Instructors Resource Manual and Test Bank

Instructor’s Resource Manual and Test Bank For

Dynamic Social Studies for Constructivist Classrooms:

Inspiring Tomorrow's Social Scientists 11th Edition George W. Maxim Dr. Janice K. Ewing , 1 / 4

iii Copyright © 2018, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Table of Contents

Chapter 1 Social Studies: The Subject You Will Teach 1

Chapter 2 Effective Instructional Planning 5 Chapter 3 Social Constructivism: Constructing Meaning via Collaborative Encounters 9

Chapter 4 Cognitive Constructivism: A Spotlight on Project-Based Learning 14

Chapter 5 Beyond the Ordinary: Teaching and Learning with Concrete Instructional Resources 17 Chapter 6 Beyond the Ordinary: Teaching and Learning with Representational Instructional Resources 21 Chapter 7 Beyond the Ordinary: Teaching and Learning with Informational and Persuasive Text 24

Chapter 8 Beyond the Ordinary: Teaching and Learning with Narrative Text 28

Chapter 9 Young Historians: Learning to Unlock the Past 31

Chapter 10 Geography: Exploring the People-Place Connection 35

Chapter 11 Civics: Young Citizens in Action 39

Chapter 12 Economics: Thinking and Choosing Responsibly 43

Chapter 13 Sociology and Anthropology: Social Structures and Culture 46

Test Bank 51 2 / 4

1 Copyright © 2018, 2014, 2010 by Pearson Education, Inc. All Rights Reserved Chapter 1

Social Studies: The Subject You Will Teach

Chapter Outline

• Memories of Elementary School Social Studies

II. Attribute 1: Social Studies as a School Subject

A.Integrated Social Studies B.Major Social Studies Goals

III.Attribute 2: The Origin, Erosion and Rebirth of Social Studies

A.Social Studies is Born B.Social Studies in Decline

IV. Attribute 3: Instructional Practices That Promote and Support Learning

A.Powerful and Purposeful Social Studies Instruction B.Constructivist Teaching Practices

V. Attribute 4: Democratic Classroom Communities

• A Democratic Classroom

VI. A Final Thought VII.References Chapter 1: The Subject You Will Teach models a constructivist approach, asking students to first reflect on the qualities of a good social studies teacher, using a fourth grade learning adventure. Next, students consider the question, What Do You Remember about Social Studies? and identify the best and the worst social studies elementary experiences. Through these two reflective tasks, students review classroom examples and consider the context and policies as well as the dilemmas and opportunities facing them as social studies teachers.Chapter Overview

Attribute 1: Social Studies as a School Subject

A social science is any of several disciplines that examine how people interact and develop as societies.Six major social sciences These contribute to the backbone of elementary social studies programs: geography, history, civics (political science), anthropology, sociology, and economics.The Goals of Elementary School Social Studies The overriding purpose of social studies is to ready students for the most important duty they will have as adults, what Thomas Jefferson called the “office of citizen” with civic competence as a central aim. The NCSS Task Force on Early Childhood/Elementary Social Studies (1989) suggests that the traditional skills of reading, writing, and computing are necessary but insufficient to help young citizens to participate in a complex world. Social studies specialized goals help children accomplish what other subjects cannot help them achieve. The task force recommended essential

goals be divided into three broad areas:

Knowledge-The knowledge base should include rich, accurate information across the social sciences Skills-Map and globe skills are primary to social studies. Other skills including communication skills are also shared with other parts of the curriculum.Values and Beliefs-The early years are ideal for children to understand core civic principles, particularly in terms of smaller social entities such as the family, classroom, and community along with positive attitudes toward learning and a spirit of inquiry. 3 / 4

2 Copyright © 2018, 2014, 2010 by Pearson Education, Inc. All Rights Reserved

Attribute 2: The Origin, Erosion and Rebirth of Social Studies

At the beginning of the 20 th century American schools focused on ensuring that immigrant children were exposed to “American customs, standards of behavior, and morals.” The National Education Association (NEA) proposed a new school subject called social studies.

Social Studies is Born The Progressive Social Studies Curriculum. This curriculum grew out of the progressive movement work of John Dewey (1896). Lucy Sprague Mitchell’s (1934) “Here-and-Now” social studies curriculum began with children’s experiences and built on the natural progression of children’s understandings.

The Expanding Environments Approach. This is the basic structure commonly organizing elementary social studies, dominating it for over 50 years. Paul Hanna (1963) conceived the “Expanding Communities” format, building on Mitchell’s work, presenting content as a series of concentric circles starting with the self at the center and progressing to the family, school, neighborhood until reaching the international community. In the mid 1980’s the approach was criticized as being redundant and in 2009, a NCSS position statement referred to the curriculum as “insufficient for today’s young learners”; however, it remains in frequent use.

The Spiral Curriculum. Introduced by Jerome S. Bruner (1966) as a pattern where students return to key topics introduced in earlier grades throughout the curriculum with greater depth and difficulty. Key concepts such as culture, heritage, authority, interdependence, and scarcity are selected for their ability to synthesize a large amount of information and ease of use on different levels of complexity or abstraction. A dynamic social studies curriculum, expanding or spiral, is consistent, cumulative, and enriched at each level.

Social Studies in Decline Social studies curriculum came under heavy criticism during the 1980’s with the publication of A Nation at Risk. For social studies in particular, standardized test results indicated America’s students did not have the knowledge to make decisions. In response, some argued social studies move “back to the basics” and teach essential elements of lasting knowledge.

NCSS National Curriculum Standards. The NCSS Standards, revised in 2010, focus on 10 themes that constitute the organizing strands that should thread through social studies programs from pre-K through grade 12.

Individual Discipline and State Standards. Individual states and most of the individual social sciences (history, geography, civics, economics) have also created standards to present a consistent understanding of what students are expected to learn or be able to do.

No Child Left Behind (NCLB). With an increased focus on reading and mathematics, social studies was frequently viewed as a non-essential subject. The rebirth of social students came with the Common Core Standards and the release of the NCSS (2013) College, Career and Civic Life Framework (C3). Using an interdisciplinary lens, NCSS introduced the concept of an “inquiry arc” as means of engaging students in the experiences that support their development of problem-solving and critical thinking as well as other skills needed for active citizens in the 21 st century..

Attribute 3: Instructional Practices That Promote and Support Learning

Social studies must be delivered in a developmentally appropriate way during the elementary years. This mission, referred to throughout the text as dynamic social studies, encourages young students to discover the young social scientists within themselves. Children are curious about their world and seek answers to their questions in order to obtain knowledge about their social environment.

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