{"product_id":"visualizing-elementary-social-studies-methods-11-visualizing-series-9780471720669","title":"Visualizing Elementary Social Studies Methods 11","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003eA resource for social studies teachers. This book helps them learn about and reflect on their responsibilities in our society. It focuses on classroom based experiences and real world contexts. It examines how social studies is situated within the elementary curriculum to demonstrate the interdisciplinary nature of instruction.\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003e1 What Is Social Studies? 2\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDefining Social Studies 5\u003c\/p\u003e \u003cp\u003eWhat Is Social Studies? 5\u003c\/p\u003e \u003cp\u003eThe Nature of Social Studies 6\u003c\/p\u003e \u003cp\u003eSocial Studies as a School Subject 8\u003c\/p\u003e \u003cp\u003eThe History of Social Studies 8\u003c\/p\u003e \u003cp\u003eEarly Purposes of Social Studies 9\u003c\/p\u003e \u003cp\u003eSOCIAL AND CULTURAL EXPLORATIONS 10\u003c\/p\u003e \u003cp\u003eApproaches to Social Studies 11\u003c\/p\u003e \u003cp\u003eThree Approaches to Social Studies 11\u003c\/p\u003e \u003cp\u003eIN THE CLASSROOM: TEACHING ABOUT CHRISTOPHER COLUMBUS 12\u003c\/p\u003e \u003cp\u003eLESSON: IS DRILLING FOR OIL IN THE AMAZON RIVER BASIN WORTH THE CONSEQUENCES? 16\u003c\/p\u003e \u003cp\u003eInterdisciplinary Social Studies in School 18\u003c\/p\u003e \u003cp\u003eSocial Studies and Content Disciplines 20\u003c\/p\u003e \u003cp\u003eHistory 20\u003c\/p\u003e \u003cp\u003eGeography 21\u003c\/p\u003e \u003cp\u003eCivics 22\u003c\/p\u003e \u003cp\u003eEconomics 22\u003c\/p\u003e \u003cp\u003eBehavioral\u003c\/p\u003e \u003cp\u003eSciences 23\u003c\/p\u003e \u003cp\u003eStandards-Based\u003c\/p\u003e \u003cp\u003eSocial Studies 24\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 Reflective Social Studies Teaching 30\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Reflection? 32\u003c\/p\u003e \u003cp\u003eReflection in Action 32\u003c\/p\u003e \u003cp\u003eReflection on Action 33\u003c\/p\u003e \u003cp\u003eReflection Prior to Instruction 35\u003c\/p\u003e \u003cp\u003ePersonal Subject Matter Interests 36\u003c\/p\u003e \u003cp\u003eFocusing on Curricular Subject Matter 36\u003c\/p\u003e \u003cp\u003eReflecting on Subject Matter Misunderstandings 36\u003c\/p\u003e \u003cp\u003eLESSON: THE ABRAHAMIC RELIGIONS 38\u003c\/p\u003e \u003cp\u003eTransforming Subject Matter Into Pedagogy 40\u003c\/p\u003e \u003cp\u003eReflection When Planning for Instruction 41\u003c\/p\u003e \u003cp\u003eReflection During and After Instruction 42\u003c\/p\u003e \u003cp\u003eReflecting During Teaching 42\u003c\/p\u003e \u003cp\u003eReflecting After a Lesson 43\u003c\/p\u003e \u003cp\u003eIN THE CLASSROOM: ACCOUNTING FOR STUDENTS’ PRIOR KNOWLEDGE 44\u003c\/p\u003e \u003cp\u003eUsing Reflection to Increase a Teacher’s Professional Knowledge 45\u003c\/p\u003e \u003cp\u003eProfessional Development and Reflecting on the Learner 45\u003c\/p\u003e \u003cp\u003eProfessional Development and Reflecting on Community Needs 46\u003c\/p\u003e \u003cp\u003eProfessional Development and Reflecting on Curriculum 46\u003c\/p\u003e \u003cp\u003eProfessional Development and Reflecting on the Purposes of Education 47\u003c\/p\u003e \u003cp\u003eReflection as Inquiry 48\u003c\/p\u003e \u003cp\u003eLearning About Teaching from Case Studies 49\u003c\/p\u003e \u003cp\u003eIN THE CLASSROOM: A BRIEF CASE STUDY ON TEACHING ABOUT THE CONSTITUTION 50\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Inquiry in Social Studies 54\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eInquiry as Learning 56\u003c\/p\u003e \u003cp\u003eWhat Is Inquiry? 56\u003c\/p\u003e \u003cp\u003eInquiry in Social Studies 60\u003c\/p\u003e \u003cp\u003eEmerging Interests: Students Craft the Inquiry Question 61\u003c\/p\u003e \u003cp\u003eClarification: Helping Students Activate Prior Knowledge 62\u003c\/p\u003e \u003cp\u003eExamination: Students Work with Authentic Materials 63\u003c\/p\u003e \u003cp\u003eSuggested Solution: Students Develop and Propose an Answer 64\u003c\/p\u003e \u003cp\u003eSOCIAL AND CULTURAL EXPLORATIONS 65\u003c\/p\u003e \u003cp\u003eDesigning a Successful Inquiry 66\u003c\/p\u003e \u003cp\u003eManaging Time in Inquiry Activities 66\u003c\/p\u003e \u003cp\u003eManaging Subject Matter in an Inquiry 66\u003c\/p\u003e \u003cp\u003ePrior Knowledge and Inquiry 66\u003c\/p\u003e \u003cp\u003eIN THE CLASSROOM: INQUIRING ABOUT THE TELLICO DAM 67\u003c\/p\u003e \u003cp\u003eSupporting and Scaffolding Students’ Inquiries 68\u003c\/p\u003e \u003cp\u003eLESSON: A GREAT SCIENTIST IN HISTORY 69\u003c\/p\u003e \u003cp\u003eForms of Inquiry 70\u003c\/p\u003e \u003cp\u003eSocial Science Inquiry 70\u003c\/p\u003e \u003cp\u003eSocial Inquiry 70\u003c\/p\u003e \u003cp\u003eHistorical Inquiry 71\u003c\/p\u003e \u003cp\u003eInquiry and the Curriculum 74\u003c\/p\u003e \u003cp\u003eInquiry-Driven Curriculum and Standards 74\u003c\/p\u003e \u003cp\u003eInquiry, Assessment, and Standardized Testing 74\u003c\/p\u003e \u003cp\u003eLESSON: “THAT’S NOT FAIR”: AN INQUIRY LESSON INTO THE MEANING OF “FAIR” 76\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Standards, Curriculum, and Testing 82\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eStandards and Curriculum 84\u003c\/p\u003e \u003cp\u003eWhere State Standards Are Born: Professional Organizations and National Standards 85\u003c\/p\u003e \u003cp\u003eStandards and Curriculum: The Starting Point for Powerful Teaching 86\u003c\/p\u003e \u003cp\u003eIN THE CLASSROOM: A CURRICULUM UNIT ON ANIMALS 88\u003c\/p\u003e \u003cp\u003eTwo Models of Elementary Social Studies Curriculum 89\u003c\/p\u003e \u003cp\u003eStandards and Testing 90\u003c\/p\u003e \u003cp\u003eHigh-Stakes and Low-Stakes Tests 90\u003c\/p\u003e \u003cp\u003eAuthentic Learning Connected To Testing 93\u003c\/p\u003e \u003cp\u003eTeaching Subject Matter In-Depth While “Covering” the Curriculum 94\u003c\/p\u003e \u003cp\u003eCreating Detailed Lessons from Broadly Stated Curriculum 94\u003c\/p\u003e \u003cp\u003eLESSON: MAP ESSENTIALS 96\u003c\/p\u003e \u003cp\u003eTranslating Curriculum into Classroom Lessons: The Question of Depth vs. Breadth 98\u003c\/p\u003e \u003cp\u003eMaking Decisions Based on Instructional Time,Resources, and Meaningful Study 98\u003c\/p\u003e \u003cp\u003eSOCIAL AND CULTURAL EXPLORATIONS 99\u003c\/p\u003e \u003cp\u003eAuthentic Teaching with Standards 100\u003c\/p\u003e \u003cp\u003eAdapting Standards and Curriculum to Teacher Circumstances 103\u003c\/p\u003e \u003cp\u003eLESSON: GO WITH THE FLOW   RESOURCES 104\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Teaching for Historical\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eUnderstanding 110\u003c\/p\u003e \u003cp\u003eHistory in the Schools 112\u003c\/p\u003e \u003cp\u003eThe Need for History in the Elementary Schools 112\u003c\/p\u003e \u003cp\u003eWhat Do Elementary School Children Need to Know About History? 112\u003c\/p\u003e \u003cp\u003eHistory and the Curriculum 113\u003c\/p\u003e \u003cp\u003eConstructing Historical Knowledge 114\u003c\/p\u003e \u003cp\u003eHistorical Thinking and Historical Understanding 114\u003c\/p\u003e \u003cp\u003eEncouraging Historical Understanding through Direct Instruction and Explanation 115\u003c\/p\u003e \u003cp\u003eIN THE CLASSROOM: USING HISTORICAL ARTIFACTS 116\u003c\/p\u003e \u003cp\u003eFour Ways to Think Historically 118\u003c\/p\u003e \u003cp\u003eSOCIAL AND CULTURAL EXPLORATIONS 119\u003c\/p\u003e \u003cp\u003eForms of Historical Understanding: Timelines, Stories, and Empathy 121\u003c\/p\u003e \u003cp\u003eHistorical Understanding as Chronology 121\u003c\/p\u003e \u003cp\u003eHistorical Understanding as Story 122\u003c\/p\u003e \u003cp\u003eHistorical Empathy 122\u003c\/p\u003e \u003cp\u003eUnderstanding What Is Significant from the Past 124\u003c\/p\u003e \u003cp\u003eUnderstanding the Relationship between the Past and the Present 125\u003c\/p\u003e \u003cp\u003eThree Approaches to Teaching History 126\u003c\/p\u003e \u003cp\u003eDirect Learning in History 126\u003c\/p\u003e \u003cp\u003eActive Learning in History 126\u003c\/p\u003e \u003cp\u003eLESSON: THE FIRST THANKSGIVING 128\u003c\/p\u003e \u003cp\u003eLearning in History Using Authentic Resources 130\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 Teaching for Geographic Awareness 138\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Need for Geographic Awareness 140\u003c\/p\u003e \u003cp\u003eWhat Is Geographic Awareness? 140\u003c\/p\u003e \u003cp\u003eGeographic Concepts and Ideas for Elementary School Children 141\u003c\/p\u003e \u003cp\u003eHow Children Relate to Places 144\u003c\/p\u003e \u003cp\u003eGeography as the Starting Point for Social Studies 145\u003c\/p\u003e \u003cp\u003eLearning How to Use Maps 147\u003c\/p\u003e \u003cp\u003eHow Children Develop Geographic Awareness 148\u003c\/p\u003e \u003cp\u003eHuman and Cultural Geographic Awareness 148\u003c\/p\u003e \u003cp\u003eIN THE CLASSROOM: UNDERSTANDING PHYSICAL AND CULTURAL PLACE 150\u003c\/p\u003e \u003cp\u003eHow Children Understand the World around Them 151\u003c\/p\u003e \u003cp\u003eSOCIAL AND CULTURAL EXPLORATIONS 152\u003c\/p\u003e \u003cp\u003eElements of Geographic Understanding: Spaces,Places, and Systems 154\u003c\/p\u003e \u003cp\u003eSpatial Understanding 154\u003c\/p\u003e \u003cp\u003ePlaces and Regions 155\u003c\/p\u003e \u003cp\u003eHuman Systems 155\u003c\/p\u003e \u003cp\u003eLESSON: POPULATION DENSITY 156\u003c\/p\u003e \u003cp\u003ePhysical Systems 164\u003c\/p\u003e \u003cp\u003eUsing Maps to Teach Geographic Awareness 166\u003c\/p\u003e \u003cp\u003eUsing Maps and Other Geographic Representations 166\u003c\/p\u003e \u003cp\u003eDeveloping Spatial Reasoning Skills 166\u003c\/p\u003e \u003cp\u003eUsing Geography to Understand the Past 166\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Teaching for Civic Competence 174\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Need for Civic Competence 176\u003c\/p\u003e \u003cp\u003eWhy Do We Need a Competent Civic Body? 176\u003c\/p\u003e \u003cp\u003eWhat does it mean to Possess Civic Competence? 177\u003c\/p\u003e \u003cp\u003eHow Do We Achieve Civic Competence? 178\u003c\/p\u003e \u003cp\u003eSOCIAL AND CULTURAL EXPLORATIONS 179\u003c\/p\u003e \u003cp\u003eForms of Civic Awareness 180\u003c\/p\u003e \u003cp\u003eRespect for Authority and Respect for Others 180\u003c\/p\u003e \u003cp\u003ePatriotism, Good or Bad 182\u003c\/p\u003e \u003cp\u003eIN THE CLASSROOM: CIVIC ACTION: SETTING CLASS RULES 183\u003c\/p\u003e \u003cp\u003eKnowledge of Social Issues 184\u003c\/p\u003e \u003cp\u003eConversation, Discussion, and Dialogue in a Democracy 186\u003c\/p\u003e \u003cp\u003eElements of Civic Competence 187\u003c\/p\u003e \u003cp\u003eUnderstanding Rights and Responsibilities 187\u003c\/p\u003e \u003cp\u003eUnderstanding the Role and Processes of Government 188\u003c\/p\u003e \u003cp\u003eDemocratic Reasoning and Multicultural Understanding 188\u003c\/p\u003e \u003cp\u003eLESSON: TINKER V. DES MOINES AND THE FEDERAL COURTS 190\u003c\/p\u003e \u003cp\u003eParticipating and Taking Action in Democratic Communities 192\u003c\/p\u003e \u003cp\u003ePromoting Civic Competence 192\u003c\/p\u003e \u003cp\u003eUsing Stories to Communicate Civic Values 192\u003c\/p\u003e \u003cp\u003eIN THE CLASSROOM: THE STORY OF CÉSAR CHÁVEZ 194\u003c\/p\u003e \u003cp\u003eDeveloping Civic Knowledge 195\u003c\/p\u003e \u003cp\u003eEngaging in Civic Activity 195\u003c\/p\u003e \u003cp\u003eSocial Studies Content, Teacher and Student Opinions, and Ideology 196\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Direct Teaching and Learning 202\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDirect Instruction and Teacher-Directed Instruction 204\u003c\/p\u003e \u003cp\u003eWhat Is Direct Instruction? 205\u003c\/p\u003e \u003cp\u003eWhat Is Teacher-Directed Instruction? 205\u003c\/p\u003e \u003cp\u003eA Comparison of Direct and Teacher-Directed Instruction 207\u003c\/p\u003e \u003cp\u003eIN THE CLASSROOM: TEACHER-DIRECTED INSTRUCTION—LEARNING ABOUT THE PURPOSE AND LEVEL OF GOVERNMENT 208\u003c\/p\u003e \u003cp\u003eFactors Influencing Teacher-Directed Instruction 210\u003c\/p\u003e \u003cp\u003eSubject Matter and Teacher-Directed Instruction 210\u003c\/p\u003e \u003cp\u003eTeacher-Directed Instruction and Active Learning 210\u003c\/p\u003e \u003cp\u003eCurriculum: When to Use Teacher-Directed Instruction 212\u003c\/p\u003e \u003cp\u003eLESSON: USING TEACHER-DIRECTED INSTRUCTION IN A LESSON ON AN IMPORTANT INVENTION 213\u003c\/p\u003e \u003cp\u003eTypes of Teacher-Directed Instruction 214\u003c\/p\u003e \u003cp\u003eDirect Explanation 214\u003c\/p\u003e \u003cp\u003eStorytelling 215\u003c\/p\u003e \u003cp\u003eTaking It Apart: Higher-Order Thinking Skills 216\u003c\/p\u003e \u003cp\u003eOther Teacher-Directed Activities 216\u003c\/p\u003e \u003cp\u003eWhole Class and Independent Teacher-Directed Instruction 218\u003c\/p\u003e \u003cp\u003eWhole Class Teacher-Directed Instruction 218\u003c\/p\u003e \u003cp\u003eIndependent Teacher-Directed Instruction 218\u003c\/p\u003e \u003cp\u003eIN THE CLASSROOM: DECISION MAKING 219\u003c\/p\u003e \u003cp\u003eLESSON: HOW MUCH SPACE IS ENOUGH? 220\u003c\/p\u003e \u003cp\u003eNorth Carolina\u003c\/p\u003e \u003cp\u003eSouth Carolina\u003c\/p\u003e \u003cp\u003eFlorida\u003c\/p\u003e \u003cp\u003eGeorgia\u003c\/p\u003e \u003cp\u003eAlabama\u003c\/p\u003e \u003cp\u003eMississippi\u003c\/p\u003e \u003cp\u003eLouisiana\u003c\/p\u003e \u003cp\u003eTexas\u003c\/p\u003e \u003cp\u003eAlaska\u003c\/p\u003e \u003cp\u003eJuneau\u003c\/p\u003e \u003cp\u003eHonolulu\u003c\/p\u003e \u003cp\u003ePhoenix\u003c\/p\u003e \u003cp\u003eSacramento Carson City\u003c\/p\u003e \u003cp\u003eSanta Fe\u003c\/p\u003e \u003cp\u003eAustin\u003c\/p\u003e \u003cp\u003eOklahoma City\u003c\/p\u003e \u003cp\u003eDenver\u003c\/p\u003e \u003cp\u003eSalt Lake City\u003c\/p\u003e \u003cp\u003eOlympia\u003c\/p\u003e \u003cp\u003eSalem\u003c\/p\u003e \u003cp\u003eHelena\u003c\/p\u003e \u003cp\u003eBismark\u003c\/p\u003e \u003cp\u003ePierre\u003c\/p\u003e \u003cp\u003eLincoln\u003c\/p\u003e \u003cp\u003eSt. Paul\u003c\/p\u003e \u003cp\u003eDes Moines\u003c\/p\u003e \u003cp\u003eMadison\u003c\/p\u003e \u003cp\u003eBoise Lansing\u003c\/p\u003e \u003cp\u003eCheyenne\u003c\/p\u003e \u003cp\u003eTopeka\u003c\/p\u003e \u003cp\u003eLittle Rock\u003c\/p\u003e \u003cp\u003eJackson\u003c\/p\u003e \u003cp\u003eJefferson City\u003c\/p\u003e \u003cp\u003eSpringfield\u003c\/p\u003e \u003cp\u003eNashville\u003c\/p\u003e \u003cp\u003eMontgomery\u003c\/p\u003e \u003cp\u003eAtlanta Columbia\u003c\/p\u003e \u003cp\u003eRaleigh\u003c\/p\u003e \u003cp\u003eTallahassee\u003c\/p\u003e \u003cp\u003eIndianapolis\u003c\/p\u003e \u003cp\u003eColumbus\u003c\/p\u003e \u003cp\u003eCharleston\u003c\/p\u003e \u003cp\u003eRichmond\u003c\/p\u003e \u003cp\u003eHarrisburg\u003c\/p\u003e \u003cp\u003eAlbany\u003c\/p\u003e \u003cp\u003eMontpelier\u003c\/p\u003e \u003cp\u003eAugusta\u003c\/p\u003e \u003cp\u003eConcord\u003c\/p\u003e \u003cp\u003eBoston\u003c\/p\u003e \u003cp\u003eProvidence\u003c\/p\u003e \u003cp\u003eTrenton\u003c\/p\u003e \u003cp\u003eDover\u003c\/p\u003e \u003cp\u003eHartford\u003c\/p\u003e \u003cp\u003eAnnapolis\u003c\/p\u003e \u003cp\u003eFrankfort\u003c\/p\u003e \u003cp\u003eBaton\u003c\/p\u003e \u003cp\u003eRouge\u003c\/p\u003e \u003cp\u003eHawaii\u003c\/p\u003e \u003cp\u003eArkansas Tennessee\u003c\/p\u003e \u003cp\u003eVirginia\u003c\/p\u003e \u003cp\u003eWest\u003c\/p\u003e \u003cp\u003eVirginia\u003c\/p\u003e \u003cp\u003eKentucky\u003c\/p\u003e \u003cp\u003eIllinois Indiana\u003c\/p\u003e \u003cp\u003eMichigan\u003c\/p\u003e \u003cp\u003eWisconsin\u003c\/p\u003e \u003cp\u003eMinnesota\u003c\/p\u003e \u003cp\u003eIowa\u003c\/p\u003e \u003cp\u003eMissouri\u003c\/p\u003e \u003cp\u003eKansas\u003c\/p\u003e \u003cp\u003eNebraska\u003c\/p\u003e \u003cp\u003eSouth Dakota\u003c\/p\u003e \u003cp\u003eNorth Dakota\u003c\/p\u003e \u003cp\u003eMontana\u003c\/p\u003e \u003cp\u003eWashington\u003c\/p\u003e \u003cp\u003eIdaho\u003c\/p\u003e \u003cp\u003eNevada\u003c\/p\u003e \u003cp\u003eUtah\u003c\/p\u003e \u003cp\u003eColorado\u003c\/p\u003e \u003cp\u003eNew Mexico\u003c\/p\u003e \u003cp\u003eArizona\u003c\/p\u003e \u003cp\u003eCalifornia\u003c\/p\u003e \u003cp\u003eOregon\u003c\/p\u003e \u003cp\u003eWyoming\u003c\/p\u003e \u003cp\u003eOklahoma\u003c\/p\u003e \u003cp\u003eOhio\u003c\/p\u003e \u003cp\u003ePennsylvania\u003c\/p\u003e \u003cp\u003eNew York\u003c\/p\u003e \u003cp\u003eVermont\u003c\/p\u003e \u003cp\u003eNew Hampshire\u003c\/p\u003e \u003cp\u003eMassachusetts\u003c\/p\u003e \u003cp\u003eRhode Island\u003c\/p\u003e \u003cp\u003eConnecticut\u003c\/p\u003e \u003cp\u003eDelaware\u003c\/p\u003e \u003cp\u003eMaryland\u003c\/p\u003e \u003cp\u003eNew Jersey\u003c\/p\u003e \u003cp\u003eMaine\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 Interactive Teaching and Learning 226\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eWhat Is Interactive Instruction? 228\u003c\/p\u003e \u003cp\u003eDefining Interactive Instruction 228\u003c\/p\u003e \u003cp\u003eThe Structure of Interactive Instruction 229\u003c\/p\u003e \u003cp\u003eAssessing Children’s Knowledge When Planning for Interactive Instruction 231\u003c\/p\u003e \u003cp\u003eLESSON: INTERACTIVE LESSON ON STATE GEOGRAPHY 232\u003c\/p\u003e \u003cp\u003eCharacteristics of Interactive Instruction 234\u003c\/p\u003e \u003cp\u003eActive and Meaningful Learning during Interactive Instruction 234\u003c\/p\u003e \u003cp\u003eIN THE CLASSROOM: LEARNING ABOUT CIVIC LEADERS 235\u003c\/p\u003e \u003cp\u003eDynamic Instruction and Active Learning 236\u003c\/p\u003e \u003cp\u003eInteractive Instruction and Challenging Subject Matter 237\u003c\/p\u003e \u003cp\u003eTypes of Interactive Instruction 238\u003c\/p\u003e \u003cp\u003eSolving Problems Together 238\u003c\/p\u003e \u003cp\u003eMaking Decisions Together 238\u003c\/p\u003e \u003cp\u003ePutting Things Together 240\u003c\/p\u003e \u003cp\u003eOther Approaches to Interactive Activities 241\u003c\/p\u003e \u003cp\u003eGrouping Strategies 243\u003c\/p\u003e \u003cp\u003eWhy Group Students? 243\u003c\/p\u003e \u003cp\u003eHow to Group Students 243\u003c\/p\u003e \u003cp\u003eSpecific Grouping Strategies 243\u003c\/p\u003e \u003cp\u003eInteractive Instruction and Learners 248\u003c\/p\u003e \u003cp\u003eCollaboration and Interactive Instruction 248\u003c\/p\u003e \u003cp\u003eAdapting Interactive Instruction 248\u003c\/p\u003e \u003cp\u003eIN THE CLASSROOM: AN INTERACTIVE APPROACH TO LEARNING ABOUT SOCIETAL RULES 250\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Literacy in Social Studies 256\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Importance of Literacy 258\u003c\/p\u003e \u003cp\u003eDefining Literacy 258\u003c\/p\u003e \u003cp\u003eLiteracy, Society, and Decision Making 259\u003c\/p\u003e \u003cp\u003eReading in Social Studies 262\u003c\/p\u003e \u003cp\u003eGeneral Approaches to Reading in Social Studies 262\u003c\/p\u003e \u003cp\u003eReading and Instruction 263\u003c\/p\u003e \u003cp\u003eIN THE CLASSROOM: USING LITERARY RESOURCES IN A LESSON ABOUT TRANSPORTATION 264\u003c\/p\u003e \u003cp\u003eSpecific Approaches to Reading in Social Studies 265\u003c\/p\u003e \u003cp\u003eDetermining Reading Levels 267\u003c\/p\u003e \u003cp\u003eUsing Textbooks in Social Studies 268\u003c\/p\u003e \u003cp\u003eThree Approaches to Using TextbookS 268\u003c\/p\u003e \u003cp\u003eTextbook Structure and Analysis 270\u003c\/p\u003e \u003cp\u003eLimitations of the Textbook 270\u003c\/p\u003e \u003cp\u003eUsing Authentic Texts in Social Studies 271\u003c\/p\u003e \u003cp\u003eAuthentic Intellectual Work 271\u003c\/p\u003e \u003cp\u003eIN THE CLASSROOM: AUTHENTIC LEARNING ABOUT CUSTOMS 272\u003c\/p\u003e \u003cp\u003eAuthentic Learning Materials 273\u003c\/p\u003e \u003cp\u003eWriting in Social Studies 275\u003c\/p\u003e \u003cp\u003eWriting for Social Studies 275\u003c\/p\u003e \u003cp\u003eWriting for Learning 276\u003c\/p\u003e \u003cp\u003eLESSON: USING WRITING SKILLS TO ARGUE ALTERNATIVE ENERGY POWER 278\u003c\/p\u003e \u003cp\u003eLiteracy and the Social Studies Curriculum 280\u003c\/p\u003e \u003cp\u003eLiteracy in the Curriculum 280\u003c\/p\u003e \u003cp\u003eLiteracy, Social Studies, and Language Arts 282\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Planning for Active Learning 288\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eActive Learning in Social Studies 290\u003c\/p\u003e \u003cp\u003eGoals for Active Instruction 291\u003c\/p\u003e \u003cp\u003eActive Learning and Authentic Social Studies 292\u003c\/p\u003e \u003cp\u003eActive Learning and Subject Matter 292\u003c\/p\u003e \u003cp\u003eLESSON: WEATHER AND THE EARTH’S MOVEMENTS 294\u003c\/p\u003e \u003cp\u003eInitial Considerations for Instructional Planning 296\u003c\/p\u003e \u003cp\u003eReorganizing Knowledge: Content to Subject Matter 296\u003c\/p\u003e \u003cp\u003eTransforming Subject Matter into Pedagogical Ideas 296\u003c\/p\u003e \u003cp\u003eSOCIAL AND CULTURAL EXPLORATIONS 298\u003c\/p\u003e \u003cp\u003ePlanning Instruction for Active Learning 302\u003c\/p\u003e \u003cp\u003eDeveloping Procedures for Facilitating Students’ Learning 302\u003c\/p\u003e \u003cp\u003eSelecting and Using Resources 305\u003c\/p\u003e \u003cp\u003eChoosing Meaningful Assessment Techniques 306\u003c\/p\u003e \u003cp\u003eLesson Plans and Reflection 307\u003c\/p\u003e \u003cp\u003eWriting Lesson Plans 307\u003c\/p\u003e \u003cp\u003eReflection 309\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Teaching Social Studies in a Diverse Society 314\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTeaching Children in Diverse Environments 316\u003c\/p\u003e \u003cp\u003eForms of Diversity 316\u003c\/p\u003e \u003cp\u003eDiversity in School 318\u003c\/p\u003e \u003cp\u003eDiversity in Society 319\u003c\/p\u003e \u003cp\u003eDiversity in Learning: Intelligences and Learning Styles 320\u003c\/p\u003e \u003cp\u003eCultural Diversity and Social Studies 322\u003c\/p\u003e \u003cp\u003eHow Does the Social Studies Curriculum Reflect Cultural Diversity? 322\u003c\/p\u003e \u003cp\u003eCultural Diversity and Instruction in Social Studies 324\u003c\/p\u003e \u003cp\u003eCulturally Responsive Teaching and Learning 324\u003c\/p\u003e \u003cp\u003eIN THE CLASSROOM: TEACHING ABOUT CALENDARS 325\u003c\/p\u003e \u003cp\u003eIndividual Diversity and Social Studies 326\u003c\/p\u003e \u003cp\u003eDiversity and Individual Learning Personalities 326\u003c\/p\u003e \u003cp\u003eAccounting for Individual Diversity When Teaching Social Studies 328\u003c\/p\u003e \u003cp\u003eIN THE CLASSROOM: DIFFERENTIATING INSTRUCTION IN A LESSON ABOUT PIONEER LIFE IN AMERICA 329\u003c\/p\u003e \u003cp\u003eTeaching in Schools with Homogeneous Social and Cultural Characteristics 330\u003c\/p\u003e \u003cp\u003eGeneral Considerations for Teaching in Homogeneous Settings 331\u003c\/p\u003e \u003cp\u003eSOCIAL AND CULTURAL EXPLORATIONS 332\u003c\/p\u003e \u003cp\u003eCurriculum and Homogeneous Cultural Settings 333\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Assessing Learning 338\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eTypes of Assessment 340\u003c\/p\u003e \u003cp\u003eWhat Is Assessment? 341\u003c\/p\u003e \u003cp\u003eFormal and Informal Assessment 341\u003c\/p\u003e \u003cp\u003eFormative and Summative Assessment 344\u003c\/p\u003e \u003cp\u003eAssessment as a Part of Instruction 346\u003c\/p\u003e \u003cp\u003eAssessment in the Teaching Cycle 346\u003c\/p\u003e \u003cp\u003eIN THE CLASSROOM: ASSESSMENT AS INSTRUCTION 348\u003c\/p\u003e \u003cp\u003ePlanning for Assessment 349\u003c\/p\u003e \u003cp\u003eImplementing Assessment 349\u003c\/p\u003e \u003cp\u003eUsing Assessments to Improve Teaching and Learning 351\u003c\/p\u003e \u003cp\u003eAssessment Results and Effective Teaching 351\u003c\/p\u003e \u003cp\u003eLESSON: THE DEATH OF TUTANKHAMEN 352\u003c\/p\u003e \u003cp\u003eIN THE CLASSROOM: A NEW METAPHOR: CHANGING METHODS FOR EXPLANATION DURING A LESSON 354\u003c\/p\u003e \u003cp\u003eReteaching and Remediation 355\u003c\/p\u003e \u003cp\u003eAssessment Case Studies 356\u003c\/p\u003e \u003cp\u003eIN THE CLASSROOM: AN ASSESSMENT CASE STUDY 357\u003c\/p\u003e \u003cp\u003eDesigning and Using Rubrics 358\u003c\/p\u003e \u003cp\u003ePurpose of Assessment Rubrics 358\u003c\/p\u003e \u003cp\u003eComponents of Assessment Rubrics 359\u003c\/p\u003e \u003cp\u003eUses of Assessment Rubrics 360\u003c\/p\u003e \u003cp\u003e\u003cb\u003e14 Promoting Student Learning with Technology 364\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eUsing Technology in Social Studies 366\u003c\/p\u003e \u003cp\u003eWhat Is Technology? 366\u003c\/p\u003e \u003cp\u003eThe Why and When of Technology Use 367\u003c\/p\u003e \u003cp\u003eGuidelines for Using Technology 368\u003c\/p\u003e \u003cp\u003eDevelopmentally Appropriate Technology 370\u003c\/p\u003e \u003cp\u003eTechnological Applications 371\u003c\/p\u003e \u003cp\u003eFinding and Using Web-Based Resources and Information 371\u003c\/p\u003e \u003cp\u003eTechnology, Democracy, and the Human Experience 372\u003c\/p\u003e \u003cp\u003eInstruction and Technology 376\u003c\/p\u003e \u003cp\u003ePlanning for Teaching with Technology 376\u003c\/p\u003e \u003cp\u003eLESSON: TECHNOLOGY TIMELINE 377\u003c\/p\u003e \u003cp\u003eUsing Computer-Based Games 378\u003c\/p\u003e \u003cp\u003eIN THE CLASSROOM: GAMES AS INSTRUCTION 379\u003c\/p\u003e \u003cp\u003eAppendix A 385\u003c\/p\u003e \u003cp\u003eAppendix B 401\u003c\/p\u003e \u003cp\u003eGlossary 403\u003c\/p\u003e \u003cp\u003eReferences 409\u003c\/p\u003e \u003cp\u003eCredits 411\u003c\/p\u003e \u003cp\u003eIndex 415\u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":49525407973719,"sku":"9780471720669","price":136.55,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780471720669.jpg?v=1731860402","url":"https:\/\/bookcurl.com\/products\/visualizing-elementary-social-studies-methods-11-visualizing-series-9780471720669","provider":"Book Curl","version":"1.0","type":"link"}