Teaching Social Studies in Middle and Secondary Schools 6th Revised edition

Designed to assist pre-service and in-service educators to effectively teach social studies while preparing their middle and secondary school students to become reflective, competent, and concerned citizens, this accessible text is a contemporary and comprehensive introduction to teaching social studies that draws on proven theory, sound research, and the wisdom of experienced teachers.

This comprehensive introduction to the art, science, and craft of social studies teaching in the middle and secondary grades examines the origins and evolving state of the social studies and citizenship across the United States, provides "hands-on" guidelines for applying social studies theory to actual classroom practice, and explores the ferment, controversies, and challenges that characterize social studies teaching in the middle and secondary grades today. It features an abundance of instructional models, applications, and examples -- all thoroughly grounded in proven theory, research, and practitioner wisdom.

Continuing in the tradition of social studies innovator Peter Martorella and taking a constructivist approach, the authors address current issues such as a global perspective, diversity, technology, inclusion, and teacher certification. Organized in three parts, the text first examines the origins and evolution of social studies and citizenship education across the United States. Following this, targeted chapters address the art, science, and craft of social studies teaching as a means for engaging learners in knowledge construction. In the final section, the authors look at ways to improve social studies instruction through the incorporation of emerging technologies, and explore the implications of the rich cultural diversity within our nation.

Designed to assist pre-service and in-service educators to effectively teach social studies while preparing their middle and secondary school students to become reflective, competent, and concerned citizens, this accessible text is a contemporary and comprehensive introduction to teaching social studies that draws on proven theory, sound research, and the wisdom of experienced teachers. This comprehensive introduction to the art, science, and craft of social studies teaching in the middle and secondary grades examines the origins and evolving state of the social studies and citizenship across the United States, provides "hands-on" guidelines for applying social studies theory to actual classroom practice, and explores the ferment, controversies, and challenges that characterize social studies teaching in the middle and secondary grades today. It features an abundance of instructional models, applications, and examples -- all thoroughly grounded in proven theory, research, and practitioner wisdom. Continuing in the tradition of social studies innovator Peter Martorella and taking a constructivist approach, the authors address current issues such as a global perspective, diversity, technology, inclusion, and teacher certification. Organized in three parts, the text first examines the origins and evolution of social studies and citizenship education across the United States. Following this, targeted chapters address the art, science, and craft of social studies teaching as a means for engaging learners in knowledge construction. In the final section, the authors look at ways to improve social studies instruction through the incorporation of emerging technologies, and explore the implications of the rich cultural diversity within our nation.

Preface		xv
Our Personal Message to Students		xxi
Part I The State of Social Studies and Citizenship Education
Chapter 1 Perspectives on the Social Studies		1	(22)
Objectives		1	(1)
Scenario---Preparing for the First Day of Class		2	(3)
Voices of the Teachers 1.1 Becoming a Memorable Master Teacher		4	(1)
The Origins and Evolution of the Social Studies		5	(4)
The 1916 Report of the Committee on the Social Studies		6	(1)
The New Social Studies		6	(2)
Social Studies Past, Current, and Future		8	(1)
Social Studies Standards		8	(1)
A Working Definition of the Social Studies		9	(1)
Existing Social Studies Scope and Sequence Patterns		9	(3)
The General Curriculum Patterns in K-12		11	(1)
The Dominance of Traditional Scope and Sequence Patterns		12	(1)
Contemporary Social Studies Teachers, Grades 6 through 12		12	(1)
Where We Work: Middle and High Schools Today		13	(1)
Professional Standards for Teachers		14	(1)
Identifying Professional Resources		14	(3)
Organizations and Their Resources		14	(1)
Professional Journals		15	(1)
Effective Citizenship as Professional Development		16	(1)
Citizenship Education as the Purpose of the Social Studies		17	(1)
The Enduring Goal of the Social Studies Curriculum: Preparing Reflective, Competent, and Concerned Citizens		18	(2)
The Nature of the Effective Citizen		18	(1)
Social Studies as a Matter of Head, Hand, and Heart		19	(1)
Summary		20	(1)
Looking Ahead		21	(1)
Activities		21	(1)
Web Resources		22	(1)
Chapter 2 Supersizing Social Studies		23	(25)
Objectives		23	(1)
Scenario---North Carolina Sixth Grades Go to Russia, 5,000 Students and Their Teachers! (http://poe.ced.ncsu.edu/russia-nc6)		24	(1)
Social Studies Takes Center Stage		25	(2)
Preparing 21st-Century Citizens to Exercise Five Minds for the Future		26	(1)
Engaging Students in Constructing Knowledge		27	(1)
Sources of Subject Matter for the Social Studies		27	(1)
Curriculum Integration Enables Broad-Based Learning and Understanding		27	(1)
The Social Sciences as Sources of Subject Matter for the Social Studies		28	(4)
Geography		29	(1)
History		30	(1)
Economics		30	(1)
Political Science		31	(1)
Anthropology		31	(1)
Sociology		32	(1)
Psychology		32	(1)
Other Sources of Subject Matter That Supersize Social Studies		32	(4)
Multidisciplinary, Thematic, Interdisciplinary, and Integrative Approaches		33	(3)
The School and the Community Help Students Establish Their Own Sense of Place		36	(1)
The School and Community as Sources of Social Data		37	(6)
Voices of the Teachers 2.1 Using Your City as Your Classroom		38	(1)
Using Community Resource Persons Effectively		38	(1)
Accessing and Using the News: Hardcopy or Online		39	(1)
Fieldwork in the Community		39	(1)
Voices of the Teachers 2.2 GIS-Using Technology to Bring the World to the Classroom		40	(3)
Collecting Oral Histories		43	(1)
Collecting Social Science Information through Surveys		43	(1)
Communicating with the Community about the Social Studies Program		44	(1)
Alerting the Community to School Activities		45	(1)
Summary		46	(1)
Looking Ahead		46	(1)
Activities		46	(1)
Web Resources		47	(1)
Chapter 3 Building Social Concern in a Globally and Culturally Diverse World		48	(19)
Objectives		48	(1)
Scenario---Teaching Immigration		49	(1)
Social Concern and Citizenship Education		50	(1)
The Morally Mature Citizen		50	(1)
The Dimensions of Concern		50	(3)
Self-Concept Activities		51	(1)
Voices of the Teachers 3.1 Teaching Character Education: Whose Job Is It?		52	(1)
Social Issues as a Curricular Focus		53	(2)
Global Education in an Interconnected World		53	(1)
Peace Education		54	(1)
Conflict Resolution Skills		54	(1)
Culturally Relevant Teaching		55	(7)
Issues in Multicultural Education		56	(1)
Designing Strategies for Multicultural Education		57	(1)
Voices of the Teachers 3.2 Social Justice Activities		58	(1)
Guidelines for Selecting Appropriate Curriculum Materials for Diverse Learners		59	(1)
Gender Issues in Multicultural Education		59	(2)
Voices of the Teachers 3.3 Empowering Students to Make a Difference in Their Neighborhoods and the World Beyond		61	(1)
Current Affairs		62	(2)
Strategies for Analyzing Current Affairs		62	(2)
Addressing the Issues 3.4 Teaching Current Events...How to? When to?		64	(1)
Teacher Positions on Controversial Issues		64	(1)
Summary		65	(1)
Looking Ahead		65	(1)
Activities		65	(1)
Web Resources		66	(1)
Part II Developing Reflective, Competent, and Concerned Citizens
Chapter 4 Organizing and Planning for Teaching Social Studies		67	(22)
Objectives		67	(1)
Scenario---First Teaching Job		68	(1)
Basic Issues in Planning Social Studies Instruction		68	(5)
Identifying a Purpose for Citizenship Education		68	(1)
Beginning the Planning Process		69	(1)
Voices of the Teachers 4.1 Why Did I Continue to Teach in a Way I Knew Was Ineffective?		70	(2)
Voices of the Teachers 4.2 Determining What Is Important to Teach		72	(1)
Social Studies Goals for Instruction		73	(1)
Identifying and Stating Goals		73	(1)
Social Studies Objectives for Instruction		74	(2)
Identifying and Stating Objectives		74	(1)
General Objectives, Behavioral Objectives, and Student Learning Outcomes		75	(1)
Objectives in the Cognitive and Affective Domains		75	(1)
Organizing Subject Matter into Units		76	(3)
Planning and Creating Units		76	(1)
Sources of Units		77	(1)
Using Concept Maps/Webs to Plan Units		77	(1)
Planning Units Using Interdisciplinary Teams		78	(1)
Formats for Unit Planning		78	(1)
Organizing Subject Matter into Lessons		79	(2)
Lesson Plans		79	(1)
Formats and Procedures for Lesson Planning		80	(1)
Classrooms as Environments for Learning		81	(1)
The Uses of Space in Planning Social Studies Instruction		82	(1)
Allocation of Time in Lesson Plans		82	(1)
Creating and Managing the Classroom Environment		82	(4)
Student Behavior in the Classroom and Teacher and Student Expectations		83	(2)
Characteristics of Well-Managed Classrooms		85	(1)
Supportive Teacher Behaviors		85	(1)
Balancing Goals and Objectives in the Curriculum: Linking the Head, the Hand, and the Heart		86	(1)
Variety in Instructional Planning		86	(1)
Summary		86	(1)
Looking Ahead		87	(1)
Activities		87	(1)
Web Resources		88	(1)
Chapter 5 Promoting Learning through Reflective Inquiry		89	(18)
Objectives		89	(1)
Scenario---Conducting a Social Studies CSI: The Emancipation Proclamation's More Than Just Facts...		90	(1)
Learning and Teaching Concepts		91	(4)
The Nature of Concepts		91	(1)
The Science of Learning		92	(1)
Misconceptions and Stereotypes		92	(1)
The Process of Learning a Concept		93	(1)
Concept Analyses		93	(1)
Instructional Strategies That Promote Concept Learning		94	(1)
Graphic Organizers		94	(1)
Learning and Teaching Facts and Generalizations		95	(2)
The Nature of Facts		95	(1)
The Nature of Generalizations		96	(1)
The Value of Generalizations		96	(1)
Instructional Strategies That Promote the Learning of Generalizations		97	(3)
Using the Discovery Approach to Solve a Mystery from the Past		97	(1)
Using Data-Retrieval Charts in Developing Generalizations		98	(1)
The Nature of Hypotheses		99	(1)
The Reflective Citizen and Problem Solving		100	(5)
Uses of the Term Problem in Instruction		103	(1)
Instructional Strategies for Problem Solving		103	(2)
Summary		105	(1)
Looking Ahead		105	(1)
Activities		106	(1)
Web Resources		106	(1)
Chapter 6 Engaging Students through Collaborative Learning		107	(24)
Objectives		107	(1)
Scenario---Working Together Teaches You More than Just about the Topic of Study...		108	(1)
Grouping Students for Learning		109	(9)
Planning for Small-Group Work		109	(2)
Small-Group Techniques		111	(1)
Cooperative Learning Group Techniques		112	(2)
The Jigsaw Technique		114	(3)
The Group Investigation Technique		117	(1)
Using Structured Questions to Aid Learning		118	(6)
Patterns of Effective Questioning---Types		119	(1)
Effective Use of Time-Duration		119	(1)
Effective Selection and Ordering of Questions---Sequencing		120	(3)
More about Using Questioning Strategies to Teach Your Lesson		123	(1)
Engaging Students in Role-Playing and Simulations		124	(4)
Managing Role-Playing Enactments		125	(2)
Managing Simulations		127	(1)
Sources of Simulations		128	(1)
Summary		128	(1)
Looking Ahead		129	(1)
Activities		129	(1)
Web Resources		130	(1)
Chapter 7 Skills for Citizenship Education		131	(23)
Objectives		131	(1)
Scenario---Studying World Hunger and Poverty		132	(1)
The Nature of Citizenship Skills		132	(5)
Literacy Skills		133	(1)
Building on Prior Knowledge in Reading		133	(1)
Specific Strategies		133	(4)
Reading beyond the Textbook		137	(3)
Using Adolescent Literature in Social Studies Instruction		137	(1)
Reading Newspapers and Periodicals		138	(1)
Visual Literacy		139	(1)
Voices of the Teachers 7.1 Why Integrating Social Studies and Language Arts Is So Important for Social Studies Teachers and Their Students		139	(1)
Communicating Social Studies Subject Matter		140	(3)
Listening and Speaking		140	(1)
Integrating Writing into the Social Studies Curriculum		141	(1)
Technology Tools in Writing		142	(1)
English as a Second Language (ESL)		143	(2)
Research and Analysis Skills		145	(3)
Interpreting and Comparing Data		145	(2)
Processing Information from Pictures		147	(1)
Chronology Skills		148	(2)
Comparative Conceptions of Time		148	(1)
Recording Events on Time Lines		148	(2)
Spatial Skills		150	(2)
The Impact of Spatial Perspectives		150	(1)
Using and Creating Maps in Instruction		150	(1)
Integrating Maps and Globes into All Social Studies Instruction		150	(1)
Voices of the Teachers 7.2 So the World Isn't Flat After All? Maybe It Is...		151	(1)
Summary		152	(1)
Looking Ahead		152	(1)
Activities		153	(1)
Web Resources		153	(1)
Chapter 8 Adapting Social Studies Instruction to Individual Needs		154	(39)
Objectives		154	(1)
Scenario---It's True! Your Power of Positive Thought Can Be Translated into Your Students' Improved Achievement...		155	(1)
Matching Social Studies Instruction to Students' Developing Capabilities		155	(4)
Symbolic, Enactive, and Iconic Social Studies Activities		157	(1)
Social Discourse in the Classroom		158	(1)
Social Studies for the Middle Years		159	(4)
Exemplary Middle Grades Schools		160	(2)
Exemplary Middle Grades Social Studies Programs and Teachers		162	(1)
High School Social Studies		163	(1)
Individualized Instruction and Individual Differences		164	(3)
Universal Design for Learning		165	(1)
Individual Differences among Students		165	(2)
Individual Differences in Thinking and Learning		167	(3)
Thinking and Learning Styles		167	(1)
Matching Thinking Styles to Instruction		167	(1)
Matching Learning Styles to Instruction		168	(2)
Organizing the Classroom for Individualized Instruction		170	(3)
Computers		171	(1)
Multilevel Reading Materials		172	(1)
Learning Contracts		173	(1)
Using Artifact Kits and Teacher-Made Materials for Individualizing Instruction		173	(4)
Voices of the Teachers 8.1 Making a Connection across Your State through the Use of a Regional Artifact Kit		174	(1)
Resources for Individualizing Instruction		175	(2)
Equity for Individuals with Disabilities		177	(6)
Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004)		177	(3)
Inclusion		180	(1)
Social Studies Instruction Strategies for Including Students with Diverse Needs		180	(3)
Equity for Students Identified as Gifted and Talented		183	(5)
Societal Perspectives on the Gifted		183	(1)
Identifying the Gifted		184	(1)
Approaches to Gifted Education		184	(2)
Gifted Students in Social Studies Classes		186	(2)
Summary		188	(1)
Looking Ahead		189	(1)
Activities		189	(1)
Web Resources		190	(3)
Part III Preparing and Assessing Student Readiness for 21st-Century Citizenship
Chapter 9 Using Technology to Enhance Social Studies Instruction		193	(14)
Objectives		193	(1)
Scenario---Learning with Technology		194	(1)
Integrating Technology into Today's Classrooms		194	(1)
Internet Applications for Social Studies Instruction		195	(6)
Media Literacy		195	(1)
Web-Based Resources for Teachers and Students		196	(1)
Telecollaboration		196	(2)
Addressing the Issues 9.1 Teaching with Webquests		198	(3)
Software Applications for the Social Studies Classroom		201	(2)
Database and Spreadsheet Software		201	(1)
Multimedia Editing Software		201	(1)
Mapping Software		202	(1)
Mobile Devices in the Classroom		203	(1)
Technology Challenges		203	(2)
Internet Safety		204	(1)
Copyright		204	(1)
Digital Divide		204	(1)
Emerging Technologies: Challenges of the Future		205	(1)
Summary		205	(1)
Looking Ahead		206	(1)
Activities		206	(1)
Web Resources		206	(1)
Chapter 10 Evaluating and Assessing Student Learning		207	(19)
Objectives		207	(1)
Scenario---Standards as a Floor, Not a Ceiling		208	(1)
The Dimensions of Evaluation		208	(1)
Grades, Assessments, and Standards		209	(1)
The Use and Misuse of Tests		209	(3)
Norm-Referenced Tests		210	(1)
Criterion-Referenced Tests		210	(1)
The National Assessment of Educational Progress		211	(1)
National Standards and National Testing		211	(1)
Performance Assessments		212	(1)
Social Studies Performance Assessments and Portfolios		212	(1)
Teacher-Made Paper-and-Pencil Tests		213	(4)
Posttests and Pretests		213	(1)
Constructing Essay Test Items		213	(2)
Constructing Objective Test Items		215	(2)
Digital Resources for Testing		217	(1)
Evaluating Reflection, Competence, and Concern		217	(5)
Assessing Reflection		218	(1)
Assessing Competence		219	(1)
Assessing Concern		220	(2)
A Framework for Evaluating the Outcomes of Social Studies Instruction		222	(2)
Matching Evaluation and Instructional Goals and Objectives		223	(1)
Summary		224	(1)
Activities		225	(1)
Web Resources		225	(1)
References		226	(7)
Index		233