A Practical Guide to Middle and Secondary Social Studies

Cover
Contents
Preface
Chapter 1 Middle and Secondary Social Studies
	Why Become a Social Studies Teacher?
		Importance of Quality Teachers
		Your Background as an Influence
	What Should Be Taught? State Standards and No Child Left Behind
		Troubled Times for Public Schools
		National Social Studies Standards
		No Child Left Behind at the Crossroads
		Impact of the Standards Movement
		Even Higher Standards?
		A Need for Even Higher Standards for 21st Century Skills?
	What Is “Social Studies”? A Single-Subject Discipline?
		The Social Studies Approach
		Single-Discipline Approach
		Growing Support for the Single-Discipline Approach
		Unrest over Advanced Placement Courses and the International Baccalaureate
		What Is in a Name?
	Why Should Social Studies Be Taught? Goals of Civic Education
		Goals
		Different Approaches
	What Content Should Be Taught, and When?
		Tradition and Present Placement
		Textbooks and Technology
	Should Values and Character Education Be Taught?
	Summary
	References
	Suggested Readings
	Professional Journals
	Web Sites
Chapter 2 Planning for the Social Studies
	Planning
		Adaptations
		Busy Teachers
		Value of Written Lesson Plans
		Getting Started: Locating Resources
	Long-Range Planning
		The Curriculum Planning Process
		Adjust to Promote Student Learning
	Instructional Objectives and Specific Standards
		Objectives, Learning Experiences, and Evaluation
		Social Studies Standards and Instructional Objectives
		Communicating Expectations to Students
	Organizing Content and Skills into Units
		Units
		Commercial and Free Units
		Planning Your Own Unit: Teacher-Made Units
		Format for Units
		Integrated Curriculum
		History through Literature
		Read a Novel outside of Class?
	Alternative Forms of Units
		Using Technology to Teach a Unit on the American Revolution
		Moving to Higher Levels of Technology
		Using Concepts on the American Revolution as a Framework for a Unit
		Combination of Traditional and Project Unit
	Lesson Plans
		Detail Is Important
		Use of Technology for Lesson Plans
	Summary
	References
	Web Sites
Chapter 3 Basic Teacher Instructional Methods
	The Need for Variety
		Methods
	What Happens in Real Classrooms?
		Teacher-Centered or Student-Centered?
		Promising Approaches
	Teacher Lectures
		The Lecture Method
		Formal Lecture
	Direct Teaching or Direct Instruction
		Teaching a Concept: Privacy
		Evaluating Direct Teaching
	Whole Class Discussions
		Informal Discussions
		Socratic Method and the Socratic Seminar
		Blogs Are Blooming
	Questioning
		Importance of Questioning
		Types of Questions
		Sequence the Questions
		Wait Time and Probing
		Foster Participation and Equity
		Encourage Student Questions
	Teaching Reading Strategies
		Prereading
		During Reading
		Postreading Activities
	Independent Projects
		Value of Projects
		Types of Projects
	Summary
	References
	Web Sites
Chapter 4 Active, Student-Centered Strategies
	Active Learning
	Cooperative Learning
		The Critical Importance of Small Group Discussion Skills
		Definitions of Small Group Learning
		Forming Teams
		Group and Re-Group: Jigsaw II
	Group Projects or Group Investigation
		Evaluations
		Using Technology for Group Projects
	Co-op Co-op
	Other Formats for Small Groups
		Brainstorming
		Think-Pair-Share
		Response Groups
		Corners
		Numbered Heads Together
		Summary of Small Group Work
	Problem-Based Learning and Inquiry
		Importance
		The New Social Studies
		Problem-Based Learning (PBL)
		The Classic Scientific Model of Thinking or Inquiry
		Problem Solving in the Classroom
		Teacher’s Role in Inquiry
		Students’ Role in Inquiry
		WebQuests
	Role Playing and Simulations
		Dramatic Play
		Role Playing
		Simulations
	Summary
	References
	Web Sites
Chapter 5 Using Multiple Assessments and Evaluation
	Perceptions of Evaluation
		Students
		Parents and Guardians
		Teachers
		Administrators
		The Community
		Stakeholders
		Definitions
	NAEP and State Tests
		Important Test Principles
		NAEP
		No Child Left Behind
		State Tests
		Value-Added Assessment or Growth Models
		Norm-Referenced Tests
		Criterion-Based Testing
		Best Practices
	Assessing Student Learning
		Types of Assessment
		Performance Assessment
		Portfolios
		Anticipating Problems with Testing
		The Timing of Tests
		Handling Missed Tests
		Avoiding Cheating on Tests
		Legalized “Cheating”?
		Team Testing
		Keep Grades Confidential
	Teacher-Made Paper-and-Pencil Tests
		Multiple-Choice Test Questions
		Other Paper-and-Pencil Test Items
	Performance-Based Assessment
		Essay Questions
		Teach the Five-Paragraph Essay Format?
		Short-Answer Questions (Open-Response or Constructed-Response)
		Other Written Assessments
		Oral Assessments
	Grades and Report Cards
		Effort
		Other Grading Models
		Standards-Based Report Cards
	Summary
	References
	Web Sites
Chapter 6 Teaching History
	The Predominance of History in the Social Studies Curriculum
		Central Place of History
		Interpretations of History
	Controversies over What History Should Be Taught
		National Center for History in the Schools
		State History Standards
		Rationale for Teaching History
		Importance of Better-Quality History Instruction
	Methods and Resources for Historical Understandings
		Traditional Methods: The Textbook and Its Supplementary Materials
		Making History Alive
		Using Exciting Information
		The Promise of the Internet
		Analysis of Photos or Artwork
		Media
		The Arts and Music
		Artifacts and Virtual Field Trips
		Simulations
		History as Narrative
		Organizing Content around Key Ideas and Themes
		Teaching Social Issues in History
	Methods and Resources for Historical Thinking Skills
		Primary Sources
		Methods
		Problems, Perspectives, and Sources
		Oral History
		Doing History
		Biographies and Term Papers
		Local History
		Teaching Chronological Thinking
	Summary
	References
	Web Sites
Chapter 7 Teaching Civic Education and Global Education
	Civics Standards and the Teaching of Civics
		Different Meanings of Citizenship
		Civic Mission of Schools
		Civic Education
		The Civics Course and Infusion into Other Courses
		Civics Standards
	NAEP 2006 Civics Report Card
		Results: What Students Know
		IEA Civic Knowledge and Engagement at Age 14
	Improving Civic Education in the Classroom and School
		Classroom Citizenship: Creating a Cooperative, Engaged Classroom
		Recommended Practices
		Issues-Centered Civic Education
		What Issues Should Be Studied?
		Value of the Issues Approach in Civic Education
		Teachers’ Beliefs and Practices
		Simulations
		Civic Education Is the Responsibility of the Whole School
	The Community: Local Government Particiaption and Service Learning
		Local Government Emphasis
		Service Learning
		Implementation of Service Learning
	Global Education and Multicultural/Diversity Education
		Definitions
		Multicultural/Diversity Education
		The Place of Global Education
		Stages in Teacher Development
		Back to the Classroom and School
	Summary
	References
	Web Sites
Chapter 8 Teaching Geography, Economics, and the Behavioral Sciences
	The Status of Geography in the Schools
		Importance of Geography
		Geography Test Results in the K–12 Grades
		Difficulties in Teaching Geography
	Geography Standards and the Teaching of Geography
		The Five Themes
		Standards
		State Geography Standards
		Integrating Geography with History
		Map and Related Geography Skills
		“New Geography”
		Resources
		Activities
	The Status of Economics in the Schools
		Importance of Economics
		The Place of Personal Finance?
		Teachers’ Background in Economics
		Good News! NAEP Economics 2006
	National Economics Standards
	The Teaching of Economics
		Economics Textbooks and Materials
		The Integration or Infusion Model
		Problem-Based Economics Learning
		Key Economic Issues in Public Policy
	Behavioral Sciences: Psychology, Sociology, and Anthropology
		Value of the Behavioral Sciences
		Psychology
		Sociology
		Anthropology
	Summary
	References
	Web Sites
	Professional Journals
	Organizations
Index
	A
	B
	C
	D
	E
	F
	G
	H
	I
	J
	K
	L
	M
	N
	O
	P
	Q
	R
	S
	T
	U
	V
	W
	Y