Page 364 - Powerful Social Studies for Elementary Students 4th Edition

336 Index
supporting motivation (continued ) of low achievers, 45–46 teacher’s role, 47
Supreme Court unit, 226 sustained dialogue, 178
Taba, Hilda, 235 tasks
authentic, 192
competitive, 30 cooperative, 30
difficult or impossible, 262 individual, 30
scaffolding students’ engagement, 298 specialization of, 30
structures of, 30
task structures, 30
teachable moments, 37, 184 teachers, involvement of, 279 teacher-student interactions
in goal-oriented curriculum, 57
motivation and, 33 teaching, 59
demonstrating or modeling, 217 lecturettes, 217
narrative structures as tools, 179–181 powerful, 60, 245–246
strategies for, 212–230 strategy, 299 thoughtfulness, 181–183 transmission view of, 216 twelve principles, 290, 304
Teaching about Canada and Mexico (Joyce & Bratzel), 215
teaching and learning, 175
teaching for thoughtfulness, 181–183
classroom discourse in, 183 cognitively complex tasks in, 183 in elementary grades, 183
teaching for understanding, 176–177 components of, 55
knowledge construction in, 176–177
teaching history, examples for, 121 technology, 89
Terry, Karen, 52–53
test anxiety, 34
testing, current high-stakes environment for, 286 test yourself challenges, 46
textbooks, 54, 87, 90
assessment of, 87, 88 Thomas, R. M., 286
Thornton, S., 183 thoughtfulness, 181–183 timelines
interactive, 224
using, 116
tipi, 105, 106
To Be a Kid (Ajmera & Ivanko), 26 topical units
interdisciplinary treatment of, 61–62
planning goal-oriented, 61–62 topics
interdisciplinary treatment of, 61–62
set-ups, 37
traditional text, 105
transformative learning, 60
transmission model of teaching, 216–217
assumptions of, 216 transportation unit, 224
laboratory model for, 204
timeline in, 116 Tremain, Johnny, 115 trials, mock, 223
tribes, 139, 140
true-false items, 195 Tubman, Harriet, 118 twelve principles, teaching
achievement expectations, 302 application activities, 297
classroom, supportive climate in, 291 coherent content, 295
cooperative learning, 300 curricular alignment, 293 goal-oriented assessment, 301 introduction to, 290
learning opportunities, 292
learning orientations, 294
practice activities, 297
scaffolding students’ task engagement, 298 strategy teaching, 299
thoughtful discourse, 296 Tyler, Ralph, 235
Uncle Willie and the Soup Kitchen (DiSalvo-Ryan), 196, 218
understanding, 54, 91
Understanding by Design (Wiggins and
McTighe), 82
Understanding the Place: the Toy Company, 161 undesirable integration activities, 259
content distortion in, 261 difficult or impossible tasks, 262
feasibility problems with, 262
lacking or masking social education goals, 260 problems with cost-effectiveness, 260
unit
assessment of, 209 components, 84
goals of, 264, 273, 275 on government, 64 planning of, 84 shelter, 64, 65
topical, 61
united streaming, 89 U.S. Constitution, 162
federal mandate for education about, 162 U.S. history
debate in, 227 documents of, 225 unit on, 274
validity, 198
value factor, 32
VanSledright, B., 104, 105
visual arts, 257
visuals, investigation of, 218–219
Wade, Rahima, 13
Wake Up, World!, A Day in the Life of Children Around the World (Hollyer), 26
webs, 96
websites, 89
weekly planning, 84
Weiss, M., 218
Wenger, R., 183
When I was Young in the Mountains (Rylant), 254 White, J., 183
whole-class instruction, 31
Wiggins, A., 192
Wills, J., 288
Woodrow, the White House Mouse (Barnes &
Barnes), 90
yearly planning, 97 yes-no items, 195
Zais, R., 235
zone of proximal development, 33
learning activities and, 239 motivation and, 38
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