Re Imagining Elementary Social Studies

Author: Sarah B. Shear
Publisher: IAP
ISBN: 164113075X
Format: PDF, Mobi
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The field of elementary social studies is a specific space that has historically been granted unequal value in the larger arena of social studies education and research. This reader stands out as a collection of approaches aimed specifically at teaching controversial issues in elementary social studies. This reader challenges social studies education (i.e., classrooms, teacher education programs, and research) to engage controversial issuesthose topics that are politically, religiously, or are otherwise ideologically charged and make people, especially teachers, uncomfortablein profound ways at the elementary level. This reader, meant for elementary educators, preservice teachers, and social studies teacher educators, offers an innovative vision from a new generation of social studies teacher educators and researchers fighting against the forces of neoliberalism and the marginalization of our field. The reader is organized into three sections: 1) pushing the boundaries of how the field talks about elementary social studies, 2) elementary social studies teacher education, and 3) elementary social studies teaching and learning. Individual chapters either A) conceptually unpack a specific controversial issue (e.g. Islamophobia, Indian Boarding Schools, LGBT issues in schools) and how that issue should be/is incorporated in an elementary social studies methods courses and classrooms or B) present research on elementary preservice teachers or how elementary teachers and students engage controversial issues. This reader unpacks specific controversial issues for elementary social studies for readers to gain critical content knowledge, teaching tips, lesson ideas, and recommended resources. Endorsement: (Re)Imagining Elementary Social Studies is a timely and powerful collection that offers the best of what social studies education could and should be. Grounded in a politics of social justice, this book should be used in all elementary social studies methods courses and schools in order to develop the kinds of teachers the world needs today. Wayne Au, Professor, University of Washington Bothell, Editor, Rethinking Schools

More Like Life Itself

Author: Cory Wright-Maley
Publisher: IAP
ISBN: 1641133228
Format: PDF, ePub, Docs
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John Dewey wrote in multiple places that education should be an experience of the content and processes of life itself. Too often, social studies is taught in a way that tells students about real-life, but fails to engage them in the process of life for which Dewey advocated. The core purpose of simulations is to reflect the processes, events, and phenomena expressed in a variety of real-life domains. They engage students in these reflections of real life meaningfully, as active agents who have the power to make decisions that impact the direction of events and that lead to both intended and unintended consequences. Because of the nature of simulations, students who participate in them are able to build their capacities to think in complex and critical ways. Today, despite the growing evidence that simulations have an important role to play in the teaching of social studies, they remain an underutilized and undervalued approach to the discipline. One of the key obstacles to their widespread adoption is the limited availability of training resources available to social studies teachers. Teachers need support to develop a new vision of social studies teaching and learning coupled with practical guidance necessary to implement simulations effectively. This volume provides teachers with both. When teachers are able to weave simulations effectively into the fabric of social studies teaching and learning, they help to promote social studies experiences that are both powerful and purposeful. They offer students an experience of the discipline that is, indeed, More Like Life Itself.

No Reluctant Citizens

Author: Jeremiah Clabough
Publisher: IAP
ISBN: 1641132671
Format: PDF, ePub, Mobi
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American democracy is at a critical crossroads. Rancor, division, and suspicion are the unfortunate byproducts of the contentious 2016 presidential election. The election also bred a measure of civic uncertainty where citizens of all ages struggle to find and define their roles within a functioning democracy. No Reluctant Citizens: Teaching Civics in K-12 Classrooms is designed to help social studies teachers reinforce the centrality of civic education through a series of hands-on, participatory, and empowering activities. From civic literacy to human rights, from service learning to controversial issues, No Reluctant Citizens: Teaching Civics in K-12 Classrooms explores an array of topics that ultimately provides K-12 students the conceptual and practical tools to become civically engaged.

Reimagining Shakespeare for Children and Young Adults

Author: Naomi J. Miller
Publisher: Psychology Press
ISBN: 9780415938563
Format: PDF, ePub, Docs
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This is a collection of original essays about how Shakespeare and how his plays are increasingly being used as a means of furthering literacy, language arts, creative and dramatic learning for children in and out of the classroom. It is divided into three sections comprising essays by well-known children's book authors, literary scholars, and teachers, respectively, who approach the subject from a wide range of perspectives.

Young Citizens of the World

Author: Marilynne Boyle-Baise
Publisher: Routledge
ISBN: 113501938X
Format: PDF
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Young Citizens of the World takes a clear stance: Social studies is about citizenship education that is informed, deliberative, and activist—citizenship not only as a noun, something one studies, but as a verb, something one DOES. Its holistic, multicultural approach is based on this clear curricular and pedagogical purpose. Straightforward, engaging, and highly interactive, the book encourages students (and their teachers) to become informed, think it through, and take action. Each chapter is written as a civic engagement which is teacher-ready for use in elementary classrooms. A set of six teaching strategies that are constructive, inquiry-driven, dramatic, and deliberative bring the curricular framework to life through intensive, integrated meaningful studies of special places, important people, and significant times. Readers are invited to rehearse the projects in their social studies education courses and then to reinterpret them for their classrooms. The projects are supported by important resources for teaching, including supportive children’s literature, links to internet sites, and visual sources and by a Companion Website that enhances and extends the text.

Re imagining Content area Literacy Instruction

Author: Roni Jo Draper
Publisher: Teachers College Press
ISBN: 080775126X
Format: PDF, Kindle
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Today's teachers need to prepare students for a world that places increasingly higher literacy demands on its citizens. In this timely book, the authors explore content-area literacy and instruction in English, music, science, mathematics, social studies, visual arts, technology, and theatre. Each of the chapters has been written by teacher educators who are experts in their discipline. Their key recommendations reflect the aims and instructional frameworks unique to content-area learning. This resource focuses on how literacy specialists and content-area educators can combine their talents to teach all readers and writers in the middle and secondary school classroom. The text features vignettes from classroom practice with visuals to demonstrate, for example, how we read a painting or hear the discourse of a song.

Reimagining Childhood Studies

Author: Spyros Spyrou
Publisher: Bloomsbury Publishing
ISBN: 1350019232
Format: PDF, ePub
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Reimagining Childhood Studies incites, and provides a forum for, dialogue and debate about the direction and impetus for critical and global approaches to social-cultural studies of children and their childhoods. Set against the backdrop of a quarter century of research and theorising arising out of the "new†? social studies of childhood, each of the 13 original contributions strives to extend the conceptual reach and relevance of the work being undertaken in the dynamic and expanding field of childhood studies in the 21st century. Internationally renowned contributors engage with contemporary scholarship from both the global north and south to address questions of power, inequity, reflexivity, subjectivities and representation from poststructuralist, posthumanist, postcolonial, feminist, queer studies and political economy perspectives. In so doing, the book provides a deconstructive and reconstructive dialogue, offering a renewed agenda for future scholarship. The book also moves the insights of childhood studies beyond the boundaries of this field, helping to mainstream insights about children's everyday lives from this burgeoning area of study and avoid the dangers of marginalizing both children and scholarship about childhood. This carefully curated collection extends beyond critiques of specified research arenas, traditions, concepts or approaches to serve as a bridge in the transformation of childhood studies at this important juncture in its history.

History and Imagination

Author: Ronald Vaughan Morris
Publisher: R&L Education
ISBN: 1610482999
Format: PDF, ePub
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In History and Imagination, elementary school social studies teachers will learn how to help their students break down the walls of their schools, more personally engage with history, and define democratic citizenship. By collaborating together in meaningful investigations into the past and reenacting history, students will become experts who interpret their findings, teach their peers, and relate their experiences to those of older students, neighbors, parents, and grandparents.

Elementary Social Studies

Author: S.G. Grant
Publisher: Routledge
ISBN: 1134673000
Format: PDF, Mobi
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Organized around four commonplaces of education—learners and learning, subject matter, teachers and teaching, and classroom environment—Elementary Social Studies provides a rich and ambitious framework to help social studies teachers achieve powerful teaching and learning results. By blending the theoretical and the practical, the authors deeply probe the basic elements of quality instruction—planning, implementation, and assessment—always with the goal of creating and supporting students who are motivated, engaged, and thoughtful. Book features and updates to the third edition include: • New chapter on classroom assessment that outlines and compares existing assessment strategies, contextualizes them within the framework of state standards, and articulates a constructivist approach that moves away from traditional high-stakes testing towards more meaningful ways of evaluating student learning • New chapter that highlights and explains key elements of the Common Core State Standards for English Language Arts, and shows how the incorporation of critical ELA instruction into the social studies curriculum can foster more ambitious teaching and learning • Real-classroom narratives that introduce each chapter and provide in-depth access to teaching and learning contexts • Practical curriculum and resource suggestions for the social studies classroom • End-of-chapter summaries and annotated teaching resources

Reimagining Schools

Author: Elliot W. Eisner
Publisher: Routledge
ISBN: 1134212704
Format: PDF
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Elliot Eisner has spent the last forty years researching, thinking and writing about some of the enduring issues in arts education, curriculum studies and qualitative research. He has compiled a career-long collection of his finest work including extracts from books, key articles, salient research findings and major theoretical contributions and brought them together in a single volume. Starting with a specially written introduction, which gives an overview of Eisner’s career and contextualises his selection, the chapters cover a wide range of issues including: * children and art * the use of educational connoisseurship * aesthetic modes of knowing * absolutism and relativism in curriculum theory * education reform and the ecology of schooling * the future of education research.