refine notions of historical thinking or inquiry as well as pedagogical practice.
| Author | : Barbara Slater Stern |
| Publisher | : IAP |
| Total Pages | : 522 |
| Release | : 2009-11-01 |
| Genre | : Social Science |
| ISBN | : 1617352853 |
This volume, The New Social Studies: People, Projects and Perspectives is not an attempt to be the comprehensive book on the era. Given the sheer number of projects that task would be impossible. However, the current lack of knowledge about the politics, people and projects of the NSS is unfortunate as it often appears that new scholars are reinventing the wheel due to their lack of knowledge about the history of the social studies field. The goal of this book then, is to sample the projects and individuals involved with the New Social Studies (NSS) in an attempt to provide an understanding of what came before and to suggest guidance to those concerned with social studies reform in the future—especially in light of the standardization of curriculum and assessment currently underway in many states. The authors who contributed to this project were recruited with several goals in mind including a broad range of ages, interests and experiences with the NSS from participants during the NSS era through new, young scholars who had never heard much about the NSS. As many of the authors remind us in their chapters, much has been written, of the failure of the NSS. However, in every chapter of this book, the authors also point out the remnants of the projects that remain.
| Author | : Anne Lise Halvorsen |
| Publisher | : History of Schools and Schooling |
| Total Pages | : 0 |
| Release | : 2013 |
| Genre | : Social sciences |
| ISBN | : 9781433122866 |
A History of Elementary Social Studies: Romance and Reality recounts the history of elementary social studies in the United States, beginning with its mid-nineteenth century antecedents. The book reflects on the global and national issues that influenced the origins and development of elementary social studies.
| Author | : Diana Turk |
| Publisher | : Routledge |
| Total Pages | : 232 |
| Release | : 2010-01-12 |
| Genre | : Education |
| ISBN | : 1135184267 |
Teaching U.S. History is a must read for any aspiring or current teacher who wants to think critically about how to teach U.S. history and make historical discussions come alive in our schools' classrooms.
| Author | : Alan J. Singer |
| Publisher | : |
| Total Pages | : 218 |
| Release | : 2019-11-12 |
| Genre | : Social science teachers |
| ISBN | : 9780367024680 |
This updated edition of Teaching Global History challenges prospective and beginning social studies teachers to formulate their own views about what is important to know in global history and why. This essential text explains how to organize curriculum around broad social studies concepts and themes, as well as student questions about humanity, history, and the contemporary world. All chapters feature lesson ideas, a sample lesson plan with activity sheets, primary source documents, and helpful charts, graphs, photographs, and maps. This new edition includes connections to the C3 framework, updates throughout to account for the many shifts in global politics, and a new chapter connecting past to present through current events and historical studies in ways that engage students and propel civic activism. Offering an alternative to pre-packaged textbook outlines and materials, this text is a powerful resource for promoting thoughtful reflection and debate on what the global history curriculum should be and how to teach it.
| Author | : John A. Marino |
| Publisher | : Penn State Press |
| Total Pages | : 312 |
| Release | : 2002-06-24 |
| Genre | : History |
| ISBN | : 1935503383 |
This collection of eleven essays furthers the dialogue between early modern history and the social sciences through an analysis of Fernand Braudel's The Mediterranean and the Mediterranean World of Philip II. The contributors review various historiographical traditions to arrive at conclusions on contemporary theory and practice in the exchange between history and the disciplines of geography, economics, sociology, anthropology, politics (diplomatic history and the study of revolutions), psychology (law), religion, and area studies (China and the Americas). Contributors Peter Burke, Emmanuel College, University of Cambridge Jan de Vries, University of California, Berkeley Mark Elvin, Australian National University, Canberra Jack A. Goldstone, University of California, Davis Antonio Manuel Hespanha, Universidade Nova de Lisboa Henry Kamen, Consejo Superior de Investigaciones Científicas, Institució Milà i Fontanals, Barcelona John A. Marino, University of California, San Diego Ottavia Niccoli, Università degli Studi di Trento Anthony Pagden, University of California, Los Angeles M. J. Rodríguez-Salgado, London School of Economics Bartolomé Yun Casalilla, Universidad Pablo de Olavide de Sevilla
| Author | : Ronald W. Evans |
| Publisher | : IAP |
| Total Pages | : 416 |
| Release | : 2007-10-01 |
| Genre | : Education |
| ISBN | : 1607528754 |
There’s no book like this one for educators interested in issues-centered teaching. More than 40 experts have contributed articles offering comprehensive coverageof the field of social issues education. In addition to a full examination of objectives and methods, contributors show how social issues can be taught as part of history, geography, the social sciences, and global and environmental studies. The challenges of assessment, curriculum, and effective teacher education are fully explored. With its teaching ideas and useful resource section, this book is an indispensable addition to your library! Contributors include: Shirley Engle, Anna Ochoa-Becker, Jack Nelson, Carole Hahn, Byron Massialas, Jeff Passe, Jesus Garcia, Gloria Ladson-Billings, Merry Merryfield, Patricia Avery, Sam Totten, Bill Wraga, Walter Parker, and James Shaver.
| Author | : Ronald W. Evans |
| Publisher | : Teachers College Press |
| Total Pages | : 228 |
| Release | : 2004-01-01 |
| Genre | : Education |
| ISBN | : 9780807744192 |
Ronald Evans describes and interprets the continuing battles over the purposes, content, methods, and theorectical foundations of the social studies curriculum. This facinating volume: addresses the failure of social studies to reach its potential for dynamic teaching because of a lack of consensus in the field; links the ever-changing rhetoric and policy decisions to their influence on classroom practice; and helps to clarify the meaning, direction, and purposes of social studies instruction in schools.
| Author | : Paul G. Fitchett |
| Publisher | : Routledge |
| Total Pages | : 251 |
| Release | : 2018-01-19 |
| Genre | : Education |
| ISBN | : 1351978578 |
Social Studies in the New Education Policy Era is a series of compelling open-ended education policy dialogues among various social studies scholars and stakeholders. By facilitating conversations about the relationships among policy, practice, and research in social studies education, this collection illuminates various positions—some similar, some divergent—on contested issues in the field, from the effects of standardized curriculum and assessment mandates on K–12 teaching to the appropriate roles of social studies educators as public policy advocates. Chapter authors bring diverse professional experiences to the questions at hand, offering readers multiple perspectives from which to delve into well-informed discussions about social studies education in past, present, and future policy contexts. Collectively, their commentaries aim to inspire, challenge, and ultimately strengthen readers’ beliefs about the place of social studies in present and future education policy environments.
