| concept in social studies: Transitioning to Concept-Based Curriculum and Instruction H. Lynn Erickson, Lois A. Lanning, 2013-12-10 A cutting-edge model for 21st century curriculum and instruction How can you spot a thinking child? Look at the eyes: they’ll light up, signaling that transformative moment when your student has finally grasped that big idea behind critical academic content. If experiences like this are all too rare in your school, then you need a curriculum and instruction model that’s more inquiry-driven and idea-centered. Now. H. Lynn Erickson and Lois Lanning demonstrate how, through concept-based curriculum, you can move beyond superficial coverage and lower-level skills practice to effect intellectually engaging pedagogy, where students engage in problem finding and problem solving. New insights include: How to design and implement concept-based curriculum and instruction across all subjects and grade levels. Why content and process are two different (but equally important) aspects of any effective concept-based curriculum. How to ensure students develop the all-important skill of synergistic thinking. We’re all looking for the best curriculum and instruction model to meet the changing demands of the 21st century. This is it. With the onset of the Common Core and new national content standards, concept-based learning is now more crucial than ever. Erickson and Lanning are ′ahead of the curve′ in providing teachers and curriculum leaders with rich instructional strategies to meet these challenging standards. This is an essential book for planning tomorrow’s curricula today. Douglas Llewellyn, Educational Consultant and Author of Inquire Within, Third Edition Powerful teaching engages minds with powerful ideas. At its core, such transformative teaching is neither transmission of information nor practice with inert skills. Rather it is a careful choreography between a mind and an idea such that the mind comes to own the idea in a form that is true to the discipline and expansive for the learner. Erickson and Lanning teach teachers to be choreographers of learning—understanding both what makes content worth knowing and how to engage young minds with that content in ways that extend their capacities to understand it at a deeper level, use it, transfer it, and ultimately create with it. Carol Ann Tomlinson, Ed.D., Chair of Educational Leadership, Foundations, and Policy Curry School of Education, University of Virginia |
| concept in social studies: National Standards for History National Center for History in the Schools (U.S.), Charlotte Antoinette Crabtree, Gary B. Nash, 1996 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 |
| concept in social studies: Concepts in the Social Studies Barry K. Beyer, Anthony N. Penna, 1971 |
| concept in social studies: Making Connections in Elementary and Middle School Social Studies Andrew P. Johnson, 2009-10-15 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 Studiese(tm) thematic, pedagogical, and disciplinary standards. Praised for its eoewealth of strategies that go beyond social studies teaching,e 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. |
| concept in social studies: A Guide for Concept Development in the Social Studies Colorado Advisory Committee on the Social Studies, 1967 |
| concept in social studies: The Basic Concepts of Social Studies Oladele Odanye, 2003 |
| concept in social studies: Contemporary Social Studies William B. Russell, 2012-02-01 The field of social studies is unique and complex. It is challenged by the differing perspectives related to the definition, goals, content, and purpose of social studies. Contemporary Social Studies: An Essential Reader discusses the contemporary issues surrounding social studies education today. Contemporary Social Studies: An Essential Reader encourages and inspires readers to think. The chapters included in this volume are written by prominent scholars in the field of social studies. The collection inspires and provokes readers to reconsider and reexamine social studies and its contemporary state. Readers will explore the various critical topics that encompass contemporary social studies. This collection provides readers with rich chapters which are sure to be cited as key works. Compelling and accessible, this collection brings to light the critical topics relevant to contemporary social studies and is sure to serve as a cornerstone and seminal text for the future. |
| concept in social studies: Concept Formation in Social Science (Routledge Revivals) William Outhwaite, 2010-10-22 First published in 1983, this book examines the problems of concept formation in the social sciences, and in particular sociology, from the standpoint of a realistic philosophy of science. Beginning with a discussion of positivistic, hermeneutic, rationalist and realistic philosophies of science, Dr Outhwaite argues that realism is best able to furnish rational criteria for the choice and specification of social scientific concepts. A realistic philosophy of science therefore acts as his reference point for the dialectical presentation of alternative accounts. |
| concept in social studies: Keywords in the Social Studies Daniel G. Krutka, Annie McMahon Whitlock, Mark Helmsing, 2018 This collection of essays presents a rousing intellectual exercise to all who care about 'why teach this rather than that' in social studies. The approach is refreshingly comprehensive in an era when social studies is often reduced to just a few academic disciplines.-Stephen J. Thornton, Professor of Social Studies Education, University of South Florida; Author of Teaching Social Studies That Matters: Curriculum for Active Learning |
| concept in social studies: Social Science Research Anol Bhattacherjee, 2012-04-01 This book is designed to introduce doctoral and graduate students to the process of conducting scientific research in the social sciences, business, education, public health, and related disciplines. It is a one-stop, comprehensive, and compact source for foundational concepts in behavioral research, and can serve as a stand-alone text or as a supplement to research readings in any doctoral seminar or research methods class. This book is currently used as a research text at universities on six continents and will shortly be available in nine different languages. |
| concept in social studies: Instructional Strategies for Middle and High School Social Studies Bruce E. Larson, 2016-08-10 Instructional Strategies for Middle and High School Social Studies: Methods, Assessment, and Classroom Management is an exciting methods-based text that integrates appropriate management and assessment techniques with seven distinct teaching strategies. Writing explicitly for pre-service social studies teachers, veteran teacher educator Bruce E. Larson offers detailed descriptions of a range of instructional strategies, along with guidelines for deciding how and when to use each. Part I offers the foundations for teaching and learning in a social studies classroom, and explores contextual, theoretical, and policy factors that all teachers need to consider before entering the classroom. Part II delivers a range of comprehensive strategies for providing instruction that is appropriate for particular lessons, student abilities, and classroom environments. The practical strategies in Part II build upon the learning theories described in Part I, positioning Instructional Strategies for Middle and High School Social Studies to be the go-to, all-inclusive teacher’s guide to the social studies classroom. New to this Edition A list of goals before each chapter presents an overview of the chapter’s content focus, and provides an outline for the chapter review. Extensively revised Part I (chapters 1–4) provides an updated review of national standards developed for teaching history, geography, civics, and economics. In-depth applications of the Common Core State Standards for the social studies are also explored. New Reality Check feature provides directions for integrating field-based experiences into the chapters, and contextualizes the ideas in the book for a classroom setting. Each chapter in Part II (chapters 5–11) has been expanded to include a section labeled Enhancing Student Learning with Technology, offering websites, links, and other resources for integrating recent technologies into the classroom. Chapters 5–11 include a new Making Your Lesson More Meaningful for ELLs feature, which provides ideas—based on current research and theories about learning language—for engaging ELLs, specific for each instructional strategy. Expanded discussion of the Understanding by Design model equips teachers to design learning experiences that promote student understanding by intentionally designing what happens in the classroom, and developing authentic formative assessments of student learning. |
| concept in social studies: Social Studies Concepts of Children in the First Three Grades Joy Muchmore Lacey, 1932 |
| concept in social studies: Dictionary of the Social Sciences Craig Calhoun, 2002-05-02 Featuring over 1,800 concise definitions of key terms, the Dictionary of the Social Sciences is the most comprehensive, authoritative single-volume work of its kind. With coverage on the vocabularies of anthropology, sociology, political science, economics, human geography, cultural studies, and Marxism, the Dictionary is an integrated, easy-to-use, A-to-Z reference tool. Designed for students and non-specialists, it examines classic and contemporary scholarship including basic terms, concepts, theories, schools of thought, methodologies, issues, and controversies. As a true dictionary, it also contains concise, jargon-free definitions that explain the rich, sometimes complex language of these increasingly visible fields. |
| concept in social studies: Instructional Strategies for Middle and High School Bruce E. Larson, Timothy A. Keiper, 2012-11-12 Instructional Strategies for Middle and High School is an accessible, practical, and engaging methods textbook that introduces pre-service teachers to various instructional strategies and helps them to decide how and when to use these methods in the classroom. Classrooms are comprised of diverse learners, and aspiring teachers will face complex decisions about the assessment of student learning and classroom management. Veteran teacher educators Bruce Larson and Timothy Keiper offer practical suggestions for ways to integrate effective classroom management and valid assessment techniques with each instructional strategy. Instructional Strategies for Middle and High School equips pre-service teachers with the methodological tools to promote understanding, conceptual awareness, and learning for every child in the classroom. Features and updates to this new edition include: Clear, step-by-step descriptions and illustrative in-class videos of seven instructional techniques and that pre-service teachers can realistically implement within the classroom setting Increased coverage on teaching English language learners, including a Making Your Lesson More Meaningful for ELLs feature now included in every instructional strategy chapter Enhancing Your Teaching With Technology feature included in every instructional strategy chapter Fresh interior design to better highlight pedagogical elements and key features, all to better engage students Fully revamped and comprehensive companion website, with both student and instructor materials that stress real-world application of strategies, classroom assessment and management. |
| concept in social studies: How to Build Social Science Theories Pamela J. Shoemaker, James William Tankard, Jr., Dominic L. Lasorsa, 2003-12-10 Click ′Additional Materials′ to read the foreword by Jerald Hage As straightforward as its title, How to Build Social Science Theories sidesteps the well-traveled road of theoretical examination by demonstrating how new theories originate and how they are elaborated. Essential reading for students of social science research, this book traces theories from their most rudimentary building blocks (terminology and definitions) through multivariable theoretical statements, models, the role of creativity in theory building, and how theories are used and evaluated. Authors Pamela J. Shoemaker, James William Tankard, Jr., and Dominic L. Lasorsa intend to improve research in many areas of the social sciences by making research more theory-based and theory-oriented. The book begins with a discussion of concepts and their theoretical and operational definitions. It then proceeds to theoretical statements, including hypotheses, assumptions, and propositions. Theoretical statements need theoretical linkages and operational linkages; this discussion begins with bivariate relationships, as well as three-variable, four-variable, and further multivariate relationships. The authors also devote chapters to the creative component of theory-building and how to evaluate theories. How to Build Social Science Theories is a sophisticated yet readable analysis presented by internationally known experts in social science methodology. It is designed primarily as a core text for graduate and advanced undergraduate courses in communication theory. It will also be a perfect addition to any course dealing with theory and research methodology across the social sciences. Additionally, professional researchers will find it an indispensable guide to the genesis, dissemination, and evaluation of social science theories. |
| concept in social studies: The Social Studies Curriculum E. Wayne Ross, 2012-02-01 The third edition of The Social Studies Curriculum thoroughly updates the definitive overview of the primary issues teachers face when creating learning experiences for students in social studies. By connecting the diverse elements of the social studies curriculum—history education, civic, global, and social issues—the book offers a unique and critical perspective that separates it from other texts in the field. This edition includes new work on race, gender, sexuality, critical multiculturalism, visual culture, moral deliberation, digital technologies, teaching democracy, and the future of social studies education. In an era marked by efforts to standardize curriculum and teaching, this book challenges the status quo by arguing that social studies curriculum and teaching should be about uncovering elements that are taken for granted in our everyday experiences, and making them the target of inquiry. |
| concept in social studies: Teaching Ethnic Studies James A. Banks, 1973 |
| concept in social studies: Rethinking Social Studies E. Wayne Ross, 2017-03-01 Like the schools in which it is taught, social studies is full of alluring contradictions. It harbors possibilities for inquiry and social criticism, liberation and emancipation. Social studies could be a site that enables young people to analyze and understand social issues in a holistic way – finding and tracing relations and interconnections both present and past in an effort to build meaningful understandings of a problem, its context and history; to envision a future where specific social problems are resolved; and take action to bring that vision in to existence. Social studies could be a place where students learn to speak for themselves in order to achieve, or at least strive toward an equal degree of participation and better future. Social studies could be like this, but it is not. Rethinking Social Studies examines why social studies has been and continues to be profoundly conversing in nature, the engine room of illusion factories whose primary aim is reproduction of the existing social order, where the ruling ideas exist to be memorized, regurgitated, internalized and lived by. Rethinking social studies as a site where students can develop personally meaningful understandings of the world and recognize they have agency to act on the world, and make change, rests on the premises that social studies should not show life to students, but bringing them to life and that the aim of social studies is getting students to speak for themselves, to understand people make their own history even if they make it in already existing circumstances. These principles are the foundation for a new social studies, one that is not driven by standardized curriculum or examinations, but by the perceived needs, interests, desires of students, communities of shared interest, and ourselves as educators. Rethinking Social Studies challenges readers to reconsider conventional thought and practices that sustain the status quo in classrooms, schools, and society by critically engaging with questions and issues such as: neutrality in the classroom; how movement conservatism shapes the social studies curriculum; how corporate?driven education affects schools, teachers, and curriculum; ways in which teachers can creatively disrupt everyday life in the social studies classroom; going beyond language and inclusive content in social justice oriented teaching; making critical pedagogy relevant to everyday life and classroom practice; the invisibility of class in the social studies curriculum and how to make it a central organizing concept; class war, class consciousness and social studies in the age of empire; what are your ideals as a social studies education and how do you keep them and still teach?; and what it means to be a critical social studies educator beyond the classroom. |
| concept in social studies: Logics of History William H. Sewell Jr., 2009-07-27 While social scientists and historians have been exchanging ideas for a long time, they have never developed a proper dialogue about social theory. William H. Sewell Jr. observes that on questions of theory the communication has been mostly one way: from social science to history. Logics of History argues that both history and the social sciences have something crucial to offer each other. While historians do not think of themselves as theorists, they know something social scientists do not: how to think about the temporalities of social life. On the other hand, while social scientists’ treatments of temporality are usually clumsy, their theoretical sophistication and penchant for structural accounts of social life could offer much to historians. Renowned for his work at the crossroads of history, sociology, political science, and anthropology, Sewell argues that only by combining a more sophisticated understanding of historical time with a concern for larger theoretical questions can a satisfying social theory emerge. In Logics of History, he reveals the shape such an engagement could take, some of the topics it could illuminate, and how it might affect both sides of the disciplinary divide. |
| concept in social studies: Case Studies and Theory Development in the Social Sciences Alexander L. George, Andrew Bennett, 2005-04-15 The use of case studies to build and test theories in political science and the other social sciences has increased in recent years. Many scholars have argued that the social sciences rely too heavily on quantitative research and formal models and have attempted to develop and refine rigorous methods for using case studies. This text presents a comprehensive analysis of research methods using case studies and examines the place of case studies in social science methodology. It argues that case studies, statistical methods, and formal models are complementary rather than competitive. The book explains how to design case study research that will produce results useful to policymakers and emphasizes the importance of developing policy-relevant theories. It offers three major contributions to case study methodology: an emphasis on the importance of within-case analysis, a detailed discussion of process tracing, and development of the concept of typological theories. Case Studies and Theory Development in the Social Sciences will be particularly useful to graduate students and scholars in social science methodology and the philosophy of science, as well as to those designing new research projects, and will contribute greatly to the broader debate about scientific methods. |
| concept in social studies: Unschooling To University Judy L. Arnall, 2018-09-21 School is one option for education; homeschooling is the second, and unschooling is the third. Many parents are frustrated by the school system, perhaps because of bullying, crowded classrooms, and outdated, dull, online courses. Disengaged learners that have no say in their coerced curriculum tend to act out, tune out, or drop out. Education must change and unschooling is the fastest-growing alternative method of learning. Two decades ago, students registered with their local school based on their house address. Now, with the internet, students are borderless. Learning can occur anywhere, anytime, anyway and from anyone-including self-taught. Self-directing their education, unschoolers learn through: - Play - Projects - Reading - Volunteering - Video games - Sports - Mentorship - Travel - Life This book explores the path of 30 unschooled children who self-directed all or part of their education and were accepted by universities, colleges, and other postsecondary schools. Most have already graduated. What children need most are close relationships-parents, teachers, siblings, relatives, coaches, and mentors within a wider community, not just within an institutional school. Educational content is everywhere. Caring relationships are not. Families that embrace unschooling, do not have to choose between a quality education and a relaxed, connected family lifestyle. They can have both. |
| concept in social studies: Social Studies for Young Children Gayle Mindes, Mark Newman, 2021-08-30 This book anchors the social studies as the central unifying force for young children. Teachers use the inquiry process to foster child development of social skills and citizenship ideals in their first classroom experiences. Curriculum is built starting with children’s natural curiosity to foster literacy in all its form—speaking, listening, reading, writing. Along the way, young children acquire knowledge and academic skills in civics, economics, geography and history. Shown throughout are ways to promote social learning, self-concept development, social skills and citizenship behaviors. Featured here are individually appropriate and culturally relevant developmental practices. Considered are the importance of family collaboration and funds of knowledge children bring to early care and education. Contributors to this edition bring expertise from bilingual, early education, literacy, special education and the social studies. Beginning with citizenship and community building the authors consider all aspects of teaching young children leading to a progression of capacity to engage civically in school and community. |
| concept in social studies: Voluntary National Content Standards in Economics National Council on Economic Education, Foundation for Teaching Economics, 1997 This essential guide for curriculum developers, administrators, teachers, and education and economics professors, the standards were developed to provide a framework and benchmarks for the teaching of economics to our nation's children. |
| concept in social studies: Notable Books, Notable Lessons Andrea S. Libresco, Jeannette Balantic, Mary Battenfeld, 2017-09-21 This book provides teachers, librarians, and education methods professors with strategies, lesson plans, and activities that enable them to use literature as a springboard to social studies thematic instruction. With the amount of time and resources allocated to teaching social studies being significantly reduced, social studies lessons need to be incorporated into other subjects. Notable Books, Notable Lessons: Putting Social Studies Back in the K–8 Curriculum offers the tools to teach students social studies concepts that are increasingly relevant and essential in today's diverse, globalized world—lessons that are vital in order to prepare students to think critically and participate in our multicultural democracy. Providing information that elementary and middle school teachers and librarians, district-level curriculum directors and principals, staff developers, and social studies and literacy methods professors will find extremely useful, this book uses the National Council for the Social Studies (NCSS)/Children's Book Council (CBC)'s current and past lists of Notable Books at the elementary and middle school levels to offer easy-to-follow lesson plans that integrate social studies instruction with reading and language arts. The lesson plans pose compelling questions to facilitate discussion and critical thinking and suggest engaging activities that are connected to the social studies concepts. The book also includes sample student handouts for the selected pieces of literature. |
| concept in social studies: An Inquiry Into the Nature and Causes of the Wealth of Nations Adam Smith, 1822 |
| concept in social studies: Social Studies in Elementary Education Walter C. Parker, 2015-03-20 The author wrote this new edition of the most popular elementary social studies methods text on the market with the following three goals in mind: to present the most powerful social studies content and pedagogy for children in elementary school, to offer the material in simple and accessible ways, and to write in a first person active voice. The purpose of this book is to introduce new teachers to the world of social studies teaching and learning in elementary and middle schools. Geography, history, government and the other social sciences are delivered into the palm of the new teacher’s hand along with a suite of tools for bringing social studies to life in the classroom. The book is organized into three sections–the first orients the reader to the mission of social studies education to the increasingly diverse children we teach, the second concentrates on the curriculum, and the third deals with instruction, how we plan and teach this curriculum. Three central themes continue to pervade the book–democratic citizenship, diversity, and the social sciences–to ultimately encourage teachers to excite their students about closing the gap between social realities and democratic ideals. An exceptionally strong chapter on multicultural issues (Chapter 2) helps future teachers truly understand the changing demographics of the American classroom. |
| concept in social studies: History of Concepts Iain Hampsher-Monk, Karin Tilmans, Frank van Vree, 1998 Hoewel enorm invloedrijk in Duitstalig Europa, heeft de conceptuele geschiedschrijving (Begriffsgeschichte) tot nu toe weinig aandacht in het Engels gekregen. Dit genre van intellectuele geschiedschrijving verschilt van zowel de Franse geschiedschrijving van mentalités als de Engelstalige geschiedschrijving van verhandelingen door het concept. Aan de hand van practische voorbeelden in de geschiedschrijving wordt deze vorm toegelicht door Bram Kempers, Eddy de Jongh en Rolf Reichardt. |
| concept in social studies: Key Concepts in Family Studies Jane Ribbens McCarthy, Rosalind Edwards, 2010-12-29 Key Concepts in Family Studie's individual entries introduce, explain and contextualize the key topics within the study of the family. Definitions, summaries and key words are developed throughout with careful cross-referencing allowing students to move effortlessly between core ideas and themes. Each entry provides clear definitions, lucid accounts of key issues, up-to-date suggestions for further reading, and informative cross-referencing. Relevant, focused and accessible this book will provide students with an indispensible guide to the central concepts of family studies. |
| concept in social studies: The Essence of Teaching Social Studies James A. Duplass, 2020-10-20 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. |
| concept in social studies: Principles of Methodology Perri 6, Christine Bellamy, 2011-10-17 This book provides a comprehensive, accessible guide to social science methodology. In so doing, it establishes methodology as distinct from both methods and philosophy. Most existing textbooks deal with methods, or sound ways of collecting and analysing data to generate findings. In contrast, this innovative book shows how an understanding of methodology allows us to design research so that findings can be used to answer interesting research questions and to build and test theories. Most important things in social research (e.g., beliefs, institutions, interests, practices and social classes) cannot be observed directly. This book explains how empirical research can nevertheless be designed to make sound inferences about their nature, effects and significance. The authors examine what counts as good description, explanation and interpretation, and how they can be achieved by striking intelligent trade-offs between competing design virtues. Coverage includes: • why methodology matters; • what philosophical arguments show us about inference; • competing virtues of good research design; • purposes of theory, models and frameworks; • forming researchable concepts and typologies; • explaining and interpreting: inferring causation, meaning and significance; and • combining explanation and interpretation. The book is essential reading for new researchers faced with the practical challenge of designing research. Extensive examples and exercises are provided, based on the authors′ long experience of teaching methodology to multi-disciplinary groups. Perri 6 is Professor of Social Policy in the Graduate School in the College of Business, Law and Social Sciences at Nottingham Trent University. Chris Bellamy is Emeritus Professor of Public Administration in the Graduate School, Nottingham Trent University. |
| concept in social studies: Science and Technology Studies Michael Lynch, 2011-12-15 This new Routledge Major Work is a four-volume collection of canonical and cutting-edge research in Science and Technology Studies. It brings together classic empirical studies and the very best contemporary scholarship from the Sociology, History, and Philosophy of Science, as well as key material emanating from the work of other disciplines. |
| concept in social studies: Proficiency Scales for the New Science Standards Robert J, Marzano, David C. Yanoski, 2015-08-17 Transform an in-depth understanding of the new science standards into successful classroom practice. You’ll learn how to align instruction and assessment with the science standards and create proficiency scales that can be used to plan all types of lessons. Discover hundreds of ready-to-use proficiency scales derived from the Next Generation Science Standards that are applicable to specific areas of science instruction. |
| concept in social studies: Teaching about Religion in the Social Studies Classroom Charles C. Haynes, 2019 |
| concept in social studies: Integrative Strategies for the K-12 Social Studies Classroom Timothy Lintner, 2012 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. |
| concept in social studies: Improving Social Studies Instruction National Education Association of the United States. Research Division, 1937 |
| concept in social studies: Click, Clack, Moo Doreen Cronin, 2006-01-01 When Farmer Brown's cows find a typewriter in the barn they start making demands, and go on strike when the farmer refuses to give them what they want. |
| concept in social studies: The Child and the Curriculum John Dewey, 2017-08-22 |
| concept in social studies: The Big Six Historical Thinking Concepts Peter Seixas, Tom Morton, 2012-07-30 Authors Peter Seixas and Tom Morton provide a guide to bring powerful understandings of these six historical thinking concepts into the classroom through teaching strategies and model activities. Table of Contents Historical Significance Evidence Continuity and Change Cause and Consequence Historical Perspectives The Ethical Dimension The accompanying DVD-ROM includes: Modifiable Blackline Masters All graphics, photographs, and illustrations from the text Additional teaching support Order Information: All International Based Customers (School, University and Consumer): All US based customers please contact nelson.orderdesk@nelson.com All International customers (exception US and Asia) please contact Nelson.international@ne lson.com |
| concept in social studies: Research Methods in the Social Sciences: an A-Z of Key Concepts Jean-édéric Morin, Christian Olsson, Ece Özlem Atikcan, 2021-01-29 Research Methods in the Social Sciences is a comprehensive yet compact A-Z for undergraduate and postgraduate students undertaking research across the social sciences, featuring 71 entries that cover a wide range of concepts, methods, and theories. Each entry begins with an accessible introduction to a method, using real-world examples from a wide range of academic disciplines, before discussing the benefits and limitations of the approach, its current status in academic practice, and finally providing tips and advice for readers on when and how to apply the method in their own research. Wide ranging and interdisciplinary, the text covers both well-established concepts and emerging ideas, such as big data and network analysis, for qualitative and quantitative research methods. All entries feature extensive cross-referencing, providing ease of navigation and, pointing readers to related concepts, and to help build their overall understanding of research methods. |
| concept in social studies: School Long Ago and Today Sally Lee, 2014-07-01 What was school like in the days of old? Can you imagine studying in a tiny one-room schoolhouse, writing out lessons on a chalkboard slate? Discover how school life has changed over time, and what it might be like in the future. |
Social Studies Concepts
Following is a sample list of social studies concepts; some concepts are categorized in multiple strands. This is by no means an exhaustive list.
Section- A Chapter 1: Meaning, scope and nature of social …
According to Forester, "The social studies are studies of society and their chief aim is to help pupils to understand the world in which they have to live, so that they become responsible …
Introduction to Social Studies Education - Pearson
In a nutshell, then, social studies education has two goals: social understanding (i.e., knowledge of human societies) and civic competence (i.e., democratic citizen- ship).
What Is Social Studies? - Learner
Feb 8, 2019 · Social studies programs help students construct a knowledge base and attitudes drawn from academic disciplines as specialized ways of viewing reality. Each discipline begins …
CONCEPT LEARNING AND TEACHING IN SOCIAL STUDIES
Social studies concepts have meanings that develop with experience and learning (Parker, 2014). Due to its interdisciplinary nature, social studies deals with concepts and themes, ideas and …
Sample Concepts in Social Studies Concept Examples
om the US Department of Education, # H323A170031. However, those contents do not necessarily represent the policy of the US Department of Education, and you shoul. not …
Concept FormationConcept Teaching. Social Studies
identification of key social studies concepts and in teaching these concepts in an efficient and meaningful manner introduces the teacher-trainee to background information on concept …
Chapter 1 Introduction – Social Studies Education eC21
Social studies is at the center of a good school curriculum because it is where students learn to see and interpret the world—its peoples, places, cultures, systems, and problems; its dreams …
NATURE AND SCOPE OF SOCIAL STUDIES EDUCATION AND …
Social studies is the study of man and his physical, social, political, cultural and economical environment. It centres on the development of man, how man influences his environment and …
PRINCIPLES AND METHODS OF TEACHING SOCIAL STUDIES
This course is designed to help students develop the knowledge, understanding, skills, values and attitudes that will enable them teach Social Studies effectively in primary schools (primarily at …
Social Studies Concepts in the MN Social Studies Standards
NOTE: There are some concepts in the standards not on this list.
Concept-Teaching Practices in Social Studies Classrooms: …
Social studies courses emphasize that young children learn a variety of specific concepts, phenomena, and generalizations including content on the environment, nature, the world, the …
A ontext for Teaching and Learning Social Studies A
Social studies is a multi-faceted discipline that covers a wide array of topics. Our NYS Standards focus on four major disciplines in social studies: history, geography, government, and economics.
CONCEPT-MAPPING: A PRAGMATIC APPROACH TO …
Mapping in the Social Studies classroom and practical examples of concept maps derived from the Citizenship Education topics domiciled in Social Studies.
Social Studies Overview - New York State Education Department
Social studies courses must help students understand both the specialized processes and approaches of certain academic disciplines and the connection of ideas, information, issues, …
This document defines and discusses 34 major concepts for …
Social Studies Curriculum Center, The Maxwell Graduate School of Citizen- ship and Public Affairs in cooperation with the School of Education, Syracuse University, Syracuse, New York.
An Introduction to the Social Studies - Pearson
Social studies is the study of people. Social studies should help students acquire knowledge, master the processes of learning, and become active citizens. A closer look at my definition …
SOCIAL STUDIES TEACHING RESOURCES IN THE 21ST CENTURY
The paper looked briefly at the concept of Social Studies as an integrated field of study which focuses on man in his environments with view to sensitizing man with the symbiotic …
EFFECT OF CONCEPT ATTAINMENT MODEL ON ACADEMIC …
In the present study, pre-test and post-test experimental design was used to assess the effectiveness of Concept Attainment learning in Social Studies on the academic achievement …
What is (or are) social studies? - ed
Following this, we examine diferent approaches that have been taken to social studies as a subject in terms of what content is included and how it is organised. To understand social …
Social Studies Concepts
Following is a sample list of social studies concepts; some concepts are categorized in multiple strands. This is by no means an exhaustive list.
Section- A Chapter 1: Meaning, scope and nature of social …
According to Forester, "The social studies are studies of society and their chief aim is to help pupils to understand the world in which they have to live, so that they become responsible …
Introduction to Social Studies Education - Pearson
In a nutshell, then, social studies education has two goals: social understanding (i.e., knowledge of human societies) and civic competence (i.e., democratic citizen- ship).
What Is Social Studies? - Learner
Feb 8, 2019 · Social studies programs help students construct a knowledge base and attitudes drawn from academic disciplines as specialized ways of viewing reality. Each discipline begins …
CONCEPT LEARNING AND TEACHING IN SOCIAL …
Social studies concepts have meanings that develop with experience and learning (Parker, 2014). Due to its interdisciplinary nature, social studies deals with concepts and themes, ideas and …
Sample Concepts in Social Studies Concept Examples
om the US Department of Education, # H323A170031. However, those contents do not necessarily represent the policy of the US Department of Education, and you shoul. not …
Concept FormationConcept Teaching. Social Studies
identification of key social studies concepts and in teaching these concepts in an efficient and meaningful manner introduces the teacher-trainee to background information on concept …
Chapter 1 Introduction – Social Studies Education eC21
Social studies is at the center of a good school curriculum because it is where students learn to see and interpret the world—its peoples, places, cultures, systems, and problems; its dreams …
NATURE AND SCOPE OF SOCIAL STUDIES EDUCATION …
Social studies is the study of man and his physical, social, political, cultural and economical environment. It centres on the development of man, how man influences his environment and …
PRINCIPLES AND METHODS OF TEACHING SOCIAL …
This course is designed to help students develop the knowledge, understanding, skills, values and attitudes that will enable them teach Social Studies effectively in primary schools (primarily at …
Social Studies Concepts in the MN Social Studies Standards
NOTE: There are some concepts in the standards not on this list.
Concept-Teaching Practices in Social Studies Classrooms: …
Social studies courses emphasize that young children learn a variety of specific concepts, phenomena, and generalizations including content on the environment, nature, the world, the …
A ontext for Teaching and Learning Social Studies A
Social studies is a multi-faceted discipline that covers a wide array of topics. Our NYS Standards focus on four major disciplines in social studies: history, geography, government, and economics.
CONCEPT-MAPPING: A PRAGMATIC APPROACH TO …
Mapping in the Social Studies classroom and practical examples of concept maps derived from the Citizenship Education topics domiciled in Social Studies.
Social Studies Overview - New York State Education …
Social studies courses must help students understand both the specialized processes and approaches of certain academic disciplines and the connection of ideas, information, issues, …
This document defines and discusses 34 major concepts for …
Social Studies Curriculum Center, The Maxwell Graduate School of Citizen- ship and Public Affairs in cooperation with the School of Education, Syracuse University, Syracuse, New York.
An Introduction to the Social Studies - Pearson
Social studies is the study of people. Social studies should help students acquire knowledge, master the processes of learning, and become active citizens. A closer look at my definition …
SOCIAL STUDIES TEACHING RESOURCES IN THE 21ST …
The paper looked briefly at the concept of Social Studies as an integrated field of study which focuses on man in his environments with view to sensitizing man with the symbiotic …
EFFECT OF CONCEPT ATTAINMENT MODEL ON …
In the present study, pre-test and post-test experimental design was used to assess the effectiveness of Concept Attainment learning in Social Studies on the academic achievement …
What is (or are) social studies? - ed
Following this, we examine diferent approaches that have been taken to social studies as a subject in terms of what content is included and how it is organised. To understand social …
