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This groundbreaking text was the first in its field to present practical, research-based guidance on creating integrated curriculum. It has been updated to reflect cutting edge perspectives in literacy and language arts instruction. “Webs,” the hallmark feature of the text, enable readers to easily incorporate integrated units in the classroom. The Fourth Edition continues to offer practical and critical curriculum paradigms, and clearly shows the reciprocal relationship between assessment and instruction. Perfect for both pre-service and in-service K-8 teachers for its accessibility, the text is solidly grounded in cognitive, linguistic, and curriculum theory, but also does an excellent job of examining what goes on in the classroom minute-by-minute, day-by-day.

Distinguished Teaching Professor Pamela Farris joins with leading experts, highly qualified in each area of elementary and middle school social studies, to continue a tradition of excellence that has been established in multiple editions. The Fifth Edition offers pre- and in-service teachers an accessible blend of theory and practice, with the NCSS Standards acting as the foundation for its interdisciplinary and multicultural focus. Full of practical yet creative ideas to stimulate students interest, this authoritative text is a valuable resource for helping learners to become good decision makers, use previously gained knowledge as a scaffold for further learning, develop a positive self-concept, gain an appreciation for the aesthetics of a subject, and become productive citizens. Outstanding features include: 1) developmentally appropriate NCSS Standards-Linked Lesson Plans are included within the chapters; 2) In the Classroom boxes enrich many of the concepts and offer teaching ideas; 3) examples of student work appear throughout the text; 4) up-to-date, annotated reading lists identify age-appropriate books for diverse learners; 5) Web sites and WebQuests are listed throughout the text and at the end of each chapter; 6) strategies for teaching students with special needs provide guidance for inclusive education; and 7) field-tested classroom activities serve as examples of how to offer students enjoyable and challenging learning experiences. Not-for-sale instructor resource material available to college and university faculty only; contact publisher directly.

This Handbook outlines the current state of research in social studies education – a complex, dynamic, challenging field with competing perspectives about appropriate goals, and on-going conflict over the content of the curriculum. Equally important, it encourages new research in order to advance the field and foster civic competence; long maintained by advocates for the social studies as a fundamental goal. In considering how to organize the Handbook, the editors searched out definitions of social studies, statements of purpose, and themes that linked (or divided) theory, research, and practices and established criteria for topics to include. Each chapter meets one or more of these criteria: research activity since the last Handbook that warrants a new analysis, topics representing a major emphasis in the NCSS standards, and topics reflecting an emerging or reemerging field within the social studies. The volume is organized around seven themes: Change and Continuity in Social Studies Civic Competence in Pluralist Democracies Social Justice and the Social Studies Assessment and Accountability Teaching and Learning in the Disciplines Information Ecologies: Technology in the Social Studies Teacher Preparation and Development The Handbook of Research in Social Studies is a must-have resource for all beginning and experienced researchers in the field.

Doing History: Investigating With Children in Elementary and Middle Schools, Third Edition offers a unique perspective on history instruction in the elementary and middle grades. Through case studies of teachers and students in diverse classrooms and from diverse backgrounds, the text shows children engaging in authentic historical investigations, often in the context of an integrated social studies curriculum. The authors begin with the assumption that children can engage in valid forms of historical inquiry-collecting and analyzing data, examining the perspectives of people in the past, considering multiple interpretations, and creating evidence-based historical accounts. Vignettes in each chapter show communities of teachers and students doing history in environments rich in literature, art, writing, discussion, and debate. Teachers and students are shown working together to frame and investigate meaningful historical questions. Students write personal and family histories, analyze primary and secondary sources, examine artifacts, conduct interviews, and create interpretations through drama, narrative, and the arts. The grounding of this book in contemporary sociocultural theory and research makes it particularly useful as a social studies methods text. In each chapter, the authors explain how the teaching demonstrated in the vignettes reflects basic principles of contemporary learning theory; thus they not only provide specific examples of successful activities, but place them in a theoretical context that allows teachers to adapt and apply them in a wide variety of settings. Features include: *Classroom vignettes. Rather than a "cookbook" of lesson ideas, this text illustrates the possibilities (and obstacles) of meaningful teaching and learning in real classroom settings. *Inquiry-oriented instruction. The approaches shown in the classrooms portrayed derive from current theory and research in the field of history education. This text is not a hodge-podge of activities, but a consistent and theoretically grounded illustration of meaningful history instruction. *Diversity of perspectives. This is emphasized in two ways. First, the text helps students look at historical events and trends from multiple perspectives. Second, the classrooms illustrated throughout the book include teachers and students from a variety of backgrounds--this gives the book widespread appeal to educators in a range of settings. *Assessment. Teachers are provided with clear guidance in using multiple forms of assessment to evaluate the specifically historical aspects of children's learning. New in the Third Edition: *Greater attention is given to the role of history education in preparing students for participation in a pluralist democracy. *Connections are made between instructional activities and the aims of citizenship, reflecting the authors' view that history should contribute to deliberation over an evolving common good. *Examples are provided of techniques for scaffolding discussion about controversial issues and for grounding that discussion in historical study. *International comparisons are included to encourage reflection on the range of perspectives on history education across cultures. *Bibliographies are updated to incorporate new scholarship on historical thinking and learning. *New resources are included for children's literature that supports good teaching.

In this book, extended case studies of two veteran teachers and their students are combined with the extant research literature to explore current issues of teaching, learning, and testing U.S. history. It is among the first to examine these issues together and in interaction. While the two teachers share several similarities, the teaching practices they construct could not be more different. To explore these differences, the author asks what their teaching practices look like, how their instruction influences their students' understandings of history, and what role statewide exams play in their classroom decisions. History Lessons: Teaching, Learning, and Testing in U.S. High School Classrooms is a major contribution to the emerging body of empirical research in the field of social studies education, chiefly in the subject area of history, which asks how U.S. students make sense of history and how teachers construct their classroom practices. Three case study chapters are paired with three essay review chapters intended to help readers analyze the cases by looking at them in the context of the current research literature. Two concluding chapters extend the cases and analyses: the first looks at how and why the teachers profiled in this book construct their individual teaching practices, in terms of three distinct but interacting sets of influences--personal, organizational, and policy factors; the second explores the prospects for promoting what the author defines as ambitious teaching and learning. Many policymakers assume that standards-based reforms support the efforts of ambitious teachers, but until we better understand how they and the students in their classes think and act, that assumption is hollow at best. This book is a must have for faculty and students in the field of social studies education, and broadly relevant across the fields of curriculum studies and educational policy.

The notion of resistance resides as a deep-seated premise underpinning the democratic foundation of the United States. Given the distinctive standing of public education in the U.S., this book explores the multiple roles—and numerous contexts—that resistance plays in contemporary educational settings. Resistance in education creates, or reflects, the multiple counter-discourses that arise to challenge the one or more dominant discourses in any given educational setting. There is potency in the plurality of the varied and sometimes controversial arguments provided by each essay in this volume, which should be read by everyone interested in the concept within the framework of education today.

For more than three decades, the same children's historical novels have been taught across the United States. Honored for their literary quality and appreciated for their alignment with social studies curricula, the books have flourished as schools moved from whole-language to phonics and from student-centered learning to standardized testing. Books like Johnny Tremain, The Witch of Blackbird Pond, Island of the Blue Dolphins, and Roll of Thunder, Hear My Cry stimulate children's imagination, transporting them into the American past and projecting them into an American future. As works of historical interpretation, however, many are startlingly out of step with current historiography and social sensibilities, especially with regard to race. Unlike textbooks, which are replaced on regular cycles and subjected to public tugs-of-war between the left and right, historical novels have simply--and quietly--endured. Taken individually, many present troubling interpretations of the American past. But embraced collectively, this classroom canon provides a rare pedagogical opportunity: it captures a range of interpretive voices across time and place, a kind of "people's history" far removed from today's state-sanctioned textbooks. Teachers who employ historical novels in the classroom can help students recognize and interpret historical narrative as the product of research, analytical perspective, and the politics of the time. In doing so, they sensitize students to the ways in which the past is put to moral and ideological uses in the present. Featuring separate chapters on American Indians, war, and slavery, Child-Sized History tracks the changes in how young readers are taught to conceptualize history and the American nation.