The Use of Social Studies Concepts in Curriculum Development
Author | : Pennsylvania. Bureau of Curriculum Services |
Publisher | : |
Total Pages | : 25 |
Release | : 1973 |
Genre | : Social sciences |
ISBN | : |
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Author | : Pennsylvania. Bureau of Curriculum Services |
Publisher | : |
Total Pages | : 25 |
Release | : 1973 |
Genre | : Social sciences |
ISBN | : |
Author | : National Center for History in the Schools (U.S.) |
Publisher | : |
Total Pages | : 244 |
Release | : 1996 |
Genre | : Education |
ISBN | : |
This sourcebook contains more than twelve hundred easy-to-follow and implement classroom activities created and tested by veteran teachers from all over the country. The activities are arranged by grade level and are keyed to the revised National History Standards, so they can easily be matched to comparable state history standards. This volume offers teachers a treasury of ideas for bringing history alive in grades 5?12, carrying students far beyond their textbooks on active-learning voyages into the past while still meeting required learning content. It also incorporates the History Thinking Skills from the revised National History Standards as well as annotated lists of general and era-specific resources that will help teachers enrich their classes with CD-ROMs, audio-visual material, primary sources, art and music, and various print materials. Grades 5?12
Author | : Pennsylvania. Bureau of Curriculum and Instruction. Division of Arts and Sciences |
Publisher | : |
Total Pages | : 36 |
Release | : 1979 |
Genre | : Social sciences |
ISBN | : |
Author | : Barry K. Beyer |
Publisher | : |
Total Pages | : 108 |
Release | : 1971 |
Genre | : Social Science |
ISBN | : |
Author | : Kathy Checkley |
Publisher | : ASCD |
Total Pages | : 102 |
Release | : 2008 |
Genre | : Social sciences |
ISBN | : 1416606459 |
Drawing on firsthand accounts from expert educators, this book offers innovative teaching and assessment strategies that K-8 social studies teachers can use to prepare students to actively engage in a democratic and global society.
Author | : Stephen J. Thornton |
Publisher | : Teachers College Press |
Total Pages | : 146 |
Release | : 2005 |
Genre | : Education |
ISBN | : 0807773220 |
No plan to increase achievement and enact reform in the social studies classroom will succeed without recognizing the central importance of the teacher as the “gatekeeper” of instruction. In this book, Thornton details why teachers must develop strong skills in curriculum planning and teaching methods in order for effective instruction to occur. Thornton helps teachers to develop a vision of their practice that will build strong social studies programs and inspire students to learn. Features: An approach to preparing purposeful teachers, acknowledging that teachers make daily decisions concerning what to teach and how to teach it. Replicable examples of the kinds of reflective practice that will enable teachers to animate classroom instruction and create a dynamic social studies curriculum. An analysis of how teachers adapt and shape state and district level curricula and classroom materials to fit the specific needs of their students—a model of how to develop an instructional program with suggestions for lesson planning. In-depth examinations of alternative ways of educating teachers in subject matter and teaching methods. “In this important book, Steve Thornton brings a Deweyan perspective to current problems in social studies education. He does more, however, because his analysis can be extended profitably to every subject in the curriculum.” —From the Foreword by Nel Noddings “A thoughtful and carefully documented analysis. . . . Let us hope that this book encourages a richer dialogue than the now-tedious and generally unproductive separate disciplines v. integrated social studies debate.” —Linda S. Levstik, University of Kentucky, Lexington “A refreshingly clearheaded, historically grounded, altogether enlightening analysis. This is the book I've been waiting for.” —Walter Parker, University of Washington
Author | : Kathy Checkley |
Publisher | : ASCD |
Total Pages | : 100 |
Release | : 2008 |
Genre | : Education |
ISBN | : 1416607161 |
Blending research with teacher-developed strategies, this book helps teachers better understand students' cultural differences and turn educational challenges into educational opportunities.
Author | : James Litle |
Publisher | : Bloomsbury Publishing USA |
Total Pages | : 312 |
Release | : 1993-01-30 |
Genre | : Education |
ISBN | : 0313388067 |
Just as society has changed dramatically over the last century, so have the social sciences. This valuable reference chronicles the historical development of social studies as a discipline in elementary and secondary schools. It also assesses the current state of teaching and research in the social sciences and history at the pre-college level, and it charts new directions for the future of social studies in secondary and elementary schools. By tracing the historical development of social studies, the reference indicates how social studies has constantly been redefined to meet the changing needs and expectations of society. At the same time, the historical context provided by the authors sheds new light on the current state of social studies in the curriculum and the development of social studies in the future. The book begins with introductory chapters that overview themes and issues common to all areas of history and the social sciences. The chapters that follow summarize and assess the developments and trends of particular fields commonly thought to constitute social studies. The volume concludes with chapters on broad topics, including the place of religion in the social studies curriculum, the role of writing in history and the social sciences, and the professional training of social studies teachers. Each chapter begins with a section of reflections on the development of the discipline, followed by a section on current issues and trends, followed by a final section of projections for the future of the discipline. The result is a comprehensive overview of the past, present, and future of social studies in elementary and secondary schools and an indispensable reference for educators, historians, and social scientists.
Author | : Alan J. Singer |
Publisher | : Routledge |
Total Pages | : 585 |
Release | : 2003-04-02 |
Genre | : Education |
ISBN | : 1135635471 |
Social Studies for Secondary Schools: Teaching to Learn, Learning to Teach, Second Edition integrates discussions of educational goals and the nature of history and social studies with practical ideas for organizing social studies curricula, units, lessons, projects, and activities. A major theme woven throughout the text is that what we choose to teach and the way we teach reflect our broader understanding of society, history, and the purposes of social studies education. Each chapter opens with a broad question about social studies education; provides many examples of lessons, including lesson ideas developed by new and experienced middle school and high school social studies teachers; features a rich variety of teaching, learning, and classroom activities designed to provoke discussion and illustrate different approaches to teaching social studies; and concludes with essays about related social studies topics. Part I focuses on philosophical issues, social studies goals and standards, and the design of social studies curricula. Part II examines and offers examples of strategies for planning units and lessons. Part III explores topics, such as thematic and interdisciplinary teaching, a project approach to social studies, as well as assesses student learning and one's own performance as a teacher, and provides a guide to social studies resource materials and organizations. New in the Second Edition: *Every chapter has been updated and includes a number of new lesson ideas. *The lesson ideas are designed especially to help beginning teachers address learning standards; work in inclusive settings; and promote literacy and the use of technology in social studies classrooms. *Sample activities developed with members of the Hofstra New Teachers Network reflect the current focus on document-based instruction and assessment, and can serve as tools for assessing student learning. *Increased attention is given to project-based social studies instruction and to multicultural education. Intended as a text for undergraduate and graduate preservice social studies methods courses, this text is also useful for in-service training programs, as a reference for new social studies teachers, and as a resource for experienced social studies educators who are engaged in rethinking their teaching practice.