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• Title:Powerful social studies for elementary students / Jere Brophy (Michigan State University (deceased)), Janet Alleman (Michigan State University), Anne-Lise Halvorsen (Michigan State University).
  
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• Author/Creator:Brophy, Jere E., author.
  
• Other Contributors/Collections:Alleman, Janet, author.
  Halvorsen, Anne-Lise (Assistant professor of education), author.
  
• Published/Created:Boston, MA : Cengage Learning, [2018]
  ©2018
  

• Holdings

  Holdings Record Display

  • Location:EDUCATION LIBRARY stacksWhere is this?
    
  • Call Number: LB1584 .B73 2018
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Social sciences--Study and teaching (Elementary)
  Elementary school teaching.
  
• Edition:Fourth edition.
  Student edition.
  
• Description:xxiii, 394 pages : illustrations (chiefly colour) ; 28 cm
  
• Summary:This book outlines ways to select content and teach history, geography, and social sciences meaningfully. It combines theory and research with examples from classroom practice. The fourth edition emphasizes the importance of using developmentally appropriate content and methods when helping students to develop social understanding and prepare for civic life. It also includes a solid research base, uses additional visuals to display content, provides examples of curriculum and design, and reflects principles emphasized in the new College, Career, and Civic Life Framework for Social Studies State Standards.
  
• Notes:Includes bibliographical references (pages 375-383) and index.
  
• ISBN:9781305960541 (student edition ; paperback)
  1305960548 (student edition ; paperback)
  9781305960565 (loose-leaf edition)
  
• Contents:Machine generated contents note: ch. 1 Elementary Social Studies: What Is It? What Might It Become?
  Visions of Social Studies as Citizen Education
  National, State, and Local Roles in Curriculum and Instructional Decision Making
  Curricular and Instructional Approaches
  Curricular Approaches
  Cultural Literacy/Core Knowledge
  Cultural Universals
  Learning in History and the Social Sciences
  Instructional Approaches
  Expanding Communities Framework: A Traditional Scope and Sequence
  Guiding Questions for Selecting an Approach to Teaching Social Studies
  Summary
  Reflective Questions
  Your Turn: What Is Social Studies?
  ch. 2 How Can I Build A Learning Community in My Classroom?: Strategies for Including All Children
  Launching a Learning Community
  Sustaining a Learning Community
  Productive Communication and Interaction Patterns
  Four Steps for Creating a Learning Community
  Cooperative Learning in a Community Setting
  Teacher's Role
  Preparing Students for Cooperative Learning
  Task Structures
  Cooperative Learning Techniques
  SEL in Social Studies
  Motivating Students to Learn
  Expectancy Side of Motivation
  Growth Mindset and Grit
  Value Side of Motivation
  Meeting the Needs of Low Achievers
  Engaging the Cognitively and Linguistically Gifted
  Incorporate Gamelike Features
  Homework
  UDL
  Value of Culturally Relevant Pedagogy
  Adapt Your Curricula to Feature the Cultures Represented by Your Students
  Be Mindful of the Unique Qualities of and Challenges Faced by ELLs
  Summary
  Reflective Questions
  Your Turn: Building a Learning Community in Your Classroom
  ch. 3 How Do I Select Powerful Goals and Powerful Content?
  Generic Subject-Matter Goals: Understanding, Appreciation, and Life Application
  Social Studies Goals: Social Understanding and Civic Efficacy
  Meaningful
  Integrative
  Value-based
  Challenging
  Active
  Powerful Ideas
  Planning Goal-Oriented Topical Units
  Unit on Shelter
  Summary
  Reflective Questions
  Your Turn: Selecting and Representing Content
  ch. 4 What Social Studies Planning Tools Are Available?
  Planning as Goal-Oriented
  "Backward" Planning and Alignment
  Long-Range Planning
  Unit Planning
  Weekly and Daily Planning
  Introduction to Planning Tools
  NCSS Standards
  C3 Framework
  State Social Studies Standards
  Local Curriculum Guides
  Textbooks
  Technology
  Children's Literature
  Frequently Asked Questions
  Summary
  Reflective Questions
  Your Turn: Planning Your Social Studies Program for the Year
  ch. 5 How Can I Teach History Powerfully?
  Perspective on the Relationship Between History and the Social Sciences
  History in Elementary Social Studies
  History in the Elementary Curriculum
  Developments in Children's History Knowledge
  Mismatch Between Textbooks and Students' Historical Thinking
  Use of Narrative Structures in History
  Lower Elementary Students' Historical Thinking
  Ideas for Improving History Texts and Teaching
  Prioritize Big Ideas Over Facts
  Engage the Students
  Use an Alternative Narrative
  Incorporate Primary Sources
  Highlight Local History
  Standards for History Teaching
  National Standards for History
  College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History
  NCSS Standards Relating to History
  State Standards for History Education
  Teaching History for Understanding, Appreciation, and Life Application
  Using Children's Literature to Teach History
  Using Timelines
  Teaching with Artifacts and Historical Source Material
  Document-Based Questions
  Summary
  Reflective Questions
  Your Turn: History in the Intermediate Grades
  Your Turn: A Resource Unit for Fifth-Grade U.S. History: The American Revolution (Appendix B)
  ch. 6 How Can I Teach Geography and Anthropology Powerfully, Embedding A Global Perspective Where Appropriate?
  Geography
  Geography in the Elementary Grades
  Developments in Geographic Knowledge
  Problems with Geography Texts and Teaching
  Five Fundamental Themes
  Location: Position on the Earth's Surface
  Place: Physical and Human Characteristics
  Human-Environmental Relations (Relationships Within Places)
  Movement: Humans Interacting on the Earth (Relationships Between Places)
  Regions: How They Form and Change
  Standards and Themes
  National Geography Standards
  NCSS Standards Relating to Geography
  C3 Framework
  Using the Five Themes in Your Teaching
  Anthropology
  Standards and Guidelines for Teaching Anthropology
  NCSS Standards Relating to Anthropology
  Guidelines for Teaching Anthropology
  Global Perspective
  Summary
  Reflective Questions
  Your Turn: Geography
  Your Turn: A Resource Unit on Mountain Regions
  Your Turn: Anthropology
  Your Turn: Global Perspective
  ch. 7 How Can I Teach the Other Social Sciences Powerfully?
  Psychology
  NCSS Standards Relating to Psychology
  Guidelines for Teaching Psychology
  Sociology
  Children's Knowledge and Thinking about Sociology
  NCSS Standards Relating to Sociology
  Teaching Sociological Content
  Economics
  Children's Knowledge and Thinking about Economics
  National Standards for Economics Teaching
  C3 Framework
  Teaching Economics
  Economics Programs for the Elementary Grades
  Financial Literacy
  Political Science: Civics and Government
  Children's Knowledge and Thinking about Government
  National Standards for Teaching Civics and Government
  C3 Framework
  Teaching Civics and Government
  Embedding Social Science Content Within Global and Multicultural Perspectives
  Summary
  Reflective Questions
  Your Turn: Applying Social Science Concepts Within Your Learning Community
  ch. 8 How Can I Use Discourse Powerfully?
  What Do We Mean by Discourse and Discussion?
  NCSS Standards for Civic Discourse
  C3 Framework's Emphasis on Discourse
  Knowledge Construction Through Discourse
  Supports for Productive Discourse in the Elementary Grades
  Equipping Students with the Content Base for Discourse
  Narrative Structures as Teaching Tools
  Teaching for Thoughtfulness: The Role of the Teacher
  Engaging Students in Reflective Discourse about Powerful Ideas
  Creating a Space for Classroom Discourse Focused on Discussion
  Assessing Discussion
  Example of Discourse in the Form of Discussion
  Summary
  Reflective Questions
  Your Turn: Developing Content Through Classroom Discourse
  ch. 9 How Can I Assess Student Learning?
  Present: A Broader View of Assessment and Evaluation
  Preliminary Assessment
  Formative and Summative Assessment
  Formal Assessment Tools
  Criteria and Validity
  Informal Assessment
  Participation in Discussions
  Engagement and Understanding
  Assessing Attitudes, Values, and Dispositions
  Portfolios and Student-Led Conferences
  Summary
  Reflective Questions
  Your Turn: Evaluation
  ch. 10 What Are Some Other Strategies for Teaching Social Studies?
  What Are Teaching Strategies, and How Should I Use Them?
  Transmission
  Lecturettes/Mini-lessons
  Demonstrating/Modeling
  Storytelling
  Social Scientific Instructional Strategies
  Case Method
  Deliberation and Debate
  Inquiry
  Examination of Visuals and Sources
  Investigation of Visuals
  Investigation of Primary Historical Sources
  Examination of Artifacts
  Creative Dramatics
  Dramatic Play
  Role Play
  Simulations
  Mock Trials
  Coconstructing Learning Resources
  Interactive Timelines
  Sequence Charts or Class-Made Books
  Field Trips, Virtual Field Trips, and Classroom Visitors
  Field Trips
  Virtual Field Trips
  Classroom Visits by Experts
  Project-Based Learning
  Summary
  Reflective Questions
  Your Turn: Strategies for Teaching Elementary Social Studies
  ch. 11 How Can I Design, Implement, and Evaluate Instructional Activities?
  Nature and Functions of Learning Activities
  Basic Assumptions About Ideal Curricula
  Principles for Designing and Selecting Activities
  Primary Principles That Apply to Each Individual Activity
  Secondary Principles That Apply to Each Individual Activity
  Principles That Apply to Sets of Activities
  Principles for Implementing Activities with Students
  College Students' Reports of Learning Activities Experienced in Elementary Social Studies
  Principles for Evaluating Activities: NCSS Position Statement on Powerful Teaching and Learning
  Summary
  Reflective Questions
  Your Turn: Learning Activities
  ch. 12 What Is the Role of Curricular Integration?
  What Is Curricular Integration?
  Desirable Integration
  Accountability Considerations
  Examples of Appropriate Integrative Activities
  Integrative Activities Focusing on Topics That Draw Content from More Than One Subject
  Integrative Activities in Which Skills Learned in One Subject Are Used to Process or Apply Knowledge Learned in Another
  Activities That Help to Personalize Content, Make It More Concrete, Enhance Learner Curiosity, or Add an Important Affective Perspective Using Integration
  Undesirable Integration
  Activities That Lack or Mask Social Studies Education Goals
  Effectiveness Problems in Terms of Time and Trouble
  Content Distortion
  Difficult or Impossible Tasks
  Feasibility Problems
  Summary
  Contents note continued: Reflective Questions
  Your Turn: Integrating Social Studies into the Total Curriculum
  ch. 13 How Can the Curriculum Be Expanded and Made More Powerful Through Homework?
  Meaningful Homework
  Principles of Meaningful Homework
  Providing Expanded Meaningfulness and Life Application of School Learning
  Constructing Meaning in Natural Ways and Engendering a Sense of Self-Efficacy
  Extending Social Studies Education to the Home and Community by Involving Adults in Interesting and Responsible Ways
  Taking Advantage of the Students' Diversity by Using It as a Learning Resource
  Personalizing the Curriculum and Reflecting on the Here and Now
  Considering Learning Opportunities That Are Not Effective on School Time
  Keeping the Curriculum Up to Date
  Principles for Designing and Implementing Meaningful Homework Activities
  Teacher and Family Involvement
  Guidelines for Framing Homework Assignments
  Summary
  Reflective Questions
  Your Turn
  ch. 14 What Is the Research Base That Informs Powerful Social Studies Teaching?
  Current High-Stakes-Testing Environment
  Understanding Content
  Working Within the Time Allocation
  Dealing with the Testing Environment
  Quality of Curriculum and Instruction
  How Some Teachers Have Coped
  12 Principles of Effective Teaching
  Supportive Classroom Climate
  Opportunity to Learn
  Curricular Alignment
  Establishing Learning Orientations
  Coherent Content
  Thoughtful Discourse
  Practice and Application Activities
  Scaffolding Students' Task Engagement
  Strategy Teaching
  Cooperative Learning
  Goal-Oriented Assessment
  Achievement Expectations
  Summary
  Reflective Questions
  Your Turn: Putting the 12 Principles into Practice.