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Dynamic social studies for constructivist classrooms : inspiring tomorrow's social scientists Preview this item
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Dynamic social studies for constructivist classrooms : inspiring tomorrow's social scientists

Author: George W Maxim
Publisher: Upper Saddle River, N.J. : Prentice Hall, ©2006.
Edition/Format:   Print book : English : 8th edView all editions and formats

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Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: George W Maxim
ISBN: 0131712705 9780131712706
OCLC Number: 58468395
Notes: Revised edition of: Dynamic social studies for elementary classrooms. 7th ed. c2003.
Description: xiii, 465 pages : illustrations (some color), map ; 24 cm
Contents: Part I. Foundations of Instruction --
Chapter 1. Dynamic Social Studies: The Subject You Will Teach --
What Do You Remember About Social Studies? --
What Is Social Studies? --
Social Sciences --
Social Science/Social Studies Connection --
Defining the Term Social Studies --
Why Is Social Studies Important? --
Participatory Citizenship --
What Are the Major Goals of Elementary School Social Studies Instruction? --
What Is Dynamic Social Studies? --
Functional Content --
Constructivist Teaching Practices --
Intrinsic Motivation --
Cross-Curricular Integration --
Respect for Diversity --
Chapter 2. Diversity in the Classroom: The Children You Will Teach --
What Is Multicultural Education? --
Cultural Responsiveness --
Why Is Multicultural Awareness Important? --
Cultural and Ethnic Diversity --
Teaching in Culturally Diverse Settings --
Language Diversity in the Classroom --
Educating Exceptional Children --
Gifted Children --
Multiple Intelligences and Talents --
Gender --
Social Class --
Part II. Classrooms for Young Social Scientists --
Chapter 3. Young Historians: Coming Face to Face With the Past --
What Is History? --
Why Is History Important? --
What Should Students Know or Be Able to Do? --
In General, How Should History Be Taught? --
Historical Narratives --
Primary Sources: Connecting With the Past --
Nonwritten Sources (Artifacts) --
Event Chains --
Chapter 4. Young Geographers: Investigating the People/Place Connection --
What Is Geography? --
Why Is Geography Important? --
What Should Young Geographers Know or Be Able to Do? --
Five Themes of Geography --
National Geography Standards --
In General, How Should Geography Be Taught? --
Teacher-Guided Discovery --
Independent Projects --
Maps: The Tools of Geographers --
What Is a Map? --
Introductory Map Skills Experiences --
Beginning Map Skills Instruction --
Three-Dimensional Classroom Maps --
Flat Maps --
Model Communities --
Story Maps --
Mental Maps --
Refining Map Skills --
Map Instruction in the Middle and Upper Grades --
Place Location and Direction --
Relative Location --
Scale --
Understanding the Globe --
Map Selection for the Classroom --
Chapter 5. Young Political Scientists: Future Citizens in Action --
What Is Civics? --
Why Is Civics Important? --
What Should Young Political Scientists Know or Be Able to Do? --
In General, How Should Civics Be Taught? --
Informal Civics Instruction --
Formal Civics Instruction --
Civic Dispositions and Virtues --
Critical Thinking --
Part III. Constructivist Approaches to Classroom Instruction --
Chapter 6. Learning Cycle: Teacher Scaffolded Social Constructivism --
What Is Constructivism? --
What Is Social Constructivism? --
Zones of Development --
Scaffolding --
What Is the Teacher's Role in a Social Constructivist Classroom? --
How Does the Learning Cycle Contribute to Social Constructivism? --
Exploration Phase --
Development Phase --
Concept/Skill Application Phase --
Chapter 7. Cooperative Learning: Student-Assisted Social Constructivism --
What Is Cooperative Learning? --
How Does Cooperative Learning Work? --
What Are the Main Features of Cooperative Learning? --
Determining Group Composition --
Selecting a Cooperative Learning Strategy --
Choosing a Reward System --
What Are the Benefits of Cooperative Learning? --
Chapter 8. Inquiry and Problem Solving: Cognitive Constructivism in Action --
What Is Cognitive Constructivism? --
What Is Problem-Centered Instruction? --
Making the Transition to Problem-Centered Instruction --
How Do Teachers Facilitate Inquiry and Problem Solving? --
Inquiry Procedures --
Creative Problem Solving (CPS) --
Part IV. Key Organizational Decisions --
Chapter 9. Instructional Planning: The Basis of Successful Teaching --
Why Is Planning Important? --
How Are Unit Plans Constructed? --
Select the Topic for Study --
Formulate Goals and Objectives --
Organize the Content --
Select the Learning Experiences --
Plan the Learning Experiences --
Assess Learning and Teaching --
Chapter 10. Key Instructional Resources: Going Beyond the Ordinary --
Doing Something Real --
Realia --
Field Trips --
Resource Persons --
Depictions of Reality --
Digital and VHS Cameras --
Pictures and Study Prints --
Integrating the Arts --
Involvement in the Arts --
Visual Arts --
Music --
Creative Movement and Dance --
Drama --
Textbooks and Trade Books --
Textbooks --
Trade Books --
Newspapers --
Electronic Newspapers --
Current Affairs Periodicals --
Computers --
Tutorial Software --
Problem-Solving Software --
Simulation Software --
Word Processing --
Telecommunications --
Hypermedia (Presentation Software).
Responsibility: George W. Maxim.
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