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| concept of 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 of 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 of 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 of 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 of 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 of 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 of 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 of 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 of social studies: A Guide for Concept Development in the Social Studies Colorado Advisory Committee on the Social Studies, 1967 |
| concept of social studies: Concepts in the Social Studies Barry K. Beyer, Anthony N. Penna, 1971 |
| concept of 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 of 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 of 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 of 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 of 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 of social studies: The Basic Concepts of Social Studies Oladele Odanye, 2003 |
| concept of social studies: An Inquiry Into the Nature and Causes of the Wealth of Nations Adam Smith, 1822 |
| concept of 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 of 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 of 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 of social studies: The Child and the Curriculum John Dewey, 2017-08-22 |
| concept of 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 of social studies: The Social Sciences John Udell Michaelis, Aaron Montgomery Johnston, 1965 |
| concept of 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 of social studies: Teaching Ethnic Studies James A. Banks, 1973 |
| concept of social studies: Teaching about Religion in the Social Studies Classroom Charles C. Haynes, 2019 |
| concept of social studies: Political Geology Adam Bobbette, Amy Donovan, 2018-11-03 This book explores the emerging field of political geology, an area of study dedicated to understanding the cross-sections between geology and politics. It considers how geological forces such as earthquakes, volcanoes, and unstable ground are political forces and how political forces have an impact on the earth. Together the authors seek to understand how the geos has been known, spoken for, captured, controlled and represented while creating the active underlying strata for producing worlds. This comprehensive collection covers a variety of interdisciplinary topics including the history of the geological sciences, non-Western theories of geology, the origin of the earth, and the relationship between humans and nature. It includes chapters that re-think the earth’s ‘geostory’ as well as case studies on the politics of earthquakes in Mexico city, shamans on an Indonesian volcano, geologists at Oxford, and eroding islands in Japan. In each case political geology is attentive to the encounters between political projects and the generative geological materials that are enlisted and often slip, liquefy or erode away. This book will be of great interest to scholars and practitioners across the political and geographical sciences, as well as to philosophers of science, anthropologists and sociologists more broadly. |
| concept of social studies: Social Studies Concepts of Children in the First Three Grades Joy Muchmore Lacey, 1932 |
| concept of social studies: The Social Studies Wars Ronald W. Evans, 2004-01-01 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. |
| concept of social studies: Funds of Knowledge Norma Gonzalez, Luis C. Moll, Cathy Amanti, 2006-04-21 The concept of funds of knowledge is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents how to do school although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education. |
| concept of 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 of 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 of 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 of social studies: Improving Social Studies Instruction National Education Association of the United States. Research Division, 1937 |
| concept of 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 of social studies: Elementary Social Studies S.G. Grant, Bruce A. VanSledright, 2014-03-14 Organized around four commonplaces of education—learners and learning, subject matter, teachers and teaching, and classroom environment—Elementary Social Studies provides a rich and ambitious framework to help social studies teachers achieve powerful teaching and learning results. By blending the theoretical and the practical, the authors deeply probe the basic elements of quality instruction—planning, implementation, and assessment—always with the goal of creating and supporting students who are motivated, engaged, and thoughtful. Book features and updates to the third edition include: • New chapter on classroom assessment that outlines and compares existing assessment strategies, contextualizes them within the framework of state standards, and articulates a constructivist approach that moves away from traditional high-stakes testing towards more meaningful ways of evaluating student learning • New chapter that highlights and explains key elements of the Common Core State Standards for English Language Arts, and shows how the incorporation of critical ELA instruction into the social studies curriculum can foster more ambitious teaching and learning • Real-classroom narratives that introduce each chapter and provide in-depth access to teaching and learning contexts • Practical curriculum and resource suggestions for the social studies classroom • End-of-chapter summaries and annotated teaching resources |
| concept of social studies: Fifth Business Robertson Davies, 2001-01-01 The first book in Robertson Davies's acclaimed The Deptford Trilogy, with a new foreword by Kelly Link Ramsay is a man twice born, a man who has returned from the hell of the battle-grave at Passchendaele in World War I decorated with the Victoria Cross and destined to be caught in a no man's land where memory, history, and myth collide. As Ramsay tells his story, it begins to seem that from boyhood, he has exerted a perhaps mystical, perhaps pernicious, influence on those around him. His apparently innocent involvement in such innocuous events as the throwing of a snowball or the teaching of card tricks to a small boy in the end prove neither innocent nor innocuous. Fifth Business stands alone as a remarkable story told by a rational man who discovers that the marvelous is only another aspect of the real. For more than seventy years, Penguin has been the leading publisher of classic literature in the English-speaking world. With more than 1,700 titles, Penguin Classics represents a global bookshelf of the best works throughout history and across genres and disciplines. Readers trust the series to provide authoritative texts enhanced by introductions and notes by distinguished scholars and contemporary authors, as well as up-to-date translations by award-winning translators. |
| concept of 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 of social studies: Defining the Social Studies Robert D. Barr, James L. Barth, S. Samuel Shermis, 1977 |
| concept of social studies: The New Social Studies Edwin Fenton, 1967 |
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 …
Chapter 1: Meaning, scope and nature of social studies. Difference between social sciences and social studies, aims and objectives of teaching social studies at school level. Significance of …
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 …
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).
1 NATURE, OBJECTIVES AND APPROACHES TO TEACHING …
In the present unit let us first know about the meaning and concept of social studies, critically analysing the present status of teaching, highlighting the responsibility of the teacher to equip …
CONCEPT LEARNING AND TEACHING IN SOCIAL STUDIES
concept teaching seems to be a key point in the social studies course (National Council of the Social Studies [NCSS], 2017), which enables children to effectively understand an increasingly …
Sample Concepts in Social Studies Concept Examples
Sample Concepts in Social Studies . Concept Examples Human Migration . Africans to Eurasian landmass : Irish to the U.S. in early 1900’s : Afghanis to Australia in 1990’s . ... Non-examples …
Concept FormationConcept Teaching. Social Studies
understanding of the conceptual framework of the new social studies. As an elementary social studies teacher you must not only be able to identify key social studies concepts, but you must …
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
It examines the major approaches to instructional design in Social Studies, and the general principles, methods, techniques and strategies of achieving effective teaching, with particular …
An Introduction to the Social Studies - Pearson
In 1992, the National Council for the Social Studies (NCSS) adopted the following defini-tion of “social studies”: Social studies is the integrated study of the social sciences and humanities to …
Concept-Teaching Practices in Social Studies Classrooms: …
Results show that the teachers’ espoused practices for enhancing social studies vocabulary and for assessing its overall development process supports widely accepted understanding and …
A ontext for Teaching and Learning Social Studies A
curriculum maps and lists of Key Social Studies Outcomes for your grade level and/or course as a tool to guide you as you plan meaningful and powerful social studies-based learning …
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 Today: Research and Practice, ed., Walter C.
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 …
New Jersey Student Learning Standards Social Studies …
Disciplinary concepts incorporate key concepts, principles, theories and processes of social studies. The disciplinary concepts are divided among four main strands.
What is (or are) social studies? - ed
primary purpose of social studies is to help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent …
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 …
This document defines and discusses 34 major concepts for …
This document defines and discusses 34 major concepts for use in social studies programs utilizing a concept teaching method. Discussed are 18 substantive concepts. geographic …
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 …
Chapter 1: Meaning, scope and nature of social studies. Difference between social sciences and social studies, aims and objectives of teaching social studies at school level. Significance of …
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 …
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).
1 NATURE, OBJECTIVES AND APPROACHES TO TEACHING …
In the present unit let us first know about the meaning and concept of social studies, critically analysing the present status of teaching, highlighting the responsibility of the teacher to equip …
CONCEPT LEARNING AND TEACHING IN SOCIAL STUDIES
concept teaching seems to be a key point in the social studies course (National Council of the Social Studies [NCSS], 2017), which enables children to effectively understand an increasingly …
Sample Concepts in Social Studies Concept Examples
Sample Concepts in Social Studies . Concept Examples Human Migration . Africans to Eurasian landmass : Irish to the U.S. in early 1900’s : Afghanis to Australia in 1990’s . ... Non-examples …
Concept FormationConcept Teaching. Social Studies
understanding of the conceptual framework of the new social studies. As an elementary social studies teacher you must not only be able to identify key social studies concepts, but you must …
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
It examines the major approaches to instructional design in Social Studies, and the general principles, methods, techniques and strategies of achieving effective teaching, with particular …
An Introduction to the Social Studies - Pearson
In 1992, the National Council for the Social Studies (NCSS) adopted the following defini-tion of “social studies”: Social studies is the integrated study of the social sciences and humanities to …
Concept-Teaching Practices in Social Studies Classrooms: …
Results show that the teachers’ espoused practices for enhancing social studies vocabulary and for assessing its overall development process supports widely accepted understanding and …
A ontext for Teaching and Learning Social Studies A
curriculum maps and lists of Key Social Studies Outcomes for your grade level and/or course as a tool to guide you as you plan meaningful and powerful social studies-based learning …
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 Today: Research and Practice, ed., Walter C.
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 …
New Jersey Student Learning Standards Social Studies …
Disciplinary concepts incorporate key concepts, principles, theories and processes of social studies. The disciplinary concepts are divided among four main strands.
What is (or are) social studies? - ed
primary purpose of social studies is to help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent …
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 …
This document defines and discusses 34 major concepts for …
This document defines and discusses 34 major concepts for use in social studies programs utilizing a concept teaching method. Discussed are 18 substantive concepts. geographic …
