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E-raamat: Essence of Teaching Social Studies: Methods for Secondary and Elementary Teacher Candidates [Taylor & Francis e-raamat]

(University of South Florida)
  • Formaat: 284 pages, 12 Tables, black and white; 64 Line drawings, black and white
  • Ilmumisaeg: 01-Oct-2020
  • Kirjastus: Routledge
  • ISBN-13: 9781003095682
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  • Taylor & Francis e-raamat
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Essence of Teaching Social Studies: Methods for Secondary and Elementary Teacher CandidatesSuurem pilt
  • Formaat: 284 pages, 12 Tables, black and white; 64 Line drawings, black and white
  • Ilmumisaeg: 01-Oct-2020
  • Kirjastus: Routledge
  • ISBN-13: 9781003095682
Teised raamatud teemal:
Taylor & Francis e-raamatudRohkem infot Taylor & Francis e-raamatute kohta
Raamatu kodulehekülg: https://www.taylorfrancis.com/books/9781003095682

Designed for use in elementary and secondary social studies education courses, this book supports the teaching of social studies methods in a range of educational settings. By highlighting long-standing content and principles of social studies education in a concise and direct way, this volume offers the building blocks of a comprehensive course, for use as springboards to the effective presentation of professors’ desired course emphases. With sections on foundations, subject areas, and best practices, this text explains the intersection between the "modelling" role of social studies teachers as democratic citizens, social studies fields of study, and strategies implemented in the classroom to encourage students’ critical thinking and values formation.

List of Figures
xiv
About the Author xvi
Foreword xvii
The Student Is the Subject xvii
My Identity xvii
Education xvii
Colleagues xviii
Acknowledgments xix
Professors' Preface xx
Underlying Concepts of the Book xx
Organization of the Book xxii
Resources and References xxiii
CMS Architecture and Textbook Example xxiv
Sample CMS Module xxiv
Worth Mentioning xxvii
Students' Introduction xxix
Welcome! xxix
About the Book xxix
Organization of the Book xxx
Resources and References xxx
The Terminology of Social Studies Education xxx
Choosing to be a Teacher xxxi
Praxis xxxi
Self-Assessment xxxii
What Teacher Candidates Say They Need Help xxxii
Professional Organizations xxxiii
PART 1 Social Studies Education
1(76)
1 Definitions and Propositions
3(8)
Definitions
3(5)
Six Propositions for the Idea of a Social Studies Education
8(3)
2 The Idea of a Social Studies Education
11(9)
The Exalted Aims
11(1)
The Good Life
12(1)
A Democratic Ideology Defined
12(1)
Democratic Ideals
13(1)
Personal Virtues
14(1)
Democratic Beliefs
14(1)
Civic Values
14(2)
Civic and Personal Identity
16(1)
Conceptions
16(1)
Capacities
16(4)
3 Perspectives on Being a Teacher of Social Studies
20(6)
Teaching as a Craft
20(1)
Teaching as a Profession
21(1)
Teaching as a Moral Activity
21(1)
Teaching as Enculturation
22(1)
Teaching as Philosophical Counseling
23(1)
The Teacher's Ten Roles
23(3)
4 Ideology
26(5)
Ideology, Political Ideology, and Political Ideological Stances
26(2)
The Essential Identity Questions
28(3)
5 Wisdom and Knowledge
31(7)
Wisdom
31(1)
Foundational Knowledge
32(2)
Ideas, Beliefs, and Universals
34(1)
Personal and Public Knowledge
35(3)
6 Psychology of Learning
38(6)
Constructivism
38(2)
Cognition and Caring
40(1)
Cognition and SSE Foundational Goals
40(1)
Cognition, Emotions, and SSE Exalted Aims
41(1)
Conceptualizations, Identity, and Ideology
42(2)
7 Concept Formation, Examples, Analogies, and Graphic Organizers
44(8)
Concepts in the Broadest Sense
44(1)
Foundational Knowledge Concepts
44(2)
Democratic Ideals Concepts
46(1)
Reasoning and Discovery Learning
46(2)
Passive Learning Approach
48(1)
Examples in Concept Formation
48(1)
Analogies in Concept Formation
49(1)
Graphic Organizers in Concept Formation
50(2)
8 Critical Thinking and the NCSS C3 Framework
52(7)
The Goal of Critical Thinking
52(1)
Critical Thinking Defined
53(1)
Foundational Knowledge and Problem-Solving
54(1)
Democratic Ideals and Decision-Making
55(1)
Key Principles for Teaching Critical Thinking
56(3)
9 Morality and Modernity
59(7)
Morality
59(1)
Modernity
60(1)
Morality and Duties
61(1)
Morality through Caring
61(1)
Morality through Practice
62(1)
Civic Practice
63(3)
10 Character Education and Philosophical Counseling
66(11)
Character Education
66(2)
The Heightened Need for Philosophical Counseling
68(1)
Philosophical Counseling for the Social Studies Classroom
68(1)
Philosophical Counseling Strategies
69(2)
Enacting Philosophical Counseling
71(1)
Philosophical Counselor and Teacher Disposition
72(1)
Best Practices for Philosophical Counseling in the Classroom
72(5)
PART 2 Schools, Curriculum, and Standards
77(76)
11 Curriculum and Standards
79(10)
What Do Students Want from Their Schools?
79(1)
Schools
80(1)
Curriculum and Standards
81(1)
Common Core
82(3)
State Standards in Social Studies
85(4)
12 Social Studies Education and the NCSS
89(10)
The NCSS, Exalted Aims, and Foundational Goals
89(1)
NCSS Democratic Beliefs
89(2)
NCSS Essential Skills of a Social Studies Education
91(1)
The NCSS "Themes"
92(1)
The NCSS C3 Framework
93(6)
13 Civics Education
99(10)
Civic Education
99(1)
The Moral Imperative for Parents and Teachers
100(1)
Four Vital Concepts of a Democratic State
101(1)
The NCSS Themes and the C3 Civics Dimensions
102(4)
Learned Societies and Standards
106(3)
14 History Education
109(10)
Academic History
109(1)
Seven Hazards of History
110(1)
Major Interpretations of History
111(1)
The NCSS Themes and C3 History Dimension
111(4)
Learned Societies and Standards
115(4)
15 Economics Education
119(10)
The NCSS Themes and the C3 Economics Dimensions
120(3)
Learned Societies and Standards
123(6)
16 Geography Education
129(8)
The Five Geography Themes
129(1)
The NCSS Themes and the C3 Geography Dimensions
130(4)
Learned Societies and Standards
134(1)
The 18 National Geography Standards
134(3)
17 Elementary Grades Social Studies and the Social Sciences
137(9)
Elementary Grades Content Sequence
137(3)
Secondary Social Sciences
140(1)
Anthropology and the C3 Framework
140(2)
Psychology and the C3 Framework
142(1)
Sociology and the C3 Framework
143(3)
18 Current Events and Controversial Issues
146(7)
Current Events and Foundational Goals
146(1)
Controversy and Exalted Aims
147(1)
Teacher Opinions
147(1)
Racism
148(1)
Columbus Day
149(4)
PART 3 Best Practices in Social Studies Education
153(123)
19 Classroom Culture, Communication, and Management
155(9)
The Stages of Classroom Evolution
155(1)
Classroom Communication
156(1)
Best Practices for Classroom Communication
156(1)
Praise and Criticism
157(2)
Classroom Management
159(1)
Classroom Rules and Course Policies
160(1)
Best Practices for the First Weeks of Class
161(3)
20 Textbooks and Planning Instruction
164(10)
Textbooks
164(1)
Scope of Textbooks
164(1)
The Role of Textbooks
165(1)
Textbooks and Political Ideological Stances
165(1)
The Year-Long Plan
166(1)
Breadth vs. Depth Lesson Plans
167(1)
Four Types of Lesson Plans
167(2)
Four Essential Planning Practices
169(1)
Creating a Year-Long Plan
170(4)
21 Daily Lesson Plans
174(10)
Choreography of Instruction
174(1)
The Daily Lesson Plan Components
174(1)
Teacher Talk
175(1)
Talking Points
176(1)
Class Notes and the Instructional Sequence
176(3)
Teacher Talk -- Elementary Grades PowerPoint Example
179(5)
22 Lecture
184(8)
Interactive Lectures
185(4)
Modes of Reasoning Lectures
189(1)
Best Practices for Great Lectures
190(2)
23 Group Learning
192(6)
Types of Grouping Tasks
192(1)
Key Teacher Decisions about Groups
193(1)
Group Types
194(2)
Cooperative Learning
196(1)
The Key Elements of Cooperative Learning
196(2)
24 Discussions
198(8)
Whole-Class and Group Discussions
199(1)
Reasons Why Discussions Fail
199(1)
Discussion Types
199(2)
Teacher Demeanor
201(1)
Student Participation
201(1)
The Heated Conflict
202(1)
Discussion Planning
203(1)
Best Practices for Discussions
203(3)
25 Questioning and Debriefings
206(8)
Precipitating Questions
206(1)
Responsive Questions
207(1)
Grounded vs. Ungrounded Questions Strategy
208(1)
Equal Distribution of Questions Strategy
208(1)
Wait-Time Strategy
209(1)
Five General Types of Social Studies Questions
210(1)
Bloom's Taxonomy-Based Questions
210(2)
Best Practices for Questioning
212(2)
26 Modeling, Practice, and Homework
214(7)
Metacognitive Modeling
214(1)
Tasks Modeling
215(1)
Disposition Modeling
216(1)
Practice
216(2)
Homework
218(3)
27 Literacy and Reading
221(9)
Text Materials
221(1)
Informational and Narrative Text
221(1)
Vocabulary
222(1)
The Gradual Release Model
222(1)
Reading in Class
223(1)
Reading as Homework
223(1)
The Three Phases of Reading
223(7)
28 Reading Social Studies and Vocabulary
230(10)
Reading in the Digital Age
230(1)
The NCSS Acquiring Information Skills
230(2)
Common Core
232(1)
Types of Social Studies Vocabulary
232(1)
Best Practices for Teaching Vocabulary
232(1)
Expository Texts, Literal Information, and Subtext
233(1)
Close Reading
234(1)
Corroboration, Sourcing, Contextualization, and Close Reading
234(1)
Graphics and Interpretation
235(5)
29 Writing
240(9)
The Value of Writing Assignments
240(1)
Writing Feedback
240(1)
Writing Tasks
241(3)
The Social Studies Essay Lesson
244(1)
Four Types of Writing
244(1)
The Components of a Social Studies Essay
245(1)
The Writing Process
246(3)
30 Six Activities-Based Strategies
249(8)
Presentations and Self-Directed Learning
249(1)
Role-Playing, Reenactments, and Simulations
250(1)
Games
251(1)
Guest Speakers
252(1)
Field Trips
253(1)
Service-Learning
254(3)
31 Accommodations, Differentiated Instruction, and Assessment
257(12)
Accommodations and Differentiated Instruction
258(1)
Assessment
258(2)
Bias Considerations and Documentation
260(1)
Quantitative Assessments
260(2)
Qualitative Assessments
262(2)
The Wise Feedback Approach
264(2)
Best Practices for Grading and Reporting
266(3)
32 Technology, Video, and Ancillaries
269(7)
Digital Technology and Lesson Planning
269(1)
Videos
270(2)
Ancillaries
272(4)
Conclusion 276(1)
Index 277
James A. Duplass is Professor of Social Studies Education at the University of South Florida.
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