Page 361 - Powerful Social Studies for Elementary Students 4th Edition

geographic information systems (GIS), 132 geography
absolute location in, 130 activities for, 132, 133 classroom center for, 135 computer software for, 135 developments in, 127
as discipline, 126, 128
in early grades, 132 ecological aspect of, 126 in elementary grades, 126 as field of study, 126
five basic skills for, 132
five fundamental themes of, 86–87
five themes of, 129, 133, 143
globe activities for, 126, 134, 135, 145 Guidelines for Geographic Education in, 143 highway activity for, 133
human characteristics, 130 human-environmental relations in, 130 interdisciplinary aspects of, 126, 134, 135 journals for, 136
key ideas of, 144
laboratory model for, 205
location theme of, 130
map activities for, 126, 130, 134, 135
mental maps in, 132
in middle grades, 132
misunderstandings about, 128
movement in, 131
national standards for, 132
as natural science, 126
NCSS standards for, 132
physical characteristics, 130
place in, 130
regional formation and change in, 131 relationships between places in, 131
relative location in, 130
sample interview schedule questions for, 144 as social science, 126
spatial aspect of, 125
stereotypes in, 127
strands of, 126
successful teaching of, 134
text and teaching, problems with, 128 textbooks for, 128
uniform regions, 131
websites for, 136
Geography Education Program, 129 Georgi, M., 103
Gideon vs. Wainright case, 226 Giving Tree project, 154
globes, 134, 135
globe studies, 254, 255 goal-oriented assessment, 193 goal-oriented curriculum, 54, 61
active construction in, 58 activities in, 58
challenges in, 58
integrative teaching in, 57, 58 life applications in, 59
teacher and student roles in, 59 value-based focus in, 58
views on, 54 goal-oriented instruction
research on teaching for understanding, 55
topical units for, 61 goals, 53, 273, 275
focus on, 60
generic subject matter, 54 group, 29, 30
instructional, 60
life application, 54
planning and, 80–98
and powerful content, 51–79
government. See also civics and government
means and functions of, 270, 271
unit on, 92–94, 270 graphing, 224
Group Investigation, 32 groups
expert, 31
goals, 29, 30
time allocations for, 96 work, debriefing in, 30
Guidelines for Geographic Education, 143 Guidelines for Geographic Education: Elementary
and Secondary Schools, 129 Guzzetti, B., 105
Hakim, J., 11, 108, 118 Hallden, O., 103 Hamilton, M., 218 Hanna, Paul, 15–16 Harris, D. E., 186
Hart, Carolyn, 124
Hess, Diana, 176 high-scoring teachers, 182 high-stakes test
coping strategies, 288
preparing students for, 287
Hirsch, E. D., Jr., 9
historical analysis and interpretation, 110 historical comprehension, 110
historical information, 100
historical inquiry, 228
historical issues-analysis, 110
historical research capabilities, 110 historical thinking skills, 110
history
American revolution, 121
artifacts, 117
a biographical study, 100
children’s knowledge of, 102 children’s literature in, 114
content standards for, 110
for early grades, 111
elemenatry students, challenges, 107 in elementary social studies, 101 essay writing activity for, 256
family histories in, 114
historical study, 101
history-based fiction, 115 interpretive discipline, 100
for middle grades, 111
national standards for, 109
NCSS curriculum standards for, 111 primary sources for, 219
problems with, 106
process standards for, 110
reform of, 109
source material for, 117
sources for, 109
teaching for understanding, appreciation, and
life application, 112
teaching more meaningful content in,
99–123
textbooks for, 106 textbooks in, 106, 108 timelines in, 116 topics in, 113 traditional, 109
in upper grades, 100
History Teaching Alliance, 118 history units
actors in, 103
affect and cognition in, 105 artifacts in, 116, 117
books for, 118
causation in, 102
change and continuity in, 103
children’s knowledge in, 102 diaries in, 117
empathy in, 105
evidence in, 103 history-based fiction in, 115 history buffs and, 120
for intermediate grades, 120 internet in, 117
meaningful content of, 99–123 method in, 103 misconceptions in, 105 motivation of people in, 103 narrative in, 104
periodicals for, 117, 118
presentisim, 103
sample interview questions for, 121 sources for, 117
traditional and revisionist views in, 105 understanding historical time, 102
home assignments, 279 family participation in, 96 planning, 282
How We Think (Dewey), 11, 227 Hunter, Madeline, 216
Hynd, C., 105
ideas, 60
developing, 92–94 powerful, 60
I learned statements, 202
Indiana Council on Economic Education, 158 Individual Development and Identity, 150 individual development and identity, 172
NCSS themes in, 172
individual work, time allocations for, 96 informal assessment, 200
information, disconnected bits of, 84, 91 inquiry, 227
instruction, whole-class, 31
instructional alignment, 83
instructional approach, 9
inquiry-based, 11
narrative approach, 11–12 project-based learning, 12–13 service learning, 13
social scientific issues, 12
instructional materials, 94 instructional strategies, 95, 214 instructional units, 61
iNtegrating TEchnology for inQuiry
(NTeQ), 160 integration, 95, 252
accountability considerations in, 254 desirable, 253–254
major aspects of, 252
undesirable, 259
integrative activities
appropriate, 255
children’s literature, 256
drawing content from more than one
subject, 255
for enrichment, 255
music, 258
technology, 259
visual arts, 257
in which skills learned in one subject are
applied to another, 256
integrative teaching, 57, 58
interactive timelines, 224
interdependent world, 169
International Academy of Education, 290 International Baccalaureate Diploma
Programme, 118
intrinsic approach, motivation, 36 issues analysis, 12
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Index 333