Getting to the Core of Literacy for History/Social Studies, Science, and Technical Subjects, Grades 6–12 PDF Download
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Author: Vicky Giouroukakis
Publisher: Corwin Press
ISBN: 1483331067
Category : Education
Languages : en
Pages : 265
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Book Description
Literacy—it’s not just for English teachers anymore. The new Common Core English Language Arts Standards aren’t just for English teachers. Fluent reading and writing are critically important to the study of history/social studies, science, and technical subjects, too. What’s more, the progress your students make is directly tied to their ability to process information they read and to express their ideas in writing. So how do you make literacy a focus of your teaching . . . without taking time away from essential content? This practical resource—packed with teacher-tested, CCSS-based sample lessons—shows you how, using the Backward Design approach to set and meet your goals. Each lesson template includes The teaching strategies you’ll utilize Ways to incorporate technology and media Variations for differentiation and interdisciplinary connections Links to the work of major educational theorists Following these models, you’ll set the CCSS in your sights and develop lessons that both meet standards and fit your classroom. Before you know it, you’ll be infusing reading and writing across your curriculum in purposeful and meaningful ways.
Author: David Warren Saxe
Publisher: State University of New York Press
ISBN: 1438418752
Category : Education
Languages : en
Pages : 332
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Book Description
This supplemental text is an historical account of the beginning years of the social studies. Using the 1916 Social Studies report as a base, the book outlines the issues, contexts, and individuals that were influential in the genesis of the seminal social studies prototype program. The author explains that many of our present interests such as critical thinking, decision making, inquiry, reflective thinking, foundational studies, and cultural literacy can be found within the texts of the 1916 social studies program. Saxe also shows that the roots of the social studies program are found in the social sciences and not the traditional history curriculum. Included are chronological time lines that serve to illustrate the growth of the social studies, as well as an extensive bibliography of the primary foundational works of the social studies, including the 1916 report. These materials greatly enhance the value of Saxe's work for social studies educators and students.
Author: Christopher W. Berg
Publisher: Springer Nature
ISBN: 3030372103
Category : Education
Languages : en
Pages : 648
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Book Description
This Handbook presents an international collection of essays examining history education past and present. Framing recent curriculum reforms in Canada and in the United States in light of a century-long debate between the relationship between theory and practice, this collection contextualizes the debate by exploring the evolution of history and social studies education within their state or national contexts. With contributions ranging from Canada, Finland, New Zealand, Sweden, the Netherlands, the Republic of South Africa, the United Kingdom, and the United States, chapters illuminate the ways in which curriculum theorists and academic researchers are working with curriculum developers and educators to translate and refine notions of historical thinking or inquiry as well as pedagogical practice.
Author: Jeff Passe
Publisher: IAP
ISBN: 1623964148
Category : Social Science
Languages : en
Pages : 384
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Book Description
A team of researchers from 35 states across the country developed a survey designed to create a snapshot of social studies teaching and learning in the United States. With over 12,000 responses, it is the largest survey of social studies teachers in over three decades. We asked teachers about their curricular goals, their methods of instruction, their use of technology, and the way they address the needs of English language learners and students with disabilities. We gathered demographic data too, along with inquiries about the teachers' training, their professional development experiences, and even whether they serve as coaches. The enormous data set from this project was analyzed by multiple research teams, each with its own chapter. This volume would be a valuable resource for any professor, doctoral student, or Master’s student examining the field of social studies education. It is hard to imagine a research study, topical article, or professional development session concerning social studies that would not quote findings from this book about the current status of social studies. With chapters on such key issues as the teaching of history, how teachers address religion, social studies teachers’ use of technology, and how teachers adapt their instruction for students with disabilities or for English language learners, the book’s content will immediately be relevant and useful.
Author: Alan J. Singer
Publisher:
ISBN: 9780367024680
Category : Social science teachers
Languages : en
Pages : 218
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Book Description
This updated edition of Teaching Global History challenges prospective and beginning social studies teachers to formulate their own views about what is important to know in global history and why. This essential text explains how to organize curriculum around broad social studies concepts and themes, as well as student questions about humanity, history, and the contemporary world. All chapters feature lesson ideas, a sample lesson plan with activity sheets, primary source documents, and helpful charts, graphs, photographs, and maps. This new edition includes connections to the C3 framework, updates throughout to account for the many shifts in global politics, and a new chapter connecting past to present through current events and historical studies in ways that engage students and propel civic activism. Offering an alternative to pre-packaged textbook outlines and materials, this text is a powerful resource for promoting thoughtful reflection and debate on what the global history curriculum should be and how to teach it.
Author: National Center for History in the Schools (U.S.)
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 244
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Book Description
This sourcebook contains more than twelve hundred easy-to-follow and implement classroom activities created and tested by veteran teachers from all over the country. The activities are arranged by grade level and are keyed to the revised National History Standards, so they can easily be matched to comparable state history standards. This volume offers teachers a treasury of ideas for bringing history alive in grades 5?12, carrying students far beyond their textbooks on active-learning voyages into the past while still meeting required learning content. It also incorporates the History Thinking Skills from the revised National History Standards as well as annotated lists of general and era-specific resources that will help teachers enrich their classes with CD-ROMs, audio-visual material, primary sources, art and music, and various print materials. Grades 5?12
Author: Houghton Mifflin Harcourt
Publisher: Core Skills Social Studies
ISBN: 9780544267640
Category : Education
Languages : en
Pages : 0
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Book Description
The Core Skills Social Studies series engages students with easy-to-understand passages that help students build a better understanding of the world around them. Interactive lessons encourage active participation with the text, including practice with maps, charts, and illustrations. Students are given many opportunities to reflect on the text through higher-level thinking questions. Social studies focuses on developing knowledge and skill in history, geography, culture, economics, civics, and government. Core Skills Social Studies addresses these areas of study and correlates with social studies curriculum throughout the United States.
Author: Deborah Short
Publisher: Allyn & Bacon
ISBN: 9780205627615
Category : English language
Languages : en
Pages : 0
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Book Description
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Author: Vicky Giouroukakis
Publisher: Corwin Press
ISBN: 1483331067
Category : Education
Languages : en
Pages : 265
Get Book Here
Book Description
Literacy—it’s not just for English teachers anymore. The new Common Core English Language Arts Standards aren’t just for English teachers. Fluent reading and writing are critically important to the study of history/social studies, science, and technical subjects, too. What’s more, the progress your students make is directly tied to their ability to process information they read and to express their ideas in writing. So how do you make literacy a focus of your teaching . . . without taking time away from essential content? This practical resource—packed with teacher-tested, CCSS-based sample lessons—shows you how, using the Backward Design approach to set and meet your goals. Each lesson template includes The teaching strategies you’ll utilize Ways to incorporate technology and media Variations for differentiation and interdisciplinary connections Links to the work of major educational theorists Following these models, you’ll set the CCSS in your sights and develop lessons that both meet standards and fit your classroom. Before you know it, you’ll be infusing reading and writing across your curriculum in purposeful and meaningful ways.
Author: University of Wisconsin
Publisher:
ISBN:
Category :
Languages : en
Pages : 470
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Book Description
Author: Barbara Slater Stern
Publisher: IAP
ISBN: 1617352853
Category : Social Science
Languages : en
Pages : 522
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Book Description
This volume, The New Social Studies: People, Projects and Perspectives is not an attempt to be the comprehensive book on the era. Given the sheer number of projects that task would be impossible. However, the current lack of knowledge about the politics, people and projects of the NSS is unfortunate as it often appears that new scholars are reinventing the wheel due to their lack of knowledge about the history of the social studies field. The goal of this book then, is to sample the projects and individuals involved with the New Social Studies (NSS) in an attempt to provide an understanding of what came before and to suggest guidance to those concerned with social studies reform in the future—especially in light of the standardization of curriculum and assessment currently underway in many states. The authors who contributed to this project were recruited with several goals in mind including a broad range of ages, interests and experiences with the NSS from participants during the NSS era through new, young scholars who had never heard much about the NSS. As many of the authors remind us in their chapters, much has been written, of the failure of the NSS. However, in every chapter of this book, the authors also point out the remnants of the projects that remain.
