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Chapter 1
Dynamic Social Studies:
The Subject You Will Teach
Maxim
Dynamic Social Studies forConstructivist Classrooms, 8 th Edition
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What $s Social Studies
Social Sciences: 'eers to se(eral
multiaceted disciplines that see3
3no*ledge about societies and the
relationships o indi(iduals *ithin societies
Social Studies: $s the title or the school
subject that pro(ides or a systematic
study o the social sciences in acoordinated# integrated ashion
Maxim
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The Social Sciences
1. Geography: The study o people and
places# the natural en(ironment# and the
capacity o the earth to support lie
2. History: The systematic research#
analysis# and interpretation o the past
3. Civics (Political Science! The study o
the origin# de(elopment# and operation o
political systems and public policy
Maxim
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The Social Sciences# con4t
". #nthropology! The study o people to ind outabout their physical# social# and culturalde(elopment
$. Sociology! The study o society and socialbeha(ior by e5amining groups and socialinstitutions such as the amily# go(ernment#religion# business# or school
%. &conomics! The study o the production#distribution and consumption o goods andser(ices
Maxim
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Why $s Social Studies $mportant
6 )"4s 171 initiati(e: helping prepare
youth or constructi(e participation in
society
6 !articipatory Citi8enship
6 !reser(ation o Democracy
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9ajor oals o "lementary Social
Studies
6 'alues and elie)s: help children
understand the core ci(ic principles
6*no+ledge! help children constructmeaning by connecting ne* learning to
pre(ious e5periences
6 ,hin-ing S-ills: help children ac;uire and
process inormation to in(estigate
problems and ma3e inormed decisions
Maxim
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Dynamic Social Studies
!lacing children in a classroom en(ironment
that encourages<push them to redisco(er
the young social scientists *ithin
1% =unctional content
2% Constructi(ist teaching practices
>% $ntrinsic moti(ation
-% Cross?curricular integration
.% 'espect or di(ersity
Maxim
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=unctional Content
Curriculum Scope and Se;uence
&xpanding &nvironment Curriculum6 *indergarten! Mysel) and thers6 1st grade! School and /amily
6 2nd grade! 0eighorhood6 3rd grade! Community6 "th grade! egion and State6 $th grade! nited States and Close 0eighors
6 %th grade! &astern Hemisphere6 4th grade! 5estern Hemisphere6 6th grade! ,he nited States History
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=unctional Content
)CSS Curriculum Standards
6 Culture6 ,ime7 Continuity7 and Change6 People7 Places7 and &nvironment
6 8ndividual 9evelopment6 8ndividuals7 Groups7 and 8nstitutions6 Po+er7 #uthority7 and Governance6 Production7 9istriution7 and Consumption
6 Science7 ,echnology7 and Society6 Gloal Connections6 Civic 8deals and Practices
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Constructi(ist Teaching !ractice
6 $nstruction that is child?centered in
approach and ocuses on 3no*ledge
construction# not 3no*ledge reproduction
6 "mphasi8es <Stressing that students
interpret ne* objects and e(ents by trying
to alter or modiy e5isting mental
structures that had ormed as a result otheir pre(ious lie e5periences
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$ntrinsic 9oti(ation
n internal impulse that pro(o3es us to
action or 3eeps us absorbed in certain
acti(ities
=actors
6 8nterest
6 Pleasure6 Competence
6 Sel):determinationMaxim
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Cross?Curricular $ntegration
6 See3ing *ays to bring together the (arious
subject areas and relating the content to a
central theme
6 Wor3ing *ith ob(ious connections
bet*een the arts# humanities# and physical
sciences
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'espect or Di(ersity
6 dapting instruction to meet the special
needs# talents# and interests o all
students
6 @een a*areness and consideration o
each youngster as a distinct indi(idual
(different with else)
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Chapter 2
Young Aistorians:
Coming =ace to =ace *ith the!ast
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What $s history
6 Aistory is a narrati(e o the past
6 Aistorical method:
1% Bocate pertinent inormation Aeuristi32% "5amine sources or accuracy
CriticEinterpretation
>% Frgani8e inormation into narrati(e
Aistoriograi
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Sources o Aistory
6 !rimary Sources: *ritten and non*ritten
clues produced at the time o the e(ent
6 Secondary Sources: e(idence rom
someone at another time *ho didn4t
*itness the e(ent
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Why Aistory $s $mportant
6 Gy studying the past# young citi8ens *illbe better prepared to judge the presentand uture
6 “Without history, a society shares nocommon memory of where it has been, ofwhat its core values are, or of what
decisions of the past account for our present circumstances )ational Centeror Aistory in Schools 177
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Ao* Should Aistory Ge Taught
6 Aistorical )arrati(es: Chronicles o reale(ents that tell a story
1% Aistorical iction Aistorical roman
2% Giographies
>% =ol3 literature =ol3lore
6 Aistorical narrati(es ha(e the po*er to
e(o3e emotion6 Children must also ha(e opportunity to
*rite their o*n narrati(esMaxim
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Aistorical =iction
6 Aistorical =iction: 'ealistic story set in the past
6 i(es children opportunity to (icariously
e5perience history
6 Selection uidelines1% $t must tell an interesting story
2% $t should be accurate and authentic
>% $t should relect the spirit and (alues o the times-% $t should contain authentic language
.% $t should pro(ide insight into today4s problems
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Giographies
6 Giographies: Tell the stories o the li(es oreal people
6 Giographies o e5emplary heroes pro(ide
superb models o citi8enship6 Gest biographies characteri8e the main
character as true to lie
6 Should recogni8e indi(iduals as realhuman beings *ith both strengths Hand*ea3nesses ?
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=ol3 Biterature
6 =ol3 literature: =ables# myths# legends# andol3tales
6 Stories handed do*n by storytellers or
generations6 They relect those cultures4 belies# (alues#
liestyles# and histories
6 They help children understand a culture4s past
through its (alues# belies# and customs6 Careully research the story content and place
the story in conte5t *hen using it
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"lements o a )arrati(e
6 Setting: described early in the storyI helps
reader create picture o distincti(e times
6 Characters: the physical and emotional
attributesI loo3# dress# eel6 !lot: se;uence o e(entsI the actionI contains
three parts?
1% problem# conlict# or diiculty
2% 'oadbloc3s
>% Solution
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!rimary Sources
6 Connection *ith the past
6 !o*er to arouse interest
6 Written e(idence (ersus non*rittene(idence
1% Written e(idence: anything *ritten do*n thatgi(es historians clues about people and paste(ents documents# diaries# letters# songsetc%
2% )on*ritten e(idence: artiacts photos#paintings# coins# urniture# tools# etc%
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Children4s Simulated Aistorical
Documents
6 Children should ha(e opportunity to create
simulated *ritten documents
6 Teacher should re(ie* components o the
*riting process beore creating simulated
documents
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Fral Aistories
6 Someone telling stories o personal
e5periences related to particular places or
times
6 Children can also create simulated oral
histories
6 $nter(ie*s: Conducting inter(ie*s is a
superb *ay to introduce children to the
process o collecting oral histories
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)on*ritten Sources: rtiacts
6 rtiacts: photos# paintings# coins#
urniture# tools# clothing# dishes# etc%
6 Aelp historians reconstruct the story o
human lie
6 ssemble a collection o artiacts and
documents related to a historical topic or
theme
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Aistorical $n;uiry
6 Children should engage history the *ay
historians do
6 9eaningul historical in;uiry comes rom
personal ;uestions
6 Children in(estigate historical problems#
oten e5pressed in the orm o ;uestions
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9useums
6 The *orld outside the classroom is a
po*erul learning e5perience
6 $n(estigate museums *ithin your
community
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Chronology
6 Students demonstrate that they
understand chronological organi8ation o
history *hen they can organi8e e(ents
and people into major periods o time ande5plain relationships bet*een those
people and e(ents
6 &se e(ent chains and graphic timelines
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Chapter >
Young eographers:
$n(estigating the !eople<!laceConnection
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What $s eography
6 n integrati(e discipline that brings
together the physical and human
dimensions o the *orld in the study o
people# places# and en(ironments
1% "arth4s surace and processes that shaped it
2% 'elationships bet*een people and
en(ironments>% Connections bet*een people and places
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Why Study eography
6 i(e comprehension<Strong grasp ogeography e;uips people to ma3e better?inormed decisions about ho* to use "arth4s
resources6 $n(estigates the *ays by *hich our land has
inluenced the *ay people li(e
6 Children learn ho* to describe places# e5plainho* these places came to be# and appreciatethe delicate bond relation bet*een humansand their physical en(ironment
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Why Study eography
1% "5istential reason: need to understand
the nature o our home
2% "thical reason: 3no*ledge o ho* to care
or the ragile nature o the "arth
>% $ntellectual reason: 3no*ledge o
interesting people# places# and things
-% !ractical reason: people are better
e;uipped to sol(e issues and problems
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=i(e Themes o eography
1% Bocation: !osition on the "arth4s surace
bsolute Bocation: speciic position on the "arth
'elati(e Bocation: place respecti(e to other landmar3s
2% !lace: !hysical and Auman Characteristics>% 'elationships *ithin !lace: Aumans and
"n(ironments
-% 9o(ement: Aumans $nteracting on the "arth.% 'egions: Ao* They =orm and Change
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Si5 "ssential "lements o
eography
1% World in spatial terms
2% !laces and regions
>% !hysical systems-% Auman systems
.% "n(ironment and society
% &se o geography
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Ao* Should eography be Taught
6 oal: students *ho are 3no*ledgeableand sensiti(e to ma3e *ise judgmentsabout their en(ironmentI caring citi8ens
6 Si5 !hase o eography $nstruction1% Fbser(ing
2% Speculating
>% $n(estigating-% "5tending and reinorcing
.% "(aluating
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Fbser(ing
6 Geginning o geographic in;uiry
6 &se direct obser(ations
6 !rimary grades use multiple resourcesphotos# (ideos# maps# globes# atlases#
charts# inormation boo3s#
periodicals<ne*spaper# te5tboo3s# (irtual
ield trips
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Jirtual =ield Trips
6 Geneits
1% Aands?on learning permits students to interact *ith
real things
2% Students de(elop a greater appreciation or theen(ironment
>% "5amples obser(ed in the ield can be related to
other classroom *or3
6 !rocess1% Ta3e ield notes and ma3e s3etches
2% Discuss obser(ations
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Speculating
6 Fbser(ations lay the oundation or more
comple5 understandings
6 Boo3 or clues direction in the pictures
and during the ield trips
6 De(elop inerences that *ill be tested
Aipothesis
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$n(estigating
6 athering inormation about locations and
human characteristics o those places
6 $n early elementary grades# use literature#
(ideos# resource persons# $nternet sites or
other suitable resources
6 $n middle and upper grades# use other
in(estigati(e acti(ities such as ield *or3
or library research
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"5tending and 'einorcing
6 &se indi(idual or small?group *riting
acti(ities
6 Construct models
6 9a3e maps
6 Study tables# charts# graphs
6 "5amine all types o literature6 &se stimulating data?gathering acti(ities
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"(aluating
6 9a3ing personal judgments about the
situation
6 s3 children to support personal opinion
*ith sound reasons
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'eining 9ap S3ills
6 9ap symbols
6 Direction
6 Scale6 The globe
6 Batitude and longitude
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Chapter -
Young !olitical Scientists:
=uture Citi8ens in ction
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What $s Ci(ics
6 Study o the political and legal system
6 Study o our rights and responsibilities
6 Study about ho* our go(ernment *or3s
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Why $s Ci(ics $mportant
6 oal o public education: prepare eecti(e
citi8ens
6 "5pand ci(ic 3no*ledge
6 De(elop participation s3ills
6 Support the belie that in a democracy the
actions o a person ma3e a dierence
Maxim
Dynamic Social Studies forConstructivist Classrooms, 8 th Edition
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Ao* Should Ci(ics Ge Taught
6 $normation e5periences: include all the
strategies teachers use to establish a cohesi(e#
supporti(e# democratic classroom
6 =ormal e5periences: content?based instructional
strategies that oster critical thin3ing
Maxim
Dynamic Social Studies for
Constructivist Classrooms, 8 th Edition
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=ormal Ci(ics $nstruction
6 oal is to de(elop a greater insight andappreciation or ci(ic lie
6 Ci(ic 3no*ledge must ha(e rele(ance to the
students4 li(es6 Children understand ci(ics more by participatingin the processes they are learning about K "lections and (oting
K Ci(ic responsibility K Ci(ic dispositions and (irtues
K Critical thin3ing
Maxim
Dynamic Social Studies for
Constructivist Classrooms, 8 th Edition
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Ci(ic 'esponsibility
6 oal: producing citi8ens *ho are committed to ci(icparticipation
6 Bearning to do< "ngage students in community ser(iceprojects
6 @ids round To*n model1% @no*ing the local go(ernment
2% Choosing a local issue to e5plore
>% 'esearching the issue
-% naly8ing the issue
.% Sol(ing the problem
% Ta3ing action
,% ssessing the project
Maxim
Dynamic Social Studies for
Constructivist Classrooms, 8 th Edition
Copyright ©200 by !earson "ducation# $nc%
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Ci(ic Dispositions and Jirtues
6 $n elementary grades# ci(ic dispositions areintroduced *hen students e5perience lie indemocratic classrooms
6 Center or Ci(ic "ducation identiies: K $ndi(idual rights to lie# liberty# and happiness K !ublic or common good K +ustice K ";uality o opportunity
K Di(ersity K Truth K !atriotism
Maxim
Dynamic Social Studies for
Constructivist Classrooms, 8 th Edition
Copyright ©200 by !earson "ducation# $nc%
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Biterature
6 Biterature is a good source or learning
about character
6 =i(e themes o citi8enship
1% Aonesty
2% 'esponsibility
>% Compassion
-% 'espect
.% Courage<!atriots
Maxim
D i S i l St di f Copyright ©200 by !earson "ducation $nc