Building on the success of the first edition, Essentials of Middle and Secondary Social Studies 2nd Edition focuses on the key issues central to the teaching of middle and high school social studies, including lesson planning and instructional strategies. Written in an engaging, conversational style, the text encourages teachers in their development as professionals and enables them to effectively use creative and active learning strategies in the everyday classroom. NEW TO THIS EDITION This second edition has been significantly refined with new and relevant topics and strategies needed for effectively teaching middle and secondary social studies. New features include: An updated chapter on lesson plans, in keeping with the book’s emphasis on planning and teaching. This chapter is designed to provide middle and secondary teachers with new classroom-tested lesson plans and includes two classroom-tested lessons for each grade level (6-12). An expanded chapter on planning. This chapter provides additional discussion about long-range planning and includes examples of lesson plans with details to help students be better prepared. An updated chapter on technology designed to better prepare middle and secondary teachers to effectively incorporate technology into social studies instruction. Attention is given to digital history, media literacy, teaching with film and music, popular apps and numerous other types of impactful technology. "FYI" callouts throughout each chapter. These callouts provide helpful information and further explanation. An expanded discussion of the Common Core Standards and C3 Framework and how they impact teachers. An updated chapter titled "Experiencing Social Studies." This chapter focuses on topics such as teaching with drama, role play, field trips, and service learning. A "Helpful Resources" section that details various websites and online resources for further discovery.
5 Assessment and Evaluation Alleman, J., & Brophy, J. (1998, January). Assessment in a social constructivist classroom. Social Education, 62, 32–34. Alleman, J., & Brophy, J. (1999, October). The changing nature and purpose of ...
By Scott Willis and Larry Mann Nearly all teachers believe that it's better to differentiate instruction—that is, to gear instruction to better meet students' varying readiness levels, learning preferences, and interests.
Offers 40 lesson plans designed to help students develop the skills needed to learn about and understand world cultures, world history, global issues and current events, as well as the...
Readers of this book will learn more about *The challenges that elementary and middle school teachers face in keeping social studies in the curriculum. * How to align social studies lessons with curriculum standards. * Strategies to infuse ...
Organized around Joseph Schwab's commonplaces of education and recognizing the role of inquiry as a preferred pedagogy in social studies, the book offers a series of short chapters that highlight learners and learning, subject matter, ...
This holistic rubric was adapted from Pearson Education's TeacherVision (http:// www.teachervision.fen.com); retrieved June 1, 2006. 4. This analytic rubric was created with the assistance of Rubistar (http:// rubistar.4teachers.org); ...
Using essential questions can be challenging—for both teachers and students—and this book provides guidance through practical and proven processes, as well as suggested "response strategies" to encourage student engagement.
Hattie and Yates (2014) described this as System 2 learning, in contrast to System 1, or surface, learning: System 1 is fast and responds with immediacy; System 2 entails using time to “stop, look, listen, and focus” (Stanovich, 1999).
Inquiry Design Model: Building Inquiries in Social Studies
This revised guide is intended for teachers to aid in development of history curriculum in the schools and explains what students should know and be able to do in each...