VE
R
IF
IE
D
BR
Instructor’s Resource Manual and Test Bank
For
AI
Dynamic Social Studies for Constructivist Classrooms:
N
BO
Inspiring Tomorrow's Social Scientists
O
11th Edition
ST
George W. Maxim
ER
Dr. Janice K. Ewing ,
Wichita State University
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
VERIFIEDBRAINBOOSTER
, VE
R
IF
IE
D
BR
AI
N
BO
O
ST
______________________________________________________________________________
ER
Copyright © 2018, 2014, 2010, 2006, 2003, 1999 by Pearson Education, Inc. All rights reserved. Manufactured in
the United States of America. This publication is protected by Copyright, and permission should be obtained from
the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or
by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use
material from this work, please submit a written request to Pearson Education, Inc., Permissions Department,
One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290.
Instructors of classes using Maxim’s Dynamic Social Studies for Constructivist Classrooms: Inspiring Tomorrow's
Social Scientists, may reproduce material from the Instructor’s Resource Manual and Test Bank for classroom
use.
10 9 8 7 6 5 4 3 2 1 ISBN-10: 0134297504
ISBN-13: 9780134297507
VERIFIEDBRAINBOOSTER
, VE
Table of Contents
R
IF
Chapter 1 Social Studies: The Subject You Will Teach 1
IE
Chapter 2 Effective Instructional Planning 5
D
Chapter 3 Social Constructivism: Constructing Meaning via Collaborative Encounters 9
BR
Chapter 4 Cognitive Constructivism: A Spotlight on Project-Based Learning 14
AI
Chapter 5 Beyond the Ordinary: Teaching and Learning with Concrete Instructional
N
Resources 17
BO
Chapter 6 Beyond the Ordinary: Teaching and Learning with Representational Instructional
Resources 21
O
Chapter 7 Beyond the Ordinary: Teaching and Learning with Informational and Persuasive
ST
Text 24
ER
Chapter 8 Beyond the Ordinary: Teaching and Learning with Narrative Text 28
Chapter 9 Young Historians: Learning to Unlock the Past 31
Chapter 10 Geography: Exploring the People-Place Connection 35
Chapter 11 Civics: Young Citizens in Action 39
Chapter 12 Economics: Thinking and Choosing Responsibly 43
Chapter 13 Sociology and Anthropology: Social Structures and Culture 46
Test Bank 51
iii
Copyright © 2018, 2014, 2010 by Pearson Education, Inc. All Rights Reserved
VERIFIEDBRAINBOOSTER
, VE
Chapter 1
R
Social Studies: The Subject You Will Teach
IF
Chapter Outline
IE
I. Memories of Elementary School Social Studies
D
II. Attribute 1: Social Studies as a School Subject
A. Integrated Social Studies
BR
B. Major Social Studies Goals
III. Attribute 2: The Origin, Erosion and Rebirth of Social Studies
A. Social Studies is Born
AI
B. Social Studies in Decline
IV. Attribute 3: Instructional Practices That Promote and Support Learning
N
A. Powerful and Purposeful Social Studies Instruction
B. Constructivist Teaching Practices
BO
V. Attribute 4: Democratic Classroom Communities
A. A Democratic Classroom
VI. A Final Thought
VII. References
O
Chapter 1: The Subject You Will Teach models a constructivist approach, asking students to first reflect on the
ST
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
ER
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 © 2018, 2014, 2010 by Pearson Education, Inc. All Rights Reserved
VERIFIEDBRAINBOOSTER
R
IF
IE
D
BR
Instructor’s Resource Manual and Test Bank
For
AI
Dynamic Social Studies for Constructivist Classrooms:
N
BO
Inspiring Tomorrow's Social Scientists
O
11th Edition
ST
George W. Maxim
ER
Dr. Janice K. Ewing ,
Wichita State University
Boston Columbus Indianapolis New York San Francisco Upper Saddle River
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
VERIFIEDBRAINBOOSTER
, VE
R
IF
IE
D
BR
AI
N
BO
O
ST
______________________________________________________________________________
ER
Copyright © 2018, 2014, 2010, 2006, 2003, 1999 by Pearson Education, Inc. All rights reserved. Manufactured in
the United States of America. This publication is protected by Copyright, and permission should be obtained from
the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or
by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use
material from this work, please submit a written request to Pearson Education, Inc., Permissions Department,
One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290.
Instructors of classes using Maxim’s Dynamic Social Studies for Constructivist Classrooms: Inspiring Tomorrow's
Social Scientists, may reproduce material from the Instructor’s Resource Manual and Test Bank for classroom
use.
10 9 8 7 6 5 4 3 2 1 ISBN-10: 0134297504
ISBN-13: 9780134297507
VERIFIEDBRAINBOOSTER
, VE
Table of Contents
R
IF
Chapter 1 Social Studies: The Subject You Will Teach 1
IE
Chapter 2 Effective Instructional Planning 5
D
Chapter 3 Social Constructivism: Constructing Meaning via Collaborative Encounters 9
BR
Chapter 4 Cognitive Constructivism: A Spotlight on Project-Based Learning 14
AI
Chapter 5 Beyond the Ordinary: Teaching and Learning with Concrete Instructional
N
Resources 17
BO
Chapter 6 Beyond the Ordinary: Teaching and Learning with Representational Instructional
Resources 21
O
Chapter 7 Beyond the Ordinary: Teaching and Learning with Informational and Persuasive
ST
Text 24
ER
Chapter 8 Beyond the Ordinary: Teaching and Learning with Narrative Text 28
Chapter 9 Young Historians: Learning to Unlock the Past 31
Chapter 10 Geography: Exploring the People-Place Connection 35
Chapter 11 Civics: Young Citizens in Action 39
Chapter 12 Economics: Thinking and Choosing Responsibly 43
Chapter 13 Sociology and Anthropology: Social Structures and Culture 46
Test Bank 51
iii
Copyright © 2018, 2014, 2010 by Pearson Education, Inc. All Rights Reserved
VERIFIEDBRAINBOOSTER
, VE
Chapter 1
R
Social Studies: The Subject You Will Teach
IF
Chapter Outline
IE
I. Memories of Elementary School Social Studies
D
II. Attribute 1: Social Studies as a School Subject
A. Integrated Social Studies
BR
B. Major Social Studies Goals
III. Attribute 2: The Origin, Erosion and Rebirth of Social Studies
A. Social Studies is Born
AI
B. Social Studies in Decline
IV. Attribute 3: Instructional Practices That Promote and Support Learning
N
A. Powerful and Purposeful Social Studies Instruction
B. Constructivist Teaching Practices
BO
V. Attribute 4: Democratic Classroom Communities
A. A Democratic Classroom
VI. A Final Thought
VII. References
O
Chapter 1: The Subject You Will Teach models a constructivist approach, asking students to first reflect on the
ST
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
ER
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 © 2018, 2014, 2010 by Pearson Education, Inc. All Rights Reserved
VERIFIEDBRAINBOOSTER
