The Essence Of Teaching Social Studies

Designed for use in elementary and secondary social studies education courses, this book supports the teaching of social studies methods in a range of educational settings. By highlighting long-standing content and principles of social studies education in a concise and direct way, this volume offers the building blocks of a comprehensive course, for use as springboards to the effective presentation of professors’ desired course emphases. With sections on foundations, subject areas, and best practices, this text explains the intersection between the "modelling" role of social studies teachers as democratic citizens, social studies fields of study, and strategies implemented in the classroom to encourage students’ critical thinking and values formation.

Contents: Objectives in Teaching Social Studies, Scope and Sequence in the Social Studies, Trends and Issues in the Social Studies, Learning Opportunities in the Social Studies, Pupil Learning in the Social Studies, Reading in the Social Studies, Writing in the Social Studies, Social Studies Children s Literature, Grouping for Instruction in the Social Studies, Leadership in the Social Studies, Social Studies and Democracy in the Classroom, Technology in the Social Studies Curriculum, Maps, Globes and the Social Studies, Current Events in the Social Studies, Social Studies, Integrating School and Society, Measurement and Evaluation in the Social Studies, Social Studies in Teacher Education, Restructuring the Social Studies (A Public Debate).

Fective Teaching in Elementary Social Studies focuses on the importance of social studies in the preparation of individuals for their role in a free society. The text takes the approach that it is important for students to be actively engaged in learning about their social world. Approaching social studies as active learning holds the potential to help social studies become one of the most popular parts of the curriculum. In addition, the text recognizes that many new teachers need specific guidance in helping them achieve success. Accordingly, this text includes specific descriptions of teaching approaches and includes a wealth of lesson plan ideas. ... Publisher description.

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

Social Studies Methods in Elementary Education is based on the belief that effective social studies education is a necessary step in promoting understanding of, and participation in, democratic societies. The material in the text prepares future elementary school teachers to provide their students this effective education. This unique text addresses three fundamental questions to be considered when making instructional planning and delivery decisions: the question of what knowledge base students possess in order to approach varying levels of knowledge; the question of why social studies should be taught and learned, which helps to select relevant teaching materials and learning activities; and the question of how students should be taught, which is the essence of a method course. The book provides samples, examples, unit plan assignments, and reading resources as models for students to follow. Social Studies Methods in Elementary Education is thought provoking, insightful, and user friendly. The book is an excellent resource for students who plan to teach at the elementary level, and who will be responsible for educating the next generation about the relevance of social studies in their lives and the importance of their participation in civil society. Abalo Adewui earned his Ph.D. in curriculum instruction and educational leadership at Oklahoma State University. He is a professor of elementary social studies methodology and curriculum theory and development in the College of Education and Human Services at Central Michigan University. Dr. Adewui has taught English and American Studies in both middle and high school and served as a teacher trainer and administrator in Africa. His research interests include teaching in non-traditional settings, service learning, critical thinking, and global connections and interdependency in social studies. He has presented and published on topics related to classroom teaching, social studies, and global issues. Megan Elizabeth Angeli is a B.S. in elementary education candidate at Central Michigan University. Her teaching and research interests include science, social studies, and language arts instruction and assessment in the elementary and middle grades.

This teacher resource offers a detailed introduction to the program, which includes its guiding principles, implementation guidelines, an overview of the social studies skills that grade 3 students use and develop, and a classroom assessment plan complete with record-keeping templates and connections to the Achievement Levels outlined in the WNCP Social Studies Curriculum. This resource has four instructional units: Unit 1: Connecting With Canadians Unit 2: Exploring the World Unit 3: Communities of the World Unit 4: Exploring an Ancient Society: The Vikings Each unit is divided into lessons that focus on specific curricular outcomes. Each lesson has: materials lists activity descriptions questioning techniques activity centre and extension ideas assessment suggestions activity sheets and visuals

This teacher resource offers a detailed introduction to the program, which includes its guiding principles, implementation guidelines, an overview of the social studies skills that grade two students use and develop, and a classroom assessment plan complete with record-keeping templates and connections to the Achievement Levels outlined in the Ontario Social Studies Curriculum. This resource has two instructional units: Unit 1: Traditions and Celebrations Unit 2: Features of Communities Around the World Each unit is divided into lessons that focus on specific curricular expectations. Each lesson has materials lists activity descriptions questioning techniques activity centre and extension ideas assessment suggestions activity sheets and visuals

!--1724Q-6, 0-13-117244-1, Martorella, Peter H., Teaching Social Studies in Middle and Secondary Schools, 4/E//-- 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.