Instructor’s Resource Manual and Test Bank
$bh $bh $bh $bh $bh
For
Dynamic Social Studies for Constructivist
$bh $bh $bh $bh
Classrooms: Inspiring Tomorrow's Social Scientists
$bh $bh $bh $bh $bh
11th Edition $bh
George W.
$bh $bh
$bh Maxim
Dr. Janice K. Ewing ,
$bh $bh $bh $bh
Wichita State University $bh $bh
Boston $ b h Columbus $ b h Indianapolis $ b h New $bhYork $ b h San $bhFrancisco
$ b h Upper $bhSaddle $bhRiver $b h Amsterdam $ b h Cape $bhTown $ b h Dubai $ b h London
$ b h Madrid $ b h Milan $b h Munich $ b h Paris $bh Montreal $bh Toronto $bhDelhi $b h Mexico
$bh City $b h Sao $bhPaulo $ bh Sydney $ b h Hong $bhKong $ b h Seoul $b h Singapore $b h Taipei
$b h Tokyo
,Copyright $bh© $bh2018, $bh2014, $bh2010, $bh2006, $bh2003, $bh1999 $bhby $bhPearson $bhEducation, $bhInc. $bhAll $bhrights
$bhreserved. $bhManufactured $bhin $bhthe $bhUnited $bhStates $bhof $bhAmerica. $bhThis $bhpublication $bhis $bhprotected $bhby
$bhCopyright, $bhand $bhpermission $bhshould $bhbe $bhobtained $bhfrom $bhthe $bhpublisher $bhprior $bhto $bhany $bhprohibited
$bhreproduction, $bhstorage $bhin $bha $bhretrieval $bhsystem, $bhor $bhtransmission $bhin $bhany $bhform $bhor $bhby $bhany
$bhmeans, $bhelectronic, $bhmechanical, $bhphotocopying, $bhrecording, $bhor $bhlikewise. $bhTo $bhobtain $bhpermission(s)
$bhto $bhuse $bhmaterial $bhfrom $bhthis $bhwork, $bhplease $bhsubmit $bha $bhwritten $bhrequest $bhto $bhPearson $bhEducation,
$bhInc., $bhPermissions $bhDepartment, $bhOne $bhLake $bhStreet, $bhUpper $bhSaddle $bhRiver, $bhNew $bhJersey $bh07458, $bhor
$bhyou $bhmay $bhfax $bhyour $bhrequest $bhto $bh201-236-3290.
Instructors $bhof $bhclasses $bhusing $bhMaxim’s $bhDynamic $bhSocial $bhStudies $bhfor $bhConstructivist $bhClassrooms:
$bhInspiring $bhTomorrow's $bhSocial $bhScientists, $bhmay $bhreproduce $bhmaterial $bhfrom $bhthe $bhInstructor’s $bhResource
$bhManual $bhand $bhTest $bhBank $bhfor $bhclassroom $bhuse.
10 $ b h 9 $ b h 8 $ b h 7 $ b h 6 $bh5 $ b h 4 $ b h 3 $ b h 2 $ b h 1 ISBN-10: $bh0134297504
ISBN-13: $bh9780134297507
, Table $bhof $bhContents
Chapter $bh1 Social $bhStudies: $bhThe $bhSubject $bhYou $bhWill $bhTeach 1
Chapter $bh2 Effective $bhInstructional $bhPlanning 5
Chapter $bh3 Social $bhConstructivism: $bhConstructing $bhMeaning $bhvia $bhCollaborative $bhEncounters
9
Chapter $bh4 Cognitive $bhConstructivism: $bhA $bhSpotlight $bhon $bhProject-Based $bhLearning 14
Chapter $bh5 Beyond $bhthe $bhOrdinary: $bhTeaching $bhand $bhLearning $bhwith $bhConcrete
Instructional
$bh $ b h Resources 17
Chapter $bh6 Beyond $bhthe $bhOrdinary: $bhTeaching $bhand $bhLearning $bhwith $bhRepresentational
Instructional $bhResources
$bh 21
Chapter $bh7 Beyond $bhthe $bhOrdinary: $bhTeaching $bhand $bhLearning $bhwith $bhInformational $bhand
Persuasive $bhText
$bh 24
Chapter $bh8 Beyond $bhthe $bhOrdinary: $bhTeaching $bhand $bhLearning $bhwith $bhNarrative $bhText 28
Chapter $bh9 Young $bhHistorians: $bhLearning $bhto $bhUnlock $bhthe $bhPast 31
Chapter $bh10 Geography: $bhExploring $bhthe $bhPeople-Place $bhConnection 35
Chapter $bh11 Civics: $bhYoung $bhCitizens $bhin $bhAction 39
Chapter $bh12 Economics: $bhThinking $bhand $bhChoosing $bhResponsibly 43
Chapter $bh13 Sociology $bhand $bhAnthropology: $bhSocial $bhStructures $bhand $bhCulture 46
Test $bhBank 51
iii
Copyright $bh© $bh2018, $bh2014, $bh2010 $bhby $bhPearson $bhEducation, $bhInc. $bhAll
$bhRights $bhReserved
, Chapter 1
Social Studies: The Subject You Will Teach
Chapter Outline
I. Memories of Elementary School Social Studies
II. Attribute 1: Social Studies as a School Subject
A. Integrated Social Studies
B. Major Social Studies Goals
III. Attribute 2: The Origin, Erosion and Rebirth of Social Studies
A. Social Studies is Born
B. Social Studies in Decline
IV. Attribute 3: Instructional Practices That Promote and Support Learning
A. Powerful and Purposeful Social Studies Instruction
B. Constructivist Teaching Practices
V. Attribute 4: Democratic Classroom Communities
A. A Democratic Classroom
VI. A Final Thought
VII. References
Chapter 1: The Subject You Will Teach models a constructivist approach, asking students to first reflect on the
qualities of a good social studies teacher, using a fourth grade learning adventure. Next, students consider the
question, What Do You Remember about Social Studies? and identify the best and the worst social studies
elementary experiences. Through these two reflective tasks, students review classroom examples and consider the
context and policies as well as the dilemmas and opportunities facing them as social studies teachers.
Chapter Overview
Attribute 1: Social Studies as a School Subject
A social science is any of several disciplines that examine how people interact and develop as societies.
Six major social sciences
These contribute to the backbone of elementary social studies programs: geography, history, civics
(political science), anthropology, sociology, and economics.
The Goals of Elementary School Social Studies
The overriding purpose of social studies is to ready students for the most important duty they will have as
adults, what Thomas Jefferson called the “office of citizen” with civic competence as a central aim. The
NCSS Task Force on Early Childhood/Elementary Social Studies (1989) suggests that the traditional
skills of reading, writing, and computing are necessary but insufficient to help young citizens to
participate in a complex world. Social studies specialized goals help children accomplish what other
subjects cannot help them achieve. The task force recommended essential goals be divided into three broad
areas:
Knowledge-The knowledge base should include rich, accurate information across the social
sciences
Skills-Map and globe skills are primary to social studies. Other skills including communication
skills are also shared with other parts of the curriculum.
Values and Beliefs-The early years are ideal for children to understand core civic
principles, particularly in terms of smaller social entities such as the family, classroom,
and community along with positive attitudes toward learning and a spirit of inquiry.
Attribute 2: The Origin, Erosion and Rebirth of Social Studies
1
Copyright $bh© $bh2018, $bh2014, $bh2010 $bhby $bhPearson $bhEducation, $bhInc. $bhAll
$bhRights $bhReserved
$bh $bh $bh $bh $bh
For
Dynamic Social Studies for Constructivist
$bh $bh $bh $bh
Classrooms: Inspiring Tomorrow's Social Scientists
$bh $bh $bh $bh $bh
11th Edition $bh
George W.
$bh $bh
$bh Maxim
Dr. Janice K. Ewing ,
$bh $bh $bh $bh
Wichita State University $bh $bh
Boston $ b h Columbus $ b h Indianapolis $ b h New $bhYork $ b h San $bhFrancisco
$ b h Upper $bhSaddle $bhRiver $b h Amsterdam $ b h Cape $bhTown $ b h Dubai $ b h London
$ b h Madrid $ b h Milan $b h Munich $ b h Paris $bh Montreal $bh Toronto $bhDelhi $b h Mexico
$bh City $b h Sao $bhPaulo $ bh Sydney $ b h Hong $bhKong $ b h Seoul $b h Singapore $b h Taipei
$b h Tokyo
,Copyright $bh© $bh2018, $bh2014, $bh2010, $bh2006, $bh2003, $bh1999 $bhby $bhPearson $bhEducation, $bhInc. $bhAll $bhrights
$bhreserved. $bhManufactured $bhin $bhthe $bhUnited $bhStates $bhof $bhAmerica. $bhThis $bhpublication $bhis $bhprotected $bhby
$bhCopyright, $bhand $bhpermission $bhshould $bhbe $bhobtained $bhfrom $bhthe $bhpublisher $bhprior $bhto $bhany $bhprohibited
$bhreproduction, $bhstorage $bhin $bha $bhretrieval $bhsystem, $bhor $bhtransmission $bhin $bhany $bhform $bhor $bhby $bhany
$bhmeans, $bhelectronic, $bhmechanical, $bhphotocopying, $bhrecording, $bhor $bhlikewise. $bhTo $bhobtain $bhpermission(s)
$bhto $bhuse $bhmaterial $bhfrom $bhthis $bhwork, $bhplease $bhsubmit $bha $bhwritten $bhrequest $bhto $bhPearson $bhEducation,
$bhInc., $bhPermissions $bhDepartment, $bhOne $bhLake $bhStreet, $bhUpper $bhSaddle $bhRiver, $bhNew $bhJersey $bh07458, $bhor
$bhyou $bhmay $bhfax $bhyour $bhrequest $bhto $bh201-236-3290.
Instructors $bhof $bhclasses $bhusing $bhMaxim’s $bhDynamic $bhSocial $bhStudies $bhfor $bhConstructivist $bhClassrooms:
$bhInspiring $bhTomorrow's $bhSocial $bhScientists, $bhmay $bhreproduce $bhmaterial $bhfrom $bhthe $bhInstructor’s $bhResource
$bhManual $bhand $bhTest $bhBank $bhfor $bhclassroom $bhuse.
10 $ b h 9 $ b h 8 $ b h 7 $ b h 6 $bh5 $ b h 4 $ b h 3 $ b h 2 $ b h 1 ISBN-10: $bh0134297504
ISBN-13: $bh9780134297507
, Table $bhof $bhContents
Chapter $bh1 Social $bhStudies: $bhThe $bhSubject $bhYou $bhWill $bhTeach 1
Chapter $bh2 Effective $bhInstructional $bhPlanning 5
Chapter $bh3 Social $bhConstructivism: $bhConstructing $bhMeaning $bhvia $bhCollaborative $bhEncounters
9
Chapter $bh4 Cognitive $bhConstructivism: $bhA $bhSpotlight $bhon $bhProject-Based $bhLearning 14
Chapter $bh5 Beyond $bhthe $bhOrdinary: $bhTeaching $bhand $bhLearning $bhwith $bhConcrete
Instructional
$bh $ b h Resources 17
Chapter $bh6 Beyond $bhthe $bhOrdinary: $bhTeaching $bhand $bhLearning $bhwith $bhRepresentational
Instructional $bhResources
$bh 21
Chapter $bh7 Beyond $bhthe $bhOrdinary: $bhTeaching $bhand $bhLearning $bhwith $bhInformational $bhand
Persuasive $bhText
$bh 24
Chapter $bh8 Beyond $bhthe $bhOrdinary: $bhTeaching $bhand $bhLearning $bhwith $bhNarrative $bhText 28
Chapter $bh9 Young $bhHistorians: $bhLearning $bhto $bhUnlock $bhthe $bhPast 31
Chapter $bh10 Geography: $bhExploring $bhthe $bhPeople-Place $bhConnection 35
Chapter $bh11 Civics: $bhYoung $bhCitizens $bhin $bhAction 39
Chapter $bh12 Economics: $bhThinking $bhand $bhChoosing $bhResponsibly 43
Chapter $bh13 Sociology $bhand $bhAnthropology: $bhSocial $bhStructures $bhand $bhCulture 46
Test $bhBank 51
iii
Copyright $bh© $bh2018, $bh2014, $bh2010 $bhby $bhPearson $bhEducation, $bhInc. $bhAll
$bhRights $bhReserved
, Chapter 1
Social Studies: The Subject You Will Teach
Chapter Outline
I. Memories of Elementary School Social Studies
II. Attribute 1: Social Studies as a School Subject
A. Integrated Social Studies
B. Major Social Studies Goals
III. Attribute 2: The Origin, Erosion and Rebirth of Social Studies
A. Social Studies is Born
B. Social Studies in Decline
IV. Attribute 3: Instructional Practices That Promote and Support Learning
A. Powerful and Purposeful Social Studies Instruction
B. Constructivist Teaching Practices
V. Attribute 4: Democratic Classroom Communities
A. A Democratic Classroom
VI. A Final Thought
VII. References
Chapter 1: The Subject You Will Teach models a constructivist approach, asking students to first reflect on the
qualities of a good social studies teacher, using a fourth grade learning adventure. Next, students consider the
question, What Do You Remember about Social Studies? and identify the best and the worst social studies
elementary experiences. Through these two reflective tasks, students review classroom examples and consider the
context and policies as well as the dilemmas and opportunities facing them as social studies teachers.
Chapter Overview
Attribute 1: Social Studies as a School Subject
A social science is any of several disciplines that examine how people interact and develop as societies.
Six major social sciences
These contribute to the backbone of elementary social studies programs: geography, history, civics
(political science), anthropology, sociology, and economics.
The Goals of Elementary School Social Studies
The overriding purpose of social studies is to ready students for the most important duty they will have as
adults, what Thomas Jefferson called the “office of citizen” with civic competence as a central aim. The
NCSS Task Force on Early Childhood/Elementary Social Studies (1989) suggests that the traditional
skills of reading, writing, and computing are necessary but insufficient to help young citizens to
participate in a complex world. Social studies specialized goals help children accomplish what other
subjects cannot help them achieve. The task force recommended essential goals be divided into three broad
areas:
Knowledge-The knowledge base should include rich, accurate information across the social
sciences
Skills-Map and globe skills are primary to social studies. Other skills including communication
skills are also shared with other parts of the curriculum.
Values and Beliefs-The early years are ideal for children to understand core civic
principles, particularly in terms of smaller social entities such as the family, classroom,
and community along with positive attitudes toward learning and a spirit of inquiry.
Attribute 2: The Origin, Erosion and Rebirth of Social Studies
1
Copyright $bh© $bh2018, $bh2014, $bh2010 $bhby $bhPearson $bhEducation, $bhInc. $bhAll
$bhRights $bhReserved
