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• Title:Dynamic social studies / George W. Maxim, West Chester University.
  
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• Author/Creator:Maxim, George W., author.
  
• Published/Created:Boston : Pearson Education, [2018]
  

• Holdings

  Holdings Record Display

  • Location:EDUCATION LIBRARY stacksWhere is this?
    
  • Call Number: LB1584 .M378 2018
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Social sciences--Study and teaching (Elementary)--United States.
  Interdisciplinary approach in education--United States.
  Effective teaching--United States.
  
• Edition:Eleventh edition.
  
• Description:xiv, 432 pages ; 28 cm
  
• Notes:Includes bibliographical references and indexes.
  
• ISBN:9780134286716
  0134286715
  9780134286648
  0134286642
  
• Contents:Machine generated contents note: SECTION ONE Foundational Principles
  1. Social Studies: The Subject You Will Teach
  Memories of Elementary School Social Studies
  Attribute 1 Social Studies as a School Subject
  Integrative Social Studies
  Major Social Studies Goals
  Attribute 2 Origin, Erosion, and Rebirth of Social Studies
  Social Studies Is Born
  Social Studies in Decline
  Attribute 3 Instructional Practices That Promote and Support Learning
  Powerful and Purposeful Social Studies Instruction
  Constructivist Teaching Practices
  Attribute 4 Democratic Classroom Communities
  Democratic Classroom
  Final Thought
  References
  2. Effective Instructional Planning
  What Is Instructional Planning?
  How Are Unit Plans Constructed?
  Link 1 Desired Results
  Link 2 Assessment Strategies
  Link 3 Learning Experiences and Instruction
  How Are Lesson Plans Constructed?
  What Is Differentiated Instruction?
  Final Thought
  References
  SECTION TWO Methods and Strategies to Reach and Teach Your Students
  3. Social Constructivism: Constructing Meaning via Collaborative Encounters
  Constructivism as a Way of Thinking and Learning
  Principles of Social Constructivism
  Social Constructivist Instructional Practices
  Task 1 Meaningful and Purposeful Learning Context
  Developing Curiosity and Interest
  Accessing Prior Knowledge
  Establishing a Purpose for Learning
  Task 2 Engaging Students with Quality Instructional Resources
  Task 3 Using Language Processes to Scaffold Learning
  General Instructional Conversations
  Providing Explanations
  Task 4 Organizing and Communicating Ideas with Graphic Organizers
  Conceptual Organizers
  Cyclical Organizers
  Hierarchical Organizers
  Sequential Organizers
  Decision-Making Organizers
  Task 5 Breaking Down Concepts for Explicit, Focused Group Instruction
  Concept Formation
  Concept Attainment
  Task 6 Modeling as a Scaffolding Technique
  Modeling Cognitive Processes (Think Alouds)
  Modeling Skills Processes (I Do It, We Do It, You Do It)
  Task 7 Collaborating and Cooperating with Peers as MKOs
  Peers as MKOs
  Collaborative Groups
  Cooperative Groups
  Task 8 Scaffolding Learning with Computers as MKOs
  Final Thought
  References
  4. Cognitive Constructivism: A Spotlight on Project-Based Learning
  Cognitive Constructivism
  Project-Based Learning (PBL)
  Inquiry-Based Learning
  Sparking the Spirit of Inquiry
  Planned Inquiry (The Inquiry Arc)
  Creative Problem Solving (CPS)
  Creative Thinking
  Creative Problem-Solving Process
  Final Thought
  References
  SECTION THREE Instructional Resources
  5. Beyond the Ordinary: Teaching and Learning with Concrete Instructional Resources
  Authentic Learning
  Instructional Resources
  Field Trips
  Living History Museum
  Classroom Museum
  Community-Based Field Trips
  Classroom Visitors
  Realia
  Tangible Realia
  Arts
  Exploring and Responding
  Reproducing
  Creating
  Visual Arts
  Music
  Dance
  Theater/Drama
  Games
  Final Thought
  References
  6. Beyond the Ordinary: Teaching and Learning with Representational Instructional Resources
  Educational Technology in the Classroom
  Computers
  Digital Peripherals
  Learning Centers
  Review/Reinforcement Centers
  Enrichment Centers
  Exploratory Centers
  Learning Center Organization
  Pictures and Study Prints
  Simulations
  Final Thought
  References
  7. Beyond the Ordinary: Teaching and Learning with Informational and Persuasive Text
  What Is Informational Text?
  Social Studies Textbooks
  Informational Books
  Text Structures
  Informational Books as Models for Informational Writing
  Biographies
  Writing Biographies
  Newspapers
  Classroom Newspaper
  Reading and Writing Period (Historical) Newspapers
  Strategies for Reading Informational Text
  Directed Reading
  Close Reading
  What Is Persuasive Text?
  Fact and Opinion
  Final Thought
  References
  8. Beyond the Ordinary: Teaching and Learning with Narrative Text
  Personal Narratives
  Letters
  Journals and Diaries
  Interviews
  Personal Stories
  Writing-to-Learn Tasks
  Historical Fiction
  Storypath
  Folktales
  Fantasy
  Poetry
  Final Thought
  References
  SECTION FOUR Lenses on Learning: Six Social Sciences
  9. Young Historians: Learning to Unlock the Past
  History in Focus
  What Is History?
  Why Is History Important?
  What Should Students Know or Be Able to Do?
  Chronological Thinking
  Chronology as a Natural Part of Life
  Chronology and Children's Books
  Chronology and Timelines
  Historical Comprehension
  Historical Narratives
  Historical Analysis and Interpretation
  Historical Research Capabilities
  Historical Issues Analysis and Decision Making
  Integration of Knowledge and Ideas
  Final Thought
  References
  10. Geography: Exploring the People
  Place Connection
  Geography in Focus
  Why Is Geography Important?
  What Should Students Know or Be Able to Do?
  Essential Element 1 World in Spatial Terms
  What Is a Map?
  Building Blocks for Map Reading
  Teaching Map Skills through Explicit Guidance and Modeling
  Map Skills for the Upper Grades
  Maps for the Classroom
  Essential Element 2 Places and Regions
  Essential Element 3 Physical Systems
  Essential Element 4 Human Systems
  Essential Element 5 Environment and Society
  Essential Element 6 Uses of Geography
  Asking Geographic Questions
  Acquiring Geographic Information
  Organizing Geographic Information
  Analyzing Geographic Information
  Answering Geographic Questions
  Final Thought
  References
  11. Civics: Young Citizens in Action
  Civics in Focus
  Why Is Civics Important?
  What Should Students Know or Be Able to Do?
  What Is Government and What Should It Do?
  Building a Democratic Classroom Community
  What Are the Basic Values and Principles of American Democracy?
  Character Education
  How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy?
  What Is the Relationship of the United States to Other Nations and to World Affairs?
  What Are the Roles of the Citizen in American Democracy?
  Citizenship Rights
  Citizenship Responsibilities
  Final Thought
  References
  12. Economics: Thinking and Choosing Responsibly
  Economics Literacy
  What Should Students Know or Be Able to Do?
  Six Core Economics Principles
  Principle 1 People Choose
  Principle 2 People's Choices Involve Costs
  Principle 3 People Respond to Incentives in Predictable Ways
  Principle 4 People Create Economic Systems That Influence individual Choices and Incentives
  Principle 5 People Gain When They Trade Voluntarily
  Principle 6 People's Choices Have Consequences That Lie in the Future
  Final Thought
  References
  13. Sociology and Anthropology: Social Structures and Culture
  What Is Anthropology?
  Teaching Anthropology in the Elementary School
  Concrete Level of Cultures
  Behavioral Level of Cultures
  Symbolic Level of Cultures
  Multicultural Education
  Cultural Diversity
  Ethnicity
  Culturally Responsive Teaching
  What Is Sociology?
  Teaching Sociology in the Elementary School
  Healthy Self-Esteem as a Prerequisite for Social Responsibility
  Children with Special Needs
  Final Thought
  References.