Dynamic Social Studies for Constructivist Classrooms : Inspiring Tomorrow's Social Scientists
, by Maxim, George W.
- ISBN: 9780138132439 | 0138132437
- Cover: Paperback
- Copyright: 2/9/2009
Authentic Classroom video shows real teachers and students interacting, and helps prepare you for the classroom.
George W. Maxim is Professor Emeritus in the Department of Childhood Studies and Reading at West Chester University in West Chester, Pennsylvania. He is also the author of The Very Young: Guiding Children from Infancy Through the Early Years , (Prentice Hall, © 1997) and The Sourcebook: Activities to Enrich Programs for Infants and Young Children, (Wadsworth Publishing Co. © 1981.)
| Foundations of Instruction | |
| Dynamic Social Studies: The Subject You Will Teach | p. 1 |
| What Do You Remember about Social Studies? | p. 4 |
| What Is Social Studies? | p. 7 |
| The Six Major Social Sciences | p. 8 |
| The Social Science/Social Studies Connection | p. 11 |
| Defining the Term Social Studies | p. 12 |
| Why Is Social Studies Important? | p. 15 |
| Participatory Citizenship | p. 15 |
| What Are the Major Goals of Social Studies Instruction in Elementary School? | p. 17 |
| What Is Dynamic Social Studies? | p. 18 |
| Functional Content | p. 19 |
| Cross-Cultural Integration | p. 29 |
| Constructivist Teaching Practices | p. 32 |
| Intrinsic Motivation | p. 35 |
| Respect for Diversity | p. 39 |
| A Final Thought | p. 41 |
| References | p. 42 |
| Diversity in the Classroom: The Children You Will Teach | p. 45 |
| What Is Multicultural Education? | p. 48 |
| What Is Culture and Ethnicity? | p. 51 |
| How Are Multicultural Perspectives Incorporated into the Social Studies Curriculum? | p. 53 |
| The Contributions Approach | p. 54 |
| The Additive Approach | p. 56 |
| The Transformative Approach | p. 58 |
| The Social Action Approach | p. 60 |
| What Are the Goals of Multicultural Education? | p. 61 |
| Teaching in Culturally Diverse Settings | p. 62 |
| Characteristics of Culturally Responsive Teaching | p. 64 |
| What Other Inequities Must Be Addressed by Our Schools? | p. 76 |
| Educating Children with Special Needs | p. 76 |
| Gender and Classroom Instruction | p. 83 |
| A Final Thought | p. 87 |
| References | p. 88 |
| Integrated Teaching: Connecting Learning to the Real World | p. 91 |
| What Is Integrated Learning? | p. 95 |
| Drawing from Other Subjects | p. 96 |
| The Arts | p. 96 |
| Reading | p. 103 |
| Mathematics | p. 107 |
| Science | p. 113 |
| Integrative Learning Materials and Activities | p. 116 |
| Hands-On Learning | p. 117 |
| Field Trips | p. 119 |
| Classroom Visitors | p. 122 |
| Computer-Based Multimedia | p. 124 |
| Hypermedia (Presentation Software) | p. 126 |
| Projects | p. 129 |
| Key Events of a Project | p. 129 |
| Thematic Units | p. 132 |
| A Final Thought | p. 134 |
| References | p. 135 |
| Classrooms for Young Social Scientists | |
| Young Historians: Learning to Unlock the Past | p. 137 |
| What Is History? | p. 139 |
| Why Is History Important? | p. 141 |
| What Should Students Know or Be Able to Do? | p. 142 |
| In General, How Should History Be Taught? | p. 143 |
| Investigating with Historical Artifacts | p. 144 |
| Communicating through Historical Narratives | p. 170 |
| How Should Chronology Be Taught? | p. 181 |
| Timelines | p. 182 |
| A Final Thought | p. 184 |
| References | p. 185 |
| Young Geographers: Exploring the People-Place Connection | p. 187 |
| What Is Geography? | p. 189 |
| Why Is Geography Important? | p. 193 |
| What Should Young Geographers Know or Be Able to Do? | p. 194 |
| The Five Themes of Geography | p. 194 |
| National Geography Standards | p. 197 |
| In General, How Should Geography Be Taught? | p. 201 |
| Teacher-Guided Discovery | p. 201 |
| Maps: The Tools of Geographers | p. 208 |
| What Is a Map? | p. 208 |
| Maps as Models of Our World | p. 209 |
| Representing the World through Block Play | p. 211 |
| Children's First Maps | p. 213 |
| Maps Representing the Classroom | p. 214 |
| Model Neighborhoods and Communities | p. 220 |
| Story Maps | p. 221 |
| The Globe | p. 221 |
| Map Instruction in the Middle and Upper Grades | p. 223 |
| Advanced Map Reading Strategies | p. 227 |
| A Final Thought | p. 240 |
| References | p. 241 |
| Young Political Scientists: Citizens in Action | p. 243 |
| What Is Civics? | p. 244 |
| Why Is Civics Important? | p. 245 |
| What Should Young Political Scientists Know or Be Able to Do? | p. 246 |
| In General, How Should Civics Be Taught? | p. 249 |
| Engaging Children in Citizenship Processes: The Democratic Learning Community | p. 251 |
| The First Day of School | p. 254 |
| Establishing Rules (Standards) for Classroom Behavior | p. 256 |
| Class Meetings | p. 260 |
| Classroom Symbols | p. 261 |
| Civic Knowledge: Comprehending Fundamental Information and Ideas | p. 262 |
| The United States Constitution | p. 263 |
| National Symbols | p. 268 |
| National Holidays | p. 274 |
| Electing and Voting | p. 277 |
| The Actions and Attitudes of Civic Responsibility | p. 280 |
| Learning about the Civic Responsibility of Model Citizens | p. 283 |
| Civic Dispositions and Virtues | p. 287 |
| Critical Thinking | p. 288 |
| A Final Thought | p. 305 |
| References | p. 307 |
| Constructivist Approaches to Classroom Instruction | |
| The Learning Cycle: Teacher Scaffolded Social Constructivism | p. 309 |
| What Is Constructivism? | p. 312 |
| What Is Social Constructivism? | p. 315 |
| Zones of Development | p. 316 |
| Scaffolding | p. 316 |
| The Learning Cycle: What Is the Teacher's Role in a Social Constructivist Classroom? | p. 318 |
| The Exploration Phase | p. 318 |
| The Concept/Skill Development Phase | p. 327 |
| The Concept/Skill Application Phase | p. 350 |
| A Final Thought | p. 354 |
| References | p. 355 |
| Collaborative and Cooperative Learning: Student-Assisted Social Constructivism | p. 357 |
| What Are Collaborative and Cooperative Groups? | p. 360 |
| How Does Group Learning Work? | p. 361 |
| Getting Started | p. 361 |
| Collaborative and Cooperative Learning Groups | p. 365 |
| Collaborative Learning | p. 365 |
| Cooperative Learning | p. 372 |
| A Final Thought | p. 382 |
| References | p. 383 |
| Inquiry and Problem Solving: Cognitive Constructivism in Action | p. 385 |
| What Is Cognitive Constructivism? | p. 387 |
| How Do Teachers Facilitate Inquiry and Problem Solving? | p. 388 |
| The Inquiry Process | p. 388 |
| The Essence of Inquiry-Based Learning | p. 389 |
| Content-Focused Constructivist Inquiry | p. 400 |
| Creative Problem Solving (CPS) | p. 412 |
| A Final Thought | p. 418 |
| References | p. 419 |
| Key Organizational Decisions | |
| Managing Instruction: Planning Lessons and Units | p. 421 |
| Why Is Planning Important? | p. 424 |
| How Are Unit Plans Constructed? | p. 425 |
| Identify Desired Results | p. 427 |
| Determine Acceptable Evidence | p. 434 |
| Planning for Learning | p. 443 |
| A Final Thought | p. 454 |
| References | p. 454 |
| Appendix A: Cited Children's Literature | p. 455 |
| Author Index | p. 457 |
| Subject Index | p. 459 |
| Table of Contents provided by Ingram. All Rights Reserved. |
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