Page 363 - Powerful Social Studies for Elementary Students 4th Edition

pacing guides, 91 parade-of-facts curriculum, 61 parents, involvement of, 279 Perfetti, C., 103
performance assessment, 204
laboratory model for, 204, 205, 206, 207
sample of, 206 personal identity, 172 Peterson, Bob, 222 photo montages, 245 Piaget, Jean, 102 planning, 80–98
backward, 82
frequently asked questions about, 90 as goal oriented, 81
lesson, 84
long-range, 83
tools for, 85
unit, 84
weekly and daily, 84
yearly, 97
political science, power, authority, and governance in, 172
political science inquiry, 228 portfolios, 122, 123, 205 powerful ideas, 15, 60, 92, 101
activities for, 238
characteristics of, 60 goal-oriented development of, 62 goals of, 60
good activities, 60
transformative nature of, 60
powerful teaching, research base for, 284–309 praise and encouragement, 35
preliminary assessment, 193
presentisim, 103, 104
primary historical sources, investigation of, 219 Principles of Social Justice Oriented Service
Learning, 13 psychology, 149
activities for, 151
children’s literature in, 151
content of, 149, 150
in early grades, 150
guidelines for teaching, 150
macro- and micro-level phenomena in, 149 meaningful, 149
in middle grades, 150
NCSS standards for, 150
personal identity in, 150
physical characteristics in, 151
self-concept in, 150
show and tell activity, 151
student of the week activity, 151
teacher’s attitudes and beliefs in, 151 trade-offs in, 151
pull-out programs, 94
questions, 37, 183
addressed to entire class, 184
allowing many students to respond to, 184 allowing time for responses to, 184 evolving into exchange of views, 184 sequences of, 183
Raths, J., 235
Reagan, R., 167
Real-World Investigations for Middle and High
School Social Studies (Hoge), 226 reflective discourse
about powerful ideas, 183–185 collaborative work in, 185
developing classroom content through, 188 students’ work habits in, 189
teachers’ behaviors in, 189
regions unit, 274 matching items, 196
research base, for powerful teaching, 284–309 resource people, 22, 26, 58, 217, 245 revisionist text, 105
revolutionary war, 126
road game, 222
Robinson, Jackie, 154
robotics, case study on, 255
Robydek, Matt, 20
role play, 221
Role Playing in the Curriculum (Shaftel and Shaf-
tel), 221 Rosen, H., 217
rote memorizing, 84 Rouet, J., 103 rubrics, 198–200
Sansom, C., 102
Sarah Morton’s Day (Waters), 115
Savage, T., 223
scaffolding students’ task engagement, 298 school program, 5
school subjects, 54
scope. See curricular approach self-concept, 150
self-efficacy, 172, 272
semantic differential, 203
sequence, 9
core Knowledge, 10 sequence charts, 224 service learning, 168 Shaftel, F., 221
Shaftel, G., 221
sheet music, 219
shelter unit, 64, 65, 275, 276
activities for, 67
assessment of, 68
careers associated with shelter, 71 choice making, 73
choices involved in shelter, 73
costs associated with shelter, 72 designing your ideal future home, 74 functions of shelter, 66
goals of, 65
home assignment for, 68 homelessness, 75
individual assessment activity for, 75 key points of, 68
a look at our home, 68
portable shelters, 73
possible activities for, 264
progress in shelter construction, 70 review of, 76
shelter as home base, 67
shelter as place to keep belongings, 67 shelter as protection, 67
shelter types around the world, 69 shelter types in our community, 69
short answer items, 196
signature elements, 38
simulations, 222
skills, as motivators, 36
Small-Size Economics program, 161 social constructivism, 178
features of, 178
sustained dialog in, 178
social education goals, 181
social issues, reflective discussion of, 12 social sciences
applying concepts of, within learning commu- nity, 171
embedding content within global and cultural perspectives, 169
NCSS themes for, 172
social scientific inquiry, 11 social studies
as citizen education, 6–7 competing visions of, 4 decision making, 7–8 defined, 1–19
educators, 101
extending to home and community, 272 guiding questions for teaching, 16–17 integrating within total curriculum, 263 involving adults in, 272
limited time to, 5
local guidelines for, 87
local role, in curriculum making, 8 national role, in curriculum making, 8 pan-disciplinary subject, 8
planning tools for, 80–98
powerful, 51–70
social sciences in, 169
standards for, 90
state role, in curriculum making, 8
state standards for, 86
ten thematic strands for, 86
textbooks for, 87
10 themes of, 7
social studies curriculum goals district-wide, 62 grade-level, 63 program-area, 63
unit-level, 63
Social Studies on the Internet (Berson), 259 social understanding, 56
sociology, 152
activities for, 153, 154
children’s thinking about, 152
civil rights in, 154
content of, 153
in early grades, 153
groups, 153
individuals, groups, and institutions in, 172 in middle grades, 153
NCSS standards for, 153
values in, 154
Sosniak, L., 183
Soup Company, 161
soup kitchens lesson, 196 standardized testing, 91
standards, state social studies, 86 state and national standards, 90
state role, in curriculum making, 8 states unit, 274
Stodolsky, S., 183
story grammar, 180
Story of the White House, The, 90 storypath, 12
storytelling, 217
strategy teaching, 216, 299
Street through Time, A (Millard), 117 student-led parent conferences, 207 students
efficacy problems in, 33 expectancy-related problems in, 33 gifted, 46
and group work, 30, 31 minimizing test anxiety in, 34 misconceptions, 105
motivation, 32
success expectations in, 33
student work, 200
success expectations, 33 summative assessment, 194 supporting motivation
of cognitively and linguistically gifted, 46–47
game-like features, incorporating, 46 homework, 46
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Index 335