Social Studies for the Elementary and Middle Grades: A Constructivist Approach

Building on the success of previous editions, Social Studies for the Elementary and Middle Grades discusses flexible strategies for teaching today's diverse learner, the structure of the knowledge to be learned, how to help students reconstruct present ideas, and how to translate theory and recent research into lesson plans and units. Packed with activities, up-to-date technology, teaching strategies, and a constructivist approach, this text demonstrates how to use developmentally appropriate strategies to help students construct important social studies ideas and skills.

Table of Contents:
Each chapter includes a combination of the following features: Exploratory Introduction, Chapter Overview, Chapter Objectives, Building on Diversity, Using Technology, a Learning Cycle Lesson Plan and Making a Literature Connection and Expanding on this Chapter.   Chapter 1: Meaningful Social Studies and the Student       Social Studies in the Elementary and Middle School Development: What is Powerful Social Studies? Education for Active Citizenship Social Studies is Essential Defining Social Studies Social Studies Curriculum Expansion: Planning Powerful Social Studies Lessons   Chapter 2: Teaching for Meaningful Learning in Social Studies    How is Social Studies Best Taught in Today’s Classroom?          Development: Applying What We Know About Meaningful Learning to Social Studies Curriculum         Using Constructivist Theory in Social Studies Instruction            Using Behavioral Learning Theory in Social Studies Instruction  An Effective Strategy to Assist Students in Conceptual Change     Phases of a Learning Cycle Lesson           Choosing Activities Appropriate to Each Phase of the Learning Cycle Lesson     Student Assessment in Each Phase of the Learning Cycle     Writing Your Own Learning Cycle Lesson        The Optimal Length of Time for a Learning Cycle          Working with the Learning Cycle: Summary      Expansion: Principles of Teaching and Learning that Support the Curriculum Standards for             Social Studies         Chapter 3: Helping Students Learn through Multiple Assessments and Evaluation Assessing and Evaluating Social Studies Learning When Evaluation and Assessment Are Needed Guiding Principles for Assessment and Evaluation National Testing of Social Studies Assessment and Evaluation beyond Testing An Interview with Mark High about How He Uses Assessments to Help Improve Instruction Modes of Assessment Identifying Assessments Within a Lesson Plan Action Research and Reflection: Becoming an Effective Social Studies Teacher      Chapter 4: Helping Students Develop Social Studies Inquiry Skills Development: Using Inquiry Skills to Develop Students’ Social Studies Ideas Early Inquiry Skills Social Studies Inquiry Skills Data-Gathering Skills Data-Organizing Skills Data Processing Skills Communicating Skills Observations, Inferences, and Hypotheses             Observations Inferences Hypotheses Developing and Using Guiding Hypotheses             Attitudes and Dispositions Promoting Powerful Social Studies Curiosity           Respect for Evidence Reserving Judgment Flexibility  Responsibility to Others and to the Environment Values, Morals, and Aesthetics Teaching Lessons in which Students Use Integrative Thinking Skills Critical Thinking Problem Solving and Decision Making Investigating Creative Thinking Creating Conditions Promoting Student Thinking in Social Studies Lesson Characteristics Planning Activities to Teach Inquiry Skills Expansion: Implementing a Learning Cycle Lesson Teaching an Inquiry Skill Exploratory Introduction of the Skill Lesson Development Expansion Assessing the Use of Inquiry Skills Hierarchy of Inquiry Skills   Chapter 5: Helping Students Construct Concepts Concept Teaching Starts With Reflection and Practice Development: Facts as Social Studies Content Forming Concepts Identifying All Important Attributes of a Concept Types of Concepts            Interrelationships Among Concepts Differences in Complexity and Abstractness of Concepts Powerful Concept Teaching Identifying All Essential Attributes of the Social Studies Concept            Identifying Examples and Non-Examples of a Concept Identifying Students Everyday Thinking About the Concept Using a Learning Cycle to Teach a Concept Teaching Concepts Differs From Teaching Facts Use Operational Definitions in Teaching Concepts Teaching Concepts of Varying Complexity and Abstractness Differently Teaching Interrelationships Among Concepts Expansion: Assessment of Concept Learning   Chapter 6: Helping Students Use Inquiry to Build Generalizations Development: Forming Generalizations Defining Generalizations Distinguishing Generalizations from Facts and Concepts Using Generalizations to Make Predictions Types of Generalizations Teaching Powerful Generalizations Characteristics of the Exploratory Introduction Phase Characteristics of the Lesson Development Phase Characteristics of the Expansion Phase Formative Evaluation and Assessment Inquiry Teaching and the National Standards in Social Studies   Chapter 7: Using Instructional Strategies That Help Students Learn Development: Developing Your Social Studies Pedagogical Content Knowledge (PCK) Teaching Dimensions that Support Meaningful Learning Best Practices: Teaching Strategies that Support Meaningful Learning                                               An Interview with Mike Yell on Cooperative Learning A Continuum of Knowledge and Instruction Matching Instructional Strategies to Student Needs Expository, or Direct, Instructional Methods: Lower Student Control Guided Discovery Instructional Methods: Mixed Teacher and Student Control Inquiry and Problem-Solving/Decision Making Instructional Methods:                         Greater Student Control Matching Types of Instructional Activities to Each Phase of the Lesson Useful Instructional Activities for the Lesson Development Phase Useful Instructional Activities for the Expansion Phase Expansion: Classroom Management Strategies for Powerful Social Studies Advanced Planning Giving Directions Distributing Materials Organizing the Beginning Grouping Students Using Classroom Rules Creating Lesson Smoothness Being a Facilitator Assessment Considerations   Chapter 8: Helping All Students Experience Meaningful Social Studies Development: Meaningful Social Studies for All Students An Interview "Best Practices" Giving All Students Greater Control of Their Social Studies Learning Social Studies Education for Students with Disabilities General Instructional Strategies for Inclusive Classrooms Factors to be Considered in Adapting Social Studies Curricula and Instruction Social Studies Education in a Culturally Diverse Society Sample Strategies for Multicultural Social Studies Role Models and Relevancy Culture and Gender Differences in Student-Teacher Interactions Helping the English Language Learner Participate in Social Studies Recognizing and Scaffolding Language Learning Instructional Strategies for Helping ELL Students Understand Social Studies Content Assessment of Social Studies Learning for All Students   Chapter 9: Helping Students Relate to Individuals and Communities Respect for Diverse Students and for Oneself as a Teacher The Classroom Environment: Encourages Student Control Over Learning The Curriculum Respects Diversity Development of Self-Concept in Diverse Students Independence and Responsibility Jealousy Fears Aggressive Feelings, Bullying, and Conflict Resolution Friendship Empathy and Helpful Pro-social Behaviors Self-Esteem Values and Moral Education in a Diverse Society Three Aspects of Morality Moral Development Theories Teaching Approaches in Values Education Assessing How Diverse Students Relate to Individuals and Communities   Chapter 10: Helping Students Become Citizens in a Democratic Society in an Ever More Interdependent World Development: Defining Citizenship in a Democratic Society Developing Political Awareness Citizenship and Standards Key Concepts and Values Assessing Civic Education in U.S. Schools Resources for Citizenship EducationAn Interview with a Teacher: Emily Wood Media Resources Law-Related Education Participating in Democracy School-Based Community Service Projects Participation in Student Government Political Participation   Chapter 11: Helping Students Understand Local and Global Societies Development: Global Education: An Evolving Definition Approaches to Global Education The Cultural Approach to Global Education The Problems Approach to Global Education Interdisciplinary Connections Teaching Global Education Resources for Teaching Global Education Computers and the Internet Book Series Resources for Current Events   Chapter 12: Helping Students Interpret History Development: Definitions of History History in Schools Standards for History Benefits of Studying History Students and the Learning of History Using Timelines to Develop Chronology Resources for Teaching History Locating and Using Historical Resources People as Resources Artifacts and Museums The Community as a Resource Documents as Resources Diaries, Letters, and Pictures as Resources Visual Literacy and History Reenactments and Drama Biographies and Historical Literature Expanding Your Skills in History   Chapter 13: Helping Students Interpret the Earth and Its People Through Geography Development: Defining Geography An Interview with Billy Fitzhugh, A Second-Grade Teacher Standards for Geographic Education Geography and the National Social Studies Standards The Five Themes of Geography Geography Education Standards and the Six Elements of Geography Education Resources for Teaching Geography Developing Geographic Concepts, Generalizations, and Skills Research Findings on Geographic Education Research on Map and Globe Skills Helping Students Learn and Use Map and Globe Skills Shapes and Patterns Symbols Directions Distance Grid Systems Remote Sensing and Digital Maps in the Teaching of Geography Numbers: The Amount or Quantity on Maps, in Atlases, and in Textbooks Reading and Maps   Chapter 14: Helping Students Make Economic Decisions Development: Economic Literacy An Interview with Nancy Braden about Teaching Economics Defining Economics National Social Studies Standards Related to Economics Voluntary National Standards in Economics Economic Concepts and Values Microeconomic Concepts Macroeconomic Concepts International Economic Concepts Measurement Concepts and Methods Economic Decision-Making Skills Economic Goals and Values Children and the Learning of Economics Approaches to Teaching Economics Resources for Teaching Economics   Chapter 15: Planning Units of Various Lengths and Formats Development: Planning the Appropriate Focus for Social Studies Units Descriptive-Focused Units Thinking Skills-Focused Units Conceptual and Thinking Skills-Focused Units Units that Integrate School Subjects Theme Units Issue and Problem-Solving Units How to Choose Appropriate Topics for Integrated Units Planning Integrated Units Developing Integrated Units Step 1: Generating Ideas for the Topic of a Unit Step 2: Researching the Topic Step 3: Developing Focus or Guiding Questions Step 4: Identifying Special Needs among Students and Making Accommodations Step 5: Naming the Unit Step 6: Developing Intended Learning Outcomes Step 7: Categorizing Intended Learning Outcomes Step 8: Creating an Idea Web Step 9: Developing a Rationale and Goals Step 10: Beginning the KWL Chart Step 11: Developing Learning Objectives Step 12: Developing an Assessment Plan Step 13: Developing Lesson Plans Step 14: Developing Accommodations for Technology Step 15: Implementing the Unit Step 16: Evaluating Student Learning Step 17: Reflecting on the Unit