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Table Of Contents

REFERENCES
THE CONTENT FOR TEACHING BIOGRAPHICAL STUDIES
APPLICATIONS IN THE CLASSROOM: PRIMARY, INTERMEDIATE, AND MIDDLE LEVELS
THE CONTENT FOR TEACHING HISTORY
TWO KINDS OF HISTORY
THREE BELIEF SYSTEMS ABOUT TEACHING HISTORY
HISTORY AS SCALE
APPLICATIONS TO THE CLASSROOM
HISTORY AND WORLD RELIGIONS
GEOGRAPHY AND WORLD RELIGIONS
BIOGRAPHIES AND WORLD RELIGIONS
THE CONTENT FOR TEACHING THE U.S. CONSTITUTION
WHAT K–8 TEACHERS MUST KNOW AND UNDERSTAND
THE STRUCTURE OF THE U.S. CONSTITUTION: A LEARNING ACTIVITY
THE CONTENT FOR TEACHING THE DECLARATION OF INDEPENDENCE
STORY GRAMMAR AND THE DECLARATION OF INDEPENDENCE
ANNOTATING THE DECLARATION OF INDEPENDENCE
THE CONTENT FOR TEACHING PERSONAL FINANCE
WHAT DO WE TEACH CHILDREN ABOUT PERSONAL FINANCE?
THE MONEY GAME
ADDITIONAL RESOURCE
THE CONTENT FOR TEACHING GEOGRAPHY
THE RIGHT TO BE WRONG
SEPARATE NATION STATUS
NATIVE PEOPLES AND SOCIAL STUDIES CONTENT
APPLICATIONS FOR THE CLASSROOM
NONCOMMERCIAL, OR “PUBLIC” MEDIA
BIAS AND WHAT IT MEANS IN THE MEDIA
STUDENTS ENGAGE IN CURRENT EVENTS
CREATIVE AND CRITICAL THINKING AND A MEDIA LITERACY MATRIX: GRADE FOUR AND AFTER
THINKING AND WRITING IN PARAGRAPHS
WRITING EXTENDED DISCOURSE
SENTENCES AND WORD STUDY
P. 1
Content Matters: Social Studies in the Elementary and Middle School

Content Matters: Social Studies in the Elementary and Middle School

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Published by RowmanLittlefield
A critical question in social studies education is not whether teachers develop and teach units of study, but what is in the units of study teachers develop and teach. Curricular planning and instruction must focus on what we teach in the social studies classroom.

It is not uncommon for students to experience fine units about the westward movement and exit the fifth grade with little or no geographic literacy. Most students leave middle school grades unable to name even one person who made a difference in the history of Indian people in the United States. After three to five years of history classes, high school students routinely self-report that history is boring. And it is the rare middle school graduate who knows how to use a free enterprise economy for his or her benefit.

This book explains the content of nine areas in social studies. If teachers know what history, biographical studies, and the United States Constitution mean for instruction, they can increase the probability of better-focused content in their social studies instruction.
A critical question in social studies education is not whether teachers develop and teach units of study, but what is in the units of study teachers develop and teach. Curricular planning and instruction must focus on what we teach in the social studies classroom.

It is not uncommon for students to experience fine units about the westward movement and exit the fifth grade with little or no geographic literacy. Most students leave middle school grades unable to name even one person who made a difference in the history of Indian people in the United States. After three to five years of history classes, high school students routinely self-report that history is boring. And it is the rare middle school graduate who knows how to use a free enterprise economy for his or her benefit.

This book explains the content of nine areas in social studies. If teachers know what history, biographical studies, and the United States Constitution mean for instruction, they can increase the probability of better-focused content in their social studies instruction.

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Publish date: Jul 5, 2013
Added to Scribd: Jul 13, 2013
Copyright:Traditional Copyright: All rights reservedISBN:9781610489522
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07/16/2014

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9781610489522

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