Social Studies in Elementary Education, 15th edition
Published by Pearson (January 7, 2016) © 2017
- Walter C. Parker University of Washington, Seattle
- Terence A. Beck University of Puget Sound
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Invigorate learning with the Enhanced Pearson eTextThe Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:
- Embedded videos illustrate key concepts and strategies and enable students to hear and see effective teachers talk about and practice strategies that promote social studies learning. (See pages 69, 197, and 357 for examples.)
- Check Your Understanding of chapter content. Exercises matched to chapter learning outcomes help readers apply the concepts and ensure that they master the learning outcomes. Exercises and suggested feedback are provided in the Pearson eText. (See pages 6, 93, and 347 for examples.)
- Connection to Common Core State Standards and C3 Framework information adds to the previous emphasis on the NCSS standards and provides the most up-to-date information about standards, while helping students see how social studies can meet those standards. (See pages 157, 178, and 378 for examples.)
Students can experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book! Students, register for or purchase your eText at pearsonhighered.com/etextbooks/ted. Instructors, visit pearsonhighered.com/etextbooks/ted to register for your digital examination copy.
Additional text features include:
- Teaching in Diverse Classrooms, Ch. 2, takes a social studies approach to thinking about the students in elementary and middle school classrooms, highlighting the most current demographics and the most current thinking about how to approach diversity.
- The text’s organization emphasizes active social studies teaching throughout. While helping readers master a wide range of content, the planning and teaching chapters concentrate on both the individual lesson level and on the broader unit level.
- Literacy/literature connections are made as the text emphasizes the ways literacy instruction and social studies instruction both benefit when they are combined.
- Embracing the democratic citizenship purposes of social studies education, the book helps teachers learn why they teach social studies and helps them bring greater purpose to their lessons and more effective curriculum and instruction.
- Attention to teaching English learners helps teachers think about how to address the needs of these students.
- A focus on instruction that works includes examples throughout the text along with background on how best to teach social studies.
- Integrating the curriculum through social studies is a focus, particularly in Chapter 11 on Composing Cooperative Biographies, which serves as a good starting point for teachers who want to teach literacy and social studies at the same time. A complete, well-tested model helps beginning teachers follow the example and launch into curriculum integration instantly.
- Lesson plans that model active social studies instruction provide examples of how a teacher might differentiate instruction and demonstrate how connections are made to standards.
Invigorate learning with the Enhanced Pearson eText
The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content with the following multimedia features:
- Embedded videos illustrate key concepts and strategies and enable students to hear and see effective teachers talk about and practice strategies that promote social studies learning. (See pages 69, 197, and 357 for examples.)
- Check Your Understanding of chapter content. Exercises matched to chapter learning outcomes help readers apply the concepts and ensure that they master the learning outcomes. Exercises and suggested feedback are provided in the Pearson eText. (See pages 6, 93, and 347 for examples.)
- Connection to Common Core State Standards and C3 Framework information adds to the previous emphasis on the NCSS standards and provides the most up-to-date information about standards, while helping students see how social studies can meet those standards. (See pages 157, 178, and 378 for examples.)
Students can experience the advantages of the Enhanced Pearson eText along with all the benefits of print for 40% to 50% less than a print bound book! Students, register for or purchase your eText at pearsonhighered.com/etextbooks/ted. Instructors, visit pearsonhighered.com/etextbooks/ted to register for your digital examination copy.
Key content changes include:
- Reflect and discuss questions give instructors thoughtful topics for in-class discussion, while extending students’ understanding by highlighting some of the complexities of teaching social studies. Students get experience with exchanging ideas on difficult issues with others who might disagree.
- Learning to Question sections provide help with teaching students to ask their own questions—an expectation of the new C3 Framework (Ch. 9).
- Response to Intervention (RTI) material helps social studies teachers understand what is required of them to be familiar with RTI (Ch. 2).
- Issues and Challenges sections provide advice and thought-provoking ideas about controversies and challenges in teaching social studies—while helping to prepare teachers for the issues they will face in their own classrooms. Examples show how many of these challenges can be successfully met. (Featured in many chapters, good examples include Capital Punishment, Ch. 5, and What about the parents, Ch. 6).
- Teaching in Diverse Classrooms features help teachers see the benefits of diversity in their classrooms and work with ways to meet the various needs of all of their students. (These are included in every lesson plan throughout the text. The nature of classroom diversity and how to embrace it is found throughout, but emphasized in Ch. 2).
- Maps and Mapping materials shows the connection to the Common Core and expanded ways to teach mapping to young children (Ch. 5).
- Digital Resources—Digital Citizenship information provides help with both recommending high-quality digital resources and helping the teacher know how to find and identify such resources. An emphasis on digital citizenship tackles issues such as cyber-bullying and plagiarism, issues which the use of social media makes increasingly important (primarily Ch. 12).
Part One INTRODUCTION TO SOCIAL STUDIES EDUCATION
CHAPTER 1 Social Studies Education: What and Why 1
Goals for Social Studies: Social Understanding and Civic Competence 2
Knowledge 3
Attitudes and Values 4
Skills 5
Curriculum Scope and Sequence 6
Unit Topics by Grade Level 9
Five Key Trends 13
Trend 1: Closing the Opportunity Gap 13
Trend 2: Curriculum Standards: National, State, and Local 14
Trend 3: Assessment, Accountability, and the Global Achievement Gap 16
Trend 4: Democracy 18
Trend 5: Making the Literacy–Social Studies Connection 19
Summary 20
Discussion Questions and Suggested Activities 20
Selected References 21
CHAPTER 2 Teaching in Diverse Classrooms 22
The Changing Demographics of Today’s Classrooms 23
Understanding Diverse Classrooms 25
Two Extremes and a Middle Way 26
Different or Deprived 26
Race, Ethnicity, and Culture 27
Social Class 32
Religion 33
Language Differences in the Classroom 34
Sex and Gender 36
Sexual Orientation 38
Children with Special Needs 40
Multiple Intelligences 45
Guidelines for Teaching in Diverse Classrooms 46
Seven Guidelines for Teaching in Diverse Classrooms 47
Guideline 1. Culturally Responsive Instruction 47
Guideline 2. Know Your “Cell Phone” 48
Guideline 3. Engaging with Learning 50
Guideline 4. High Expectations for Learning 51
Guideline 5. Flexible Grouping 52
Guideline 6. Differentiated Instruction 53
Guideline 7. Multicultural Curriculum 54
Summary 56
Discussion Questions and Suggested Activities 56
Selected References 57
Part Two THE SOCIAL STUDIES CURRICULUM
CHAPTER 3 Democratic Citizenship Education 58
Why Citizenship Education? 60
Active and Passive Citizenship Education: The Case of the Pledge 63
Seminars on the Pledge 65
Simulating a Naturalization Ceremony 66
Citizenship Education: Six Dimensions 68
1. Deliberation: Discussion and Decision Making 68
2. Voting and Elections 76
3. Service Learning and Community Action 82
4. Citizenship Knowledge 85
5. Citizenship Values 86
6. Citizenship Dispositions and Virtues 91
Religion and Social Studies 94
Summary 95
Discussion Questions and Suggested Activities 95
Selected References 96
CHAPTER 4 History, Geography, and the Social Sciences 97
Teaching History 98
Identifying the Rationale 99
Developing a Sense of Time and Chronology 101
Determining What History Should Be Taught 102
Historical Reasoning 104
Teaching Suggestions 105
Absorbing History 109
Doing History 112
Teaching Geography 117
Rationale 117
The Geography Curriculum: The Thematic Approach 118
Teaching Suggestions 119
Teaching Political Science 123
Teaching Suggestions 123
Teaching Economics 124
Teaching Suggestions and Strategies 125
Teaching Anthropology and Sociology 129
Anthropology 130
Sociology 132
Summary 137
Discussion Questions and Suggested Activities 137
Selected References 138
CHAPTER 5 Powerful Tools: Maps, Globes, Charts, and Graphs 139
Map and Globe Skills Essential to the Social Studies Curriculum 141
Understanding Directional Orientation 142
Using Map Scales 142
Locating Places 143
Expressing Location 144
Reading Map Symbols 145
Teaching Maps, Mapping and the Globe 147
Teaching Map Symbols 148
Teaching Map Directions 148
Teaching Map Interpretation 149
Comparing Maps of the Same Place 150
Teaching Map Color 153
Zooming In and Out with Google Earth and Google Maps 154
Teaching the Globe 155
The Projection Puzzle: From Globe to Map 158
Applying Map and Globe Skills 163
Summarizing Map and Globe Skills 166
Teaching Charts and Graphs 168
Charts 168
Graphs 169
Summary 172
Discussion Questions and Suggested Activities 172
Selected References 172
CHAPTER 6 Current Events and Public Issues 173
Purpose of Teaching Current Events and Social Problems 175
Building a Current Events Program: Three Approaches 176
Teaching Current Events in Addition to Social Studies 176
Using Current Events to Supplement Social Studies 176
Using Current Events as the Basis for Social Studies Units 177
Implementing Four Strategies for Teaching Current Events 180
Strategy 1: Daily Discussion of News 180
Strategy 2: Decision Making on Controversial Issues 182
Strategy 3: Teaching About Different Kinds of Controversy 188
Strategy 4: Writing About Issues 189
Teaching Enduring Public Issues 190
Poverty 191
Human–Environment Interaction 191
Crime and the Rule of Law 195
Peace and Global Perspective 196
Diversity, Fairness, and Prejudice 197
Summary 198
Discussion Questions and Suggested Activities 199
Selected References 199
Part Three PLANNING AND TEACHING SOCIAL STUDIES
CHAPTER 7 Assessing Student Learning 200
The Process and Purposes of Assessment 203
The Process of Assessment 204
The Purposes of Assessment 204
Principles of Assessment 206
Principle 1: Assessment Is an Integral Part of Curriculum and Instruction 207
Principle 2: Devote Time to Essential Learnings 207
Principle 3: Set High Standards for Teaching and Learning 209
Principle 4: Clarify Targets (Objectives) Early 211
Principle 5: Aim for More Authentic Assessments 212
Principle 6: Collect Multiple Indicators of Learning—An Array of Evidence 212
Principle 7: Provide Ample Opportunities to Learn 213
Methods of Assessment 213
Informal Assessment Techniques 214
Paper-and-Pencil Tests 217
Performance Assessment 219
Checklists 222
Portfolios 222
Summary 227
Discussion Questions and Suggested Activities 227
Selected References 228
CHAPTER 8 Planning Units, Lessons, and Activities 229
Developing Teachers’ Knowledge and Goals 232
Knowledge Development 232
Goals 233
Planning the Unit 233
Study the Curriculum Guide and Talk About It with Colleagues 234
Frame Learning Objectives (Determine Desired Results of Study—The Targets) 237
Unit Questions 239
Concluding Advice: Priorities, Targets, and Scope 240
Determine Assessments 242
Section Review 244
Planning to Teach the Unit 246
Phase 1: Launching the Unit 246
Phase 2: Developing the Study with Learning Activities 248
Phase 3: Concluding the Study 250
Section Review 251
Planning Lessons within Units 251
Judging the Adequacy of a Lesson Plan 254
Five Ways to Enrich Any Unit 255
1. Incorporating Literacy Instruction 255
2. Incorporating Higher-Order Thinking Skills (HOTS) 255
3. Incorporating Construction Activities 256
4. Incorporating Simulations, Role-Playing and Music 263
5. Introducing a Little Controversy 266
Summary 267
Discussion Questions and Suggested Activities 268
Selected References 268
CHAPTER 9 Five Great Teaching Strategies 269
Strategy 1. Teaching Concepts 271
Concepts Are Ideas 271
Concept Formation 273
Variation 1 on Concept Formation: List, Group, and Label 279
Variation 2 on Concept Formation: Concept Attainment 280
Making Concepts Graphic 282
Relationship of Facts to Concepts 282
Strategy 2. Teaching with Inquiry 283
Inquiry Example 1: Who Benefits from Advertising? 287
Inquiry Example 2: What Caused the Titanic Tragedy? 287
Strategy 3. Teaching Social Studies Skills 291
Strategy 4. Asking Good Questions 292
Identifying Purposes of Asking Questions 295
Improving the Teacher’s Questioning Skills 297
Helping Students Ask Productive Questions 298
Strategy 5. Teaching with Cooperative Learning Groups 301
Creating a Positive Climate for Human Relations 302
Getting Started with Cooperative Groups 303
Managing Cooperative Group Work 304
Alternative Frameworks for Cooperative Tasks 307
Identifying and Teaching Group Work Skills 309
Summary 312
Discussion Questions and Suggested Activities 312
Selected References 313
CHAPTER 10 The Literacy–Social Studies Connection 314
Addressing Literacy and Content-Area Learning 316
Teaching Reading Skills Essential to Social Studies Learning 317
Using Textbooks as Study Aids 319
Building Social Studies Vocabulary 322
Improving Text Comprehension: Helping Students Make Sense of
What They Read 324
Activate Prior Knowledge Using Graphic Organizers 326
Preview 327
Skim for Ideas and Related Details 329
Summarize 329
Introducing the Socratic Seminar: Interpretive Discussion 333
Choose a Worthy Text 333
Explain the Purpose 334
State and Clarify Expectations 334
Preteach or Postteach Needed Skills 334
Ask an Interpretive, Genuine Question 335
Make Facilitation “Moves” 335
Using Children’s Trade Books for Multiple Perspectives 336
Launching 336
Examining Multiple Perspectives 336
Summary 341
Discussion Questions and Suggested Activities 341
Selected References 342
CHAPTER 11 Social Studies as the Integrating Core 343
Curriculum Integration 344
Definitions 345
Pitfalls 346
Two Examples of Curriculum Integration: Composing Cooperative Biographies and Understanding Living Things 348
Example 1: Composing Cooperative Biographies 348
Example 2: Understanding Living Things 361
Understanding the Two Examples 363
Summary 373
Discussion Questions and Suggested Activities 373
Selected References 374
CHAPTER 12 Finding and Using Great Resources 375
School and Community Resources: School Library, Textbooks, Guest Speakers, and Fieldtrips 376
The School Media/Resource Center (Library) 377
The Social Studies Textbook 377
Community Resources 383
Digital Resources: What Social Studies Teachers Need to Know 389
Technology Use That Promotes Learning 390
Technology and Using Good Judgment 394
Technology’s Give-and-Take Conundrum 395
Summary 397
Discussion Questions and Suggested Activities 397
Selected References 398
Walter Parker teaches in the College of Education at the University of Washington in Seattle. He studies K–12 social studies education and, in particular, the civic development of youth. He is especially interested in the ways civic education, multicultural education, and global education overlap. His other books include Teaching Democracy: Unity and Diversity in Public Life (2003); and Social Studies Today: Research & Practice (2015). Walter was born and raised in Englewood, Colorado, on Denver’s south side, and taught social studies for ten years in Adams County on Denver’s north side.
Terence Beck teaches in the School of Education at the University of Puget Sound in Tacoma, Washington. He works with aspiring K-12 teachers in the areas of social studies and literacy education. He also teaches classes focused on issues of education and social justice. Terence is particularly interested in classroom conversations that engage diverse students in thinking and exploring big and often controversial ideas. Terence taught in elementary and middle schools for 11 years before serving nine years as an elementary school principal.
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