Page 362 - Powerful Social Studies for Elementary Students 4th Edition

334 Index
James Madison University, on teaching econom- ics, 158
Jigsaw, 31
Jigsaw II, 31
Johnston, H., 259 Jump$tart Coalition, 161
Kids Voting website, 167 Kinder-Economy, 161
King, Martin Luther, Jr., 104, 149, 154 Knapp, M., 40
Knight, P., 126
Knighton, Barb, 284–285
knowledge construction, 176–178 Krieghoff, Cornelius, 215
Ku Klux Klan, labor movement, 154
laboratory model for assessment, 204, 205, 206, 207, 209
sample stations for, 205 Laney, J., 161
learning
assessment of, 190–211 collaborative, 275 cooperative, 29, 300
learning activities active, 246
adaptability of, 241
assumptions about, 236 challenging, 246
cognitive engagement potential, 237 college students’ reports of, 244 completeness of, 242
concrete experiences, 242
connecting declarative knowledge with proce-
dural knowledge, 242
cost effectiveness of, 239
criteria for, 238 debriefing/reflection/assessment of, 243 designing and selecting, 238
difficulty, level of, 239
feasibility of, 239
goal relevance of, 238
higher-order thinking, 240
implementing, 242
independent work on, 243
initial scaffolding of, 243
integrative, 246
introduction to, 243
life applications of, 241
logical reason for, 238
meaningful, 246
as means to achieve goals, 236
motivational value of, 240
multiple goals, 240
natural applications of, 242
nature and functions of, 235
optimal format for, 244
optimal use of instructional time for, 244 out-of-school experiences, 244
powerful ideas for, 238
primary principles for, 238
progressive levels of difficulty or complexity,
241
range of goals addressed by, 241 secondary principles for, 240
sets of, 237, 241
structuring and scaffolding of, 239 teacher in, 237
topic currency of, 240 value-based, 246
variety of, 241
whole-task completion of, 240
learning community, 20–50, 175
applying social science concepts within, 171
assessment in, 34
classroom, 26–27, 29
cooperative learning in, 29, 31
and curriculum, 33
four steps for, 25
instruction in, 33
launching, 23
minimizing test anxiety in, 34
motivation in, 32
negative and positive outcomes in, 36 productive communication and interaction pat-
terns in, 24 scenario for, 21
task structures in, 30 teacher’s role in, 47
learning expectations, 209
learning opportunities, 269, 277, 292
not cost effective on school time, 277 learning orientations, 294
learning plan, 82
learning resources, co-constructing, 223 Learning Together, 32
lecturettes, 217
lesson planning, 84
lesson plans, 89
letters, 219
Levstik, L., 102, 179, 183
Ley, Andy, 212–213
Ley, Rob, 266–268
life applications, 55, 59, 92, 270
life theme, 37
Likert scale, 203
literacy, 95
literacy learning, 254
literature. See children’s literature
Little House on the Prairie (Wilder), 254 Local role, in curriculum making, 8
low achievers
low expectations in, 45
supporting motivation of, 45 low-scoring teachers, 182
map activity, 255 maps. See also globes
choropleth, 134 matching items, 196 McGuire, Margit E., 12 McKeown, M., 107 meaning
active construction of, 177
constructing in natural ways, 272 meaningful homework
assignments, guidelines for framing, 280 considering learning opportunities, 277 constructing meaning in natural ways, 272 continuum of, 270
defined, 268
designing and implementing, 278
expanded meaningfulness, 270
extending social studies education, 272
life application of school learning, 270 principles of, 270
self-efficacy, 272
students’ diversity, taking advantage of, 275 teacher and parental involvement, 279
meaningfulness, 270
meaning making, 200 metacognitive processing, 217 minds-on learning, 11, 217, 228 Mini-Society program, 160 Miranda vs. Arizona, 226 Mitchell, M., 37
mock trials, 223
Moll, L., 39
money unit, 157, 220
Moore, Tim, 174–175 Morton, Sarah, 115 motivation
choices and, 36
expectancy side of, 33 expectancy x value model of, 32 extrinsic, 34
hold factors in, 38
intrinsic, 34, 36
principles of, 37
social context’s effects on, 38 students’ interests as, 36 supporting, 45
value side of, 34
mountain regions unit, 132, 145, 317–320 movies, 233
multicultural education, 94
multicultural service learning, 13 multimedia resources, 89
multiple choice items, 194 Mulville, Devin, 190–191 music, 258
narrative approach, 11–12 storypath, 11–12
narrative modes of thinking, 179
narrative structure, 179–181
National Center for History in the Schools
(NCHS), 109, 110
National Council for Geographic Education, 133 National Council for the Social Studies, 5, 6, 7, 26,
153, 175, 191, 252, 259 on assessment, 192 curriculum standards, 209 guidelines, 191
long-range planning aims of, 83 performance indicators, 209
personal identity, 150
on powerful teaching and learning, 245 publications from, 215
standards for anthropology, 138 standards for civics and government, 165 standards for economics, 158
standards for geography, 132
standards for history, 111
standards for planning, 85
standards for psychology, 150
standards for sociology, 153
standards for teaching and learning, 85
National Council on Economic Education (NCEE), 158
National Curriculum Standards for Social Studies Teachers, 85
National Education Association, 6
National Geographic Society, 129
National Governors Association Center for Best
Practices, 8
National role, in curriculum making, 8
National Service Learning Cooperative (1998), 13 Native Americans unit, 225
anthropology and, 139, 140
creative writing activity, 256
NCSS. See National Council for the Social Studies Newmann, F., 192
newspaper articles, 219
newsworthy people and events, 37
No Child Left Behind Act, 286
Notable Tradebooks for Young Children, 151 novelty, 37
NTeQ instructional model for economics, 160
Olsen, Carol, 183
open-closed windows, 202
Oregon Trail, 117
out-of-school learning experiences, 244
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