Page 359 - Powerful Social Studies for Elementary Students 4th Edition

Index
achievement, expectations for, 302 activities
adults’ memories of, 232
application, 234, 297
defined, 234
designing, implementing, and evaluating, 231–
250
in goal-oriented curriculum, 58 level of, 37
motivation and, 32 powerful/memorable, 232 practice, 297
selecting, 95
worthwhile, 38
Adams, Michael, 231–232 Adamus,Clare, 80
adults, involving, 272 Alleman, J., 238
Alley Oop. See Flintstones cartoons American Revolution unit, 121, 313–316
activities for, 237
portfolio for, 122, 123 analytic rubrics, 198–199 anecdotal records, 202 anthropology, 136
archaeology, sub-discipline, 137 artifact kits for, 142
authenticity in, 142
basic questions of, 139
children’s literature in, 142 comparison and contrast in, 139, 140 cultural adaptations in, 139
cultural universals in, 139
in early grades, 138
focusing on insider’s perspective in, 141 guidelines for, 138
interview schedule questions for, 144
key ideas of, 139
in middle grades, 138
Native American unit for, 139, 140
NCSS standards for, 138
nine basic human activities of, 139
plan of action, 146
and stereotypes, 138
students’ previous knowledge of, 137, 138 study of ancient cultures in, 136
study of contemporary societies in, 137
Appleseeds, 118 appreciation, 55, 91 Armstrong, D., 223 artifact kits, 142
artifacts, 220 assessment, 82
of attitudes, 203 authentic, 192
completion items for, 196 of dispositions, 203
of engagement, 201
essay questions for, 197
and evaluation, 191–192
formative, 193
frequency of, 96
goal-oriented, 193, 301
laboratory model for, 204
matching items for, 196
multiple choice items, 194
of participation in discussions, 200, 201 performance, 204
of portfolios, 205
preliminary, 193
short answer items for, 196
student-led parent conferences for, 207 summative, 194
tools for, 194–198
true-false items in, 195
understanding in, 201
of values, 203
yes-no items in, 195
audio-recordings, 219 authentic assessment, 192 authentic homework, 269
Banks, James, 11
Barton, K., 102, 104 Bateman, Robert, 215 Beane, James, 252
Beck, I., 107
Berson, M., 259
big ideas. See powerful ideas biographies, 218
books, class-made, 224
Britt, M., 103
Brophy, J., 238
Brugar, Kristy, 251
Bruner, J., 179
California State Department of Education, 118 Canada unit, 214
Carmen Sandiego, 135
Carr, Emily, 215
case study, 225
Center for Civic Education, 166 character identification, 37 charts, sequence, 224
Chavez, Cesar, 154
Chief State School Officers, 8 childhood unit
activities for, 26
birthdays in, 26
children as consumers in, 27
children making a difference in, 27
as content vehicle, 26
diversity and respect in, 26
historical and cultural perspective in, 27 home assignments in, 27
intimacy within, 29
learning opportunities in, 26
lessons from, 28
national strands for, 28
rites of passage in, 26
toys and entertainment in, 27
Children in the Marketplace, 161 Children Just Like Me (Kindersley &
Kindersley), 26
children’s literature, 26, 89, 218
in anthropology, 142
in economics, 159 integrative activities, 256 in psychology, 151
trade books, 115
choices, as motivators, 36
choropleth maps, 134
chronological thinking, 110
The Circuit (Jimenez), 218
civic discourse, 176
civic efficacy, 56
Civic Ideals and Practices, 165–166, 176 civics and government, 162
activities for, 168
authority, 165
children’s knowledge and thinking about, 163 children’s literature in, 167
civic ideals and practices, 165
comparison and contrast in, 167
discussion about, 167
and diversity, 162
in early grades, 165
elections in, 167
in elementary grades, 163
governance, 165
home assignments for, 168
ideals and practices in, 165
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