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Social Studies for Elementary
Terms in this set (36)
Study of the RECORDED past. Teach it by making connections, engaging students, and inquiry.
Why we Teach Social Studies!
Civic Efficacy and Social Understanding
5 teaching activities
concepts, inquiry, social studies skills, ask good questions, teaching with cooperative learning groups
Integrated study of the social science and humanities to promote civic competence
Starting with assessment
1. Determine desired result (Target)
2. Specify what evidence will show that the targeted learning has been achieved.
3. Plan learning activities and instruction
Generic (read, write, recall, comprehend)
Specific (content-specific strategies, vocab, and skills)
The social studies curriculum is aimed at two goals:
Social understanding and democratic citizenship
The subgoal of skills in social studies is related to knowledge because
skillful behavior is supported by knowledge
The text proposes that a social studies scope and sequence for the elementary grades should :
Begin with aspects of topics that are familiar to students and expand to those aspects long ago and far away
According to the text, assessments needs to capture:
What students are actually learning
Well-stated objectives allow teachers and students to:
Clearly understand how instructional activities relate to the purpose of study
How do seminars deepen students' comprehension of texts?
By involving them in interpretation and discussion
In the social studies children read and write to:
Build and express understanding
Why should parts of a textbook (text structure) be taught?
So students can better comprehend what they are reading
What is concept formation?
Studying examples of a concept and grasping the critical similarities amount them
Classifying as part of the concept-formation is:
A method for students to apply the concept they have formed
Inquiry is the chief method historians and scientists use to:
Develop new knowledge and correct mistaken knowledge.
Students who have developed inquiry skills are able to:
Judge whether conclusions are based on evidence
Which of the following is NOT a purpose of asking questions
The author identifies three basic practices of democracy that can be nurtured in an elementary school. What are they?
Deliberation, voting, and community service
According to the text, at what grade level should students begin learning about the power a citizen exercises in the act of voting?
Discussion stimulates students' reasoning. A discussion is most likely to have this effect when a student:
Encounters and listens to reasoning that is somewhat different from his or her own
Which of the following is NOT a reason why students should be taught about democracy?
a democracy needs citizens who look out mainly for themselves.
The author urges social studies teachers to make religion:
A natural part of topics studied.
The text makes the claim that geography can be easily integrated into historical study. Why?
It is difficult to construct or comprehend historical narrative apart from geographical settings
What is a historical inquiry or investigation according to the text?
a question-driven search for evidence and answers
History teaches students to investigate what has happened in the past by teaching them to:
Interpret evidence and produce a credible account.
According to the author, what is a basic reason why students want to understand geography?
Students want to know the nature of the world and their place in it
Which of the following concepts is NOT central to the study of economics?
All of the following ideas about time and chronology should be part of the elementary social studies program except
Learning days of the week
What is the chief value of using globes in elementary grades one, two, and three?
to familiarize students with the basic roundness of the earth and see it is mostly covered by water
Which is one of the fundamental skills in learning to read a map?
Knowing that symbols represent real and actual things
To comprehend map scale, students must understand that:
Maps are smaller than the area they represent and everything on them is small in the same amount
What is one way the text proposes content in graphs be made less abstract for younger students?
Through the use of pictorial representations.
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