Children and their world : strategies for teaching social studies/:

목차 (Table of Contents)

• CONTENTS
• Preface = xv
• Prologue : Reflecting of What's Ahead = 1
• Introduction = 1
• An Inquiry = 2
• Social Studies Inventory = 3
• Our Responses = 3
• Part 1 Contexts for Social Studies = 7
• 1. The Dynamics of Social Studies = 8
• Introduction : In the Beginning = 8
• Dynamic Social Studies : The Continuing Debates = 10
• MODEL STUDENT ACTIVITY : Who is Qualified for the Presidency? = 11
• COMMENTARY : On Using Model Activities with Children = 15
• The NCSS Standards = 15
• Performance Expectations = 16
• Classroom Examples = 16
• TECHNOLOGY UPDATE : Standards for Social Studies, History, and Social Sciences = 17
• Why Teach Social Studies? = 18
• The Literacies of Citizenship = 18
• Why Teach Social Studies, Revisited = 22
• Social Studies and Democratic Citizenship Education = 23
• Social Studies and the Humanities = 23
• Promoting Democracy in the Classroom = 24
• Democracy in Action = 25
• Contexts and Purposes for Social Studies = 28
• COMMENTARY : Is Thinking Really Valued? = 29
• Summary = 30
• 2. History and the Social Sciences : The Knowledge Base for Social Studies = 32
• Introduction : On Waiting in Line = 32
• History and the Human Experience = 34
• History and the World Children Know = 35
• Helping Young Children Connect with the Past = 38
• History for Young Children = 40
• TECHNOLOGY UPDATE : Using Search Engines the Locate Resources = 41
• History, Science, and the Human Experience = 42
• History and the Social Sciences = 44
• History = 44
• Geography = 45
• Anthropology = 48
• COMMENTARY : The Indiana Jones Syndrome = 49
• Political Science = 50
• Sociology = 51
• Economics = 51
• Psychology = 53
• Related Disciplines = 53
• Major Findings from the Social Sciences = 54
• COMMENTARY : Social Studies or Social Science Education = 57
• Summary = 57
• 3. The Dimensions of Diversity = 59
• Introduction : Mottoes and Metaphors = 59
• A Classroom Profile = 61
• Responding to Cultural and Ethnic Diversity = 64
• "Being Bad Is the Way We Are" = 64
• Multicultural Education = 66
• Approaches to Multicultural Education = 67
• MODEL STUDENT ACTIVITY : What Is an American? = 70
• Assessing Multicultural Activities = 71
• Multicultural Activies with Substance = 72
• TECHNOLOGY UPDATE : Diversity／Multicultural Resources on the World Wide Web = 73
• Respecting Religious Diversity = 73
• COMMENTARY : The Scope of Diversity = 75
• Physical and Emotional Diversity = 75
• Instructional Diversity = 77
• Accommodating Educational Diversity = 77
• Cooperative Learning = 77
• Learning Style = 79
• Multiple Intelligences = 80
• Accommodating Students with High Structure Needs = 80
• Summary = 81
• Part 2 : Building a Framework for Teaching Social Studies = 83
• 4. How Social Studies Programs Are Organized = 84
• Introduction : On Framing the Constitution = 84
• The Dominant Curriculum Pattern : Expanding Environments = 87
• A Composite K-8 Program = 87
• Scope and Sequence = 89
• Selected Program Features = 92
• COMMENTARY : Teaching About Birthday Parties? = 92
• Expanding Environments Reconsidered = 93
• COMMENTARY : The Power of Contrast = 94
• Alternative Organizational Patterns = 95
• Variations on the Expanding-Environments Pattern = 95
• COMMENTARY : How States Affect Textbooks, and Vice Versa = 95
• A Distinctive Variation : The CORE Curriculum = 96
• Developing Social Studies Programs = 100
• Basic Program Design Elements = 100
• Subject Matter Considerations = 102
• Developmental Considerations = 103
• TECHNOLOGY UPDATE : So All Can See = 103
• Organizational Considerations = 104
• Summary = 109
• 5. Weaving Instructional Themes into Social Studies = 111
• Introduction : "Change Begets Change" = 111
• Global Education = 114
• Teaching for Global Understanding = 115
• MODEL STUDENT ACTIVITY : Is it "Made in the U.S.A."? = 116
• Energy and Environmental Education = 119
• Law-Related Education = 120
• Teaching Implications = 120
• Goals =122
• Gender-Equity Education = 123
• TECHNOLOGY UPDATE : Internet Resources for Teaching Instructional Themes = 125
• Summary = 125
• 6. Developing Character and Values = 127
• Introduction : The Reemergence of Character Education = 127
• Terminology Clarified = 130
• Building Character = 130
• What Is Good Character? = 131
• What Values Should Be Taught? = 132
• Dealing with the Hidden Curriculum = 134
• COMMENTARY : Communitarianism = 134
• Classroom Management Practices = 134
• Guidelines for Character Education = 135
• Other Approaches to Values Education = 137
• InculCation = 137
• Literature-Based Techniques = 138
• Values Clarification = 139
• Moral Reasoning = 142
• MODEL STUDENT ACTIVITY : Heinz and the Druggist = 144
• MODEL STUDENT ACTIVITY : Holly and the Cat in the Tree - Procedure for the Young = 145
• Values Analysis = 147
• Summary = 149
• Part 3 : Instruction = 151
• 7. Social Studies : Gateway to Literacy = 152
• Introduction : People, People, People = 152
• Oral Language and Listening : Bases for Literacy = 157
• Helping Children Develop Fluency in Standard English = 158
• Listening Activities = 160
• Reading, Writing, and Social Studies = 161
• Reading and Texbooks = 162
• TECHNOLOGY UPDATE : Computers as Writing Tools = 163
• Helping Children Handle Specialized Vocabulary = 165
• What Do You Do for Children Who Can't Read the Text? = 166
• The Reading-Writing Connection = 167
• Helping Children Construct Meaning = 170
• Examples of Instruction Designed to Construct Meaning = 173
• COMMENTARY : The Role of Details in Constructing Meaning = 172
• MODEL STUDENT ACTIVITY : Taba's Concept-Forming Strategy = 175
• Contextual Redefinition = 175
• Word Maps = 176
• Summary = 178
• 8. Strategies for Effective Teaching = 180
• Introduction ; The " Pine Tree Shillings" = 180
• Teaching Strategies Defined = 184
• Identifying Teaching Strategies = 184
• Teacher-Centered Instruction = 184
• COMMENTARY : There Is Nothing like a Good Lecture = 185
• Mixed Instruction = 188
• Student-Centered Instruction = 188
• MODEL STUDENT ACTIVITY : "The Wearin' of the Green" - A Group Investigation = 189
• COMMENTARY : Inquiry, Discovery, and Problem Solving = 191
• Managing Small-Group Instruction = 193
• The Dynamics of Small Groups = 194
• Groups and Purposes = 195
• Social Skills and Feedback = 196
• Characteristics of Effective Teacher Feedback = 197
• Small-Group Management Practices Summarized = 198
• Teaching Strategies Revisited = 199
• A Perspective on Using Social Studies Content = 199
• TECHNOLOGY UPDATE : Pictures Are Worth a Thousand Words = 201
• Using Unconventional Content to Teach Social Studies = 202
• Summary = 205
• 9. Additional Strategies for Active Learning = 207
• Introduction : The Empty-Chair／Author's Chair Techniques = 207
• Context One = 207
• Contextp Two = 208
• Context Three = 208
• Dramatic Play = 210
• MODEL STUDENT ACTIVITY : Dramatic Play = 211
• COMMENTARY : On Structuring the Environment = 213
• Role-Playing = 214
• Role-Playing and Decision-Making = 215
• MODEL STUDENT ACTIVITY : The Lunch Policy = 215
• Unstructured Role-Playing = 216
• Structured Role-Playing = 216
• Simulation and Gaming = 217
• Computer-Based Simulations = 219
• TECHNOLOGY UPDATE : Using Interactive CD-ROMs = 220
• Developing Board Games = 221
• Summary of Steps for Designing a Simulation or Game = 223
• Expressive and Enactive Experiences = 224
• Summary = 225
• 10. Planning and Orchestrating Instruction = 226
• Introduction : On Composing and Orchestrating = 226
• Vignette : The K-W-L Strategy(Or, Why Woodpeckers Don't Hurt Themselves) = 227
• Managing Multiple Planning Exements = 229
• Composing a Sample Unit : Part Ⅰ = 230
• Identifying a Unit Focus = 230
• How State and National Standards Affect Planning = 232
• A Perspective on Learning Outcomes = 235
• Stating Outcomes in Performance Terms = 236
• Judging the Appropriateness of Objectives = 236
• Creating Intermediate-Level Outcomes = 237
• Goals and Objectives for Thinking and Feeling = 237
• TECHNOLOGY UPDATE : Teaching Units and Lesson Plans on the Internet = 239
• Systematic Planning = 239
• Composing a Sample Unit : Part Ⅱ = 240
• Identifying Learning Outcomes = 241
• Other Elements = 242
• Identifying and Sequencing Instructional Activities = 242
• COMMENTARY : ALL Teaching Activities Are Not Equally Effective = 245
• MODEL STUDENT ACTIVITY : A Sample Unit Plan : Using Resources Wisely = 246
• Reviewing the Unit for Completeness and Consistency = 250
• Lesson Planning = 250
• Summary = 251
• 11. Assessing Learning = 253
• Introduction : Revisiting Janet Jacobsen = 253
• Assessment and the Instructional Cycle = 257
• Criterion-Referenced Evaluation = 259
• Norm-Referenced Evaluation = 261
• Summative Evaluation and Grading = 262
• COMMENTARY : Self-Evaluation and Grading = 263
• Authentic Assessment = 263
• Gathering Assessment Information = 267
• Assessing Cognitive Knowledge and Skills = 267
• A Sample Nontest = 267
• Evaluating Critical Thinking Skills = 269
• Alternative Assessment Strategies = 272
• "I Learned" Statements = 275
• Portfolios = 275
• Iterviewing and Observing = 277
• Assessing Attitudes and Values = 277
• Attitude Scales = 278
• COMMENTARY : Halos - Negative and Positive = 278
• Questionnaires and Inventories = 279
• Checkilsts and Rating Scales = 279
• Summary = 280
• 12. Nurturing Critical and Reflective Thinking = 282
• Introduction : Reading Between the Lines = 282
• Metacognition : Thinking About Thinking = 283
• Teaching Reflective Thinking = 285
• COMMENTARY : What We Know About Thinking = 287
• Identifying Porblems = 287
• MODEL STUDENT ACTIVITY : Nation X - Using a fact Sheet = 289
• Culture Cards = 290
• TECHNOLOGY UPDATE : Data-Based Computer Software 291
• Determinning Researchable Problems = 292
• Hypothesizing and Inferring = 293
• Gathering and Interpreting Data = 295
• Generalizing = 297
• Strategies for Teaching Critical Thinking Skills = 297
• Questioning Strategies = 299
• COMMENTARY : On Avoiding "Queen Bee" Questions = 299
• For Every Question There Is a Purpose = 299
• Wait Time = 301
• Decision Making = 302
• Model Student Activity : Returning from the Crusades = 303
• Developing and Using Decision-Making Activities = 304
• Summary = 305
• 13. Helping Students Use Maps, Globes, and Graphics = 306
• Introduction : Basic Premises = 306
• Maps and Globes = 207
• Mapmaking = 309
• When Should Map and Globe Skills Be Taught? = 312
• Using Maps and Globes = 314
• TECHNOLOGY UPDATE : Plotting Earthquakes = 317
• Latitude, Longitude, and Other Grid Systems = 318
• MODEL STUDENT ACTIVITY : Pumpkin Georgraphy = 319
• Map Reading(Decoding Maps) = 320
• Map-Related Activities = 322
• MODEL STUDENT ACTIVITY : Where Would You Locate Your City? = 323
• Working with Other Graphic Forms = 326
• Fact Sheets = 326
• Encoding Quantitative Data = 328
• Decoding Graphs and Tables = 330
• MODEL STUDENT ACTIVITY : Constructing a Table = 330
• Charts = 331
• MODEL STUDENT ACTIVITY : Linear Charting = 331
• Summary = 332
• 14. Using Instructional Tools : Print, Multimedia, and Community Resources = 334
• Introduction : Teaching in the Electronic Age = 334
• Textbooks = 335
• Supplementary Print Materials = 336
• Current Events Publications = 336
• COMMENTARY : On Helping Children Deal with Terrorism = 338
• Trade Books = 339
• Teaching Kits = 340
• Workbooks = 340
• Computer-Based Resources = 341
• A Note About Hardware = 341
• Instructional Applications = 341
• Telecommunications = 345
• Evaluating Software = 345
• Sources of Information = 345
• Nonprint Materials = 347
• Pictures, Films, and Videotapes = 347
• TECHNOLOGY UPDATE : Virtual Touring on the Internet = 348
• Realia = 349
• Community Resources = 349
• Resource Persons = 349
• Oral History = 350
• Field Trips and Tours = 351
• Using Community Resources = 353
• Acquiring Instructional Resources = 354
• Summary = 355
• Epilogue
• Introduction : Reflecting on Things Past = 357
• Instructional Premises for the Twenty-First Century = 357
• Resource Handbook = RH-1
• Introduction = RH-2
• Part 1 = RH-3
• Part 2 = RH-13
• Part 3 = RH-16
• Part 4 = RH-29
• References = R-1
• Name Index = I-1
• Subject Index = I-3