Page 360 - Powerful Social Studies for Elementary Students 4th Edition

332 Index
civics and government (continued ) laws in, 163, 168
leaders in, 163, 164, 168
in middle grades, 165, 166 national standards for, 165 photo essay for, 167
power, 165
praise and encouragement in, 168 resources for, 167
socialization goals of, 162
taxes in, 164
twelve core democratic values in, 162 values in, 162
class-made books, 224
classroom, supportive climate in, 291 classroom discourse, 176, 181, 183
community culture, expression of ideas, 186 developing content through, 188–189 linguistic tools, 186
physical space, 185
student’s work habits, 189
teacher’s behaviors, 189
classroom guidelines, 94
clothing unit, 272
Cobblestone: A History Magazine for Young
People, 117
co-constructing learning resources, 223 cognitive engagement potential, 237 collaborative learning, 275
collateral damage, 286
Columbus, Christopher, 105 communal birthday, 26 communication
intergenerational, 279
unit on, 277 communities
expanding, 6
unit on, 204, 274 competition
as motivator, 35
in task structures, 30 completion items, 196 complex instruction, 31 computers, 222 conceptual change, 178 constructivism
active construction of meaning in, 177–178
conceptual change in, 178 content
base of, 178–179
coherent, 295
developing through classroom discourse, 188 developing through reflective discourse, 188 meaningful, 56
selecting powerful, 51–79
cooperative learning, 29, 300 preparing students for, 29 in stages, 29–30 techniques, 31
cooperative learning techniques group investigation, 31, 32 jigsaw, 31
learning together, 31, 32
Core Knowledge Sequence, 10 country, creating, 233
creative dramatics, 220 creative writing activity, 256 Criteria, 198
Cruz, B., 259
cultural borrowing, 137
cultural universals, 10, 26, 127, 139
nine basic human activities of, 139
unit on shelter, goals of, 65 curricular approach, 9, 252
cultural literacy/core knowledge, 9–10 cultural universals, 10
formal, 9
hidden, 9
learning in history and the social sciences,
10–11
curricular integration, 251–265 curriculum
alignment of, 293
assumptions about, 236
cognitive base of, 236
components, 84
connecting to home background, 39 holiday, 102
homework and, 266–283
important ideas, 236
and instruction, quality of, 288
keeping up to date, 278
knowledge and skills components of, 236 K-12 social studies, 102
long-term goals of, 236
out-of-school learning experiences, 244 personalizing, 277
role of integration in, 251–265
total, integrating social studies within, 263
daily planning, 84
data-retrieval charts, 96
debate, 226
debriefing, 223
demonstrating or modeling teaching, 217 desirable integration, 253–254
desired results, determining, 82 DeVeaux, Trevor, 99 Developing Groupwork, 29 Dewey, John, 9, 11, 227, 235 diaries, 219
Dillon, J., 184 disciplines, academic, 54 discourse
civic, 176
classroom, 176, 181, 183 definition of, 176
key features, 178
“laboratories of democracy,” 175 thoughtful, 177, 296 understanding, promote, 175
discussion
assessing, 186–187 definition of, 176
diversity
coaching in, 39 cultural, 39, 169 embracing, 39
and social sciences, 169 using as resource, 275
document-based questions (DBQs), 118 documents, 219
Dominic Knighten, 1–2
Doski, Danielle, 51
Downey, M., 179 drama
creative, 220
play as, 220 Duke, Nell K., 13 Duplass, J., 259
Earhart, Amelia, 154 Econo-lizards, 159 economic inquiry, 228 economics, 155
activities for, 159
adults’ memories of, 233
assembly line activity for, 159
banks, 156
children as consumers in, 156
Children in the Marketplace program for, 161
children’s knowledge about, 156
children’s knowledge and thinking about, 155 children’s literature in, 159
consumption, 158
corporately produced materials for, 160 credit cards, 156
decision-making model, 255
distribution, 158
in early grades, 158
Econo-lizards, 159
economic literacy, 155
experiential learning in, 159
financial literacy in, 161
interdependence activity for, 159
Jump$tart Coalition program for, 161 Kinder-Economy program for, 161
in middle grades, 158
Mini-Society program for, 160 misconceptions in, 156
money in, 156
money unit for, 157
national standards for, 157
NTeQ instructional model for, 160 opportunity cost in, 159, 173
production, 158
programs for, 160
small Size, 161
Small-Size Economics program for, 161 systems, 158
trade-offs in, 160
economic systems, 158 effort investment, 32 Egan, K., 179, 218 elementary grades, 183 elementary social studies
current and future state of, 1–19 debates about nature of, 4–5 interdisciplinary nature of, 5 strategies for teaching, 230
enduring understandings, 82 engagement, 201
English Language Learners (ELLs), 40
challenges, 40
opportunities for, 40 equity in America unit, 256 essay, persuasive, 61
essay questions, 197 expanding communities
dissatisfaction, 16 framework, 14–16
for grade levels, 14–15 scope and sequence, 14–16
expectancy factor, 32
extrinsic approach, motivation, 34
praise and encouragement, 35 rewards, 35
families
sample letter to, 283 unit on, 256, 275
field trips, 224
financial literacy, 161
Flintstones cartoons, 106
food pyramids, 138
Footsteps, 118
formative assessment, 193
Fraenkel, J., 139, 182, 235
Freedom: A History of US (Hakim), 11, 108, 118 Frollo, Alyssa, 147
“The General Store” (Field), 257
generic, 54
geographical inquiry, 229
Geographic Education National Implementation
Project (GENIP), 129
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