Social Studies

Progressive educatiors were very imfluental in the subsequent history of elementary education in the united states. One progressive, francis parker changed social studies by:
Introducing field trips and hands on experiences, and in doing so breaking away from memorization of the textbook
Todays teachers should remember the following important ideas from progressive education
Social studies should build upon the interests of the students
No child left behind requires states to test students in only math and reading. An outcome of this policy has been
The time devoted to social studies in elementary schools has shrunk
A set of 21st century skills like those developed by the NCSS and the partnership for 21st century skills
Emphasize information, media, and technology skills along with life and career skills
The expanded environments curriculum scope and sequence for elementary school
Has been criticized for a lack of substance in the primary grades
There is no agreement on a definition of social studies because
Social studies has many different goals, like acceptance of cultural diversity and teaching the important events and individuals in American history
Think for a moment of the type of social studies advocated by Francis Parker and John Dewey. Now think about a fourth grade teacher who relies heavily on textbook lesons
Parker and Dewey would not approve of the way the fourth grade teacher teaches
Effective instructional planning requires a great deal of work by theta her before the lesson is taught. Before planning a lesson teachers must decide
What we expect students to do, and what the teacher must do in order for our students to achieve what we expect of them
In the taxonomy of education objectives, cognitive domain, questions at the synthesis level will ask students to
Create something new as the component parts of some things are rearranged
Several lesson plan models were presented in ch. 2. One of them the concept attain,net model is
Requires the teacher to have many examples and non examples of the target concept
A unit titled the United States after the civil war 1865-1917 has a
Historical period as a focus
A key goal for the beginning of a unit is for the teacher to
Determine what students know about the topics the unit will cover
It is a good idea for teachers to plan segue activities at the end of a unit. A segue activity..
Shows the relationship between one unit and a subsequent unit
An assessment plan for a unit should
Show how the teacher will determine if the units objectives have been met
Think for a moment about the difference between formative assessment and summarize assessment. A comment a teacher might make to a student as a part of formative assessment would include
I read your journal entry and I think you are having difficulty with understanding how an irrigation system works. Let me draw you a picture
The collection and analysis of non written products like charts and illustrations is important because
Some students do not read and write well enough to reveal what they have learned through writing products
One advantage for a teacher who regularly keeps anecdotal records is
This data provides information on the daily performance of students as they work on everyday social studies tasks
Constructing a valid rubric to assess student performance on an assignment must allow the teacher to
Distinguish performance in one category on the rubric from performance,mace in the other categories
Most elementary school teachers never use essay questions on tests of social studies knowledge. Assuming students have the writing skills necessary to write short essay, essay questions are worthwhile because they
Can challenge students to engage in higher order thinking, something the multiple choice questions rarely do
When it comes to assessment results with parents:
Teachers should focus on each students progress towards meeting grade level standards
The faculty and the principal at Presley elementary school agreed that assessment if students would be a high priority for the school year. In a group discussion with other faculty, a second grade teacher stated “I don’t really worry about whether or not the students are achieving the objectives of each lesson I teach-it’s the state social studies standards that i am concerned about.” Why should this teacher re-think his perspective
The teacher is correct that student achievement of standards should be and teachers ultimate concern but there is little chance that his students will meet the standards if he doesn’t check to see what students have learned
It is a challenge for students who are acquiring English as a second language, english learners, to learn social studies because English learners are
Learning social studies at the same time they are learning to English
When differentiating instruction for gifted children, a teacher could do the following;
Modify the curricular contact that the gifted children are expected to learn. This could be done my first ensuring that students have met the grade level standards, and then adding bredth to the curriculum and adding additional topics related to the unit of study
According to Stephen krashen, to second-language acquisition is
Comprehensible input received when the effective filter is low
A third-grade teacher has to students with mild learning disabilities. She has decided to go to the library and get some books written at a first grade level about police officers and firefighters, the topic covered in her social studies curcumin. Is that OK?
Yes, the teachers goal is to have all students meet grade level social studies standards. If the simple books help students with disabilities meet the standards, they are appropriate. The teacher should still try to help the students develop to the point where they can read the grade level text book.
The level of English proficiency among English learners
Must be taken into account what a teacher plans a studies lesson
In regards to the impact of culture on how students learn, you could conclude
Though not an easy goal, teachers should strive for cultural congruence in their teaching, and take into account the cultural identity of their students
A teacher who decides to use “instructional prompts” or clues to highlight essential information, words, and phrases might use the following during a social studies lesson with a group of second graders with mild learning disabilities
Repeating key sentences two or three times.
Multicultural education consists of two interrelated dimensions, a curricular dimension and equity dimension. In this chapter, we are more concerned with the curriculum. Multicultural social studies curriculum does not limit itself to presenting information about a wide range of people, rather it
Provides the perspectives of people who frequently have been relegated to the margins in traditional social studies programs
To transform the social studies curriculum so that it is more multicultural, a third-grade teacher could
Compare their city with cities and other nations
In an oral history project, students will
Interview people who have first-hand experience about an event, a place, or a person
All of the following are examples of cultural universals except
Using technology
A fifth grade teacher who reads aloud I’m Deborah Sampson; a soldier of the revolution has
Transformed the social studies curriculum because the roles women played in the American Revolution rarely are mentioned in elementary social studies
A third grade teacher told his principle that he would like to include the performing arts in his social studies program, but noted that he could remember being embarrassed as a child when he couldn’t remember his lines in a school play. “plays are just too stressful for young kids”, the teacher concluded, “so I guess there is no alternative.” The principal should respond
There are other forms of drama for children; let’s have a chat about readers theater
The difference between a mural and a diorama is
Murals are large pictures on the walls, they are two-dimensional; dioramas are some sort of three-dimensional display