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Social studies and diversity education : what we do and why we do it / edited by Elizabeth E. Heilman ; with Ramona Fruja Amthor and Matthew T. Missias.


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Publication date:
New York : Routledge, 2010.
  • Book
  • xviii, 412 p. ; 25 cm.
Includes bibliographical references and index.
  • Foreword: Contribution to Teacher Education Marilyn Cochran-Smith Foreword: Contribution to Social Studies Stephanie van Hover and Keith C. Barton Foreword: Contribution to Multicultural Pedagogy Alexandra C. Rolfsmeyer and Adam J. Greteman Introduction: How to Use This Book Elizabeth E. Heilman Section 1: Purposes, Beliefs, and Contexts in Social Studies Education Introduction by Elizabeth Heilman 1. Developing a Pedagogic Creed through Critical, Social Reflection William Gaudelli 2. The Metaphors We Teach By Margaret Crocco 3. Exploring Three Orientations to Social Studies Thomas Fallace 4. My Pedagogic Creed as Foundation Ronald Evans 5. The Social Studies Topical Index Paul Robinson 6. Exploring Taylorism and its Continued Influence on Work and Schooling E. Wayne Ross 7. Purposes, Possibilities and Complexities of Teaching Secondary Social Studies Hilary Conklin 8. Four Way Street: Curriculum, Pedagogy, Content and Purpose to Advance the Common Good Dave Powell and Todd Hawley Section 2: Democratic Values and Government Introduction by Aaron Bodle and Elizabeth E. Heilman 9. Those Pesky Little Words: How to Teach Abstract Civic Concepts. Barbara Slater Stern 10. Understanding and Teaching "Core" Democratic Concepts Elizabeth E. Heilman 11. Studying Authority in a Secondary Teacher Education Class Judith L. Pace 12. Using Children's Books to Explore Power, Tyranny and Justice Rich Gibson and E. Wayne Ross 13. Learning to Teach the Cultures, Covenants and Controversies of Universal Human Rights John Myers 14. Feelings Exploration in Social Justice Education Jeff Passe 15. Teaching Procedural Democracy in the Classroom David Vawter 16. Preparing Teachers and Educating Citizens: The Simulated Congressional Hearing Terrence C. Mason and Jennifer Ponder 17. Service Learning Field Placements as Community Based Instruction/Action Brian Sevier Section 3: Evidence and Interpretation in History Introduction by Brenda Trofanenko and Matthew T. Missias 18. Generating Effective Teaching through Primary Sources Theresa McCormick 19. Incorporating Archives in Social Studies Methods Frans H. Doppen 20. Historical Perspective, Causality and Significance: The Historical Scene Investigation Project Kathleen Owings Swan, Kathi Kern, and Mark Hofer 21. Writing from Visual Prompts: Animating Imagination for Social Studies and Diversity Education Donald S. Blumenfeld-Jones 22. Using Content Resources to Analyze a Historical Decision Scott Alan Metzger 23. The First Day of Class: Developing an Awareness of Inference in History and Culture David Hicks and Melissa Lisanti 24. Gazing on the Past: Examining the Pedagogical Purposes of Public History Brenda Trofanenko Section 4: History in Social Context Introduction by Matthew T. Missias and Morgan Ott 25. The Nature of Evidence and Interpretation in History Scott W. Dewitt 26. A Boston Massacre in Room 202: Understanding the Construction of Historical Narratives Timothy D. Slekar 27. Oral Histories in Social Education Edric Johnson 28. Designing an Interactive Learning Center Museum in the School Context Hilary Landorf and Ethan Lowenstein 29. Scaffolding Conceptual Reasoning about History David Gerwin 30. Teaching Historical Understanding with Christopher Columbus Benjamin Justice 31. Addressing Subjectivity in Historical Thinking: Who was Christopher Columbus? Jennifer Hauver James Section 5: Perspective Consciousness about Identity, Power and Culture Introduction by Ramona Fruja Amthor and Elizabeth E. Heilman 32. Exploring Identity, Commonality and Difference Tracy Rock 33. Who Are We? Exploring Our Class as a Cultural Demographic John Hoge 34. It's all in your name: Seeing ourselves in historical and cultural context Ozlem Sensoy 35. Seeing the Hidden Curricula of Social Spaces and Places Elizabeth E. Heilman 36. Teaching from a critical global perspective: Investigating Power and Marginalization Binaya Subedi 37. The Family History Project: Uncovering the Personal as Political Nancye McCrary 38. Who Has a Good Family? Exploring Beliefs and Prejudices About Family Structures Tammy Turner-Vorbeck 39. Representation, Power and Stereotyping: A Lesson on Indigenous People and Sports Mascots Glenabah Martinez 40. Breaking down barriers, constructing connections: Strategies for connecting "us" to "them" Heather Sadlier 41. A Meeting On the Congo: Race, Voice and Representation Merry Merryfield 42. Implicating Race in Students' Learning How to Teach History Avner Segall Section 6: Local and Global Communities and Economies Introduction by Ramona Fruja Amthor and Elizabeth E. Heilman 43. Social Studies is Everywhere: Developing Social Scientist Sensitivities Janet Alleman 44. Understanding Personal Choice and Structured Inequality as Aspects of Family Finance Diane S. Illig 45. The Race to the Bottom: An Introduction to Textile Manufacturing and Working Conditions in the Global Economy Peter Moran 46. Examining Privilege in Globalization Sandra Schmidt 47. Teaching Global Education in Seemingly Regional and National Curriculum Elizabeth E. Heilman 48. "Baltimore and the World" Project: The Intersection of Local and Global Issues Todd Kenreich 49. Teaching Current Events from a Global Perspective Toni Fuss Kirkwood-Tucker 50. Environment toxins near and far: Health and civic responsibility David Hursh, Camille Martina and Michael Fantauzzo Section 7: Current Events and Controversies Introduction by Elizabeth E. Heilman and Katie Gjerpen 51. Teaching Student Teachers to Examine How Their Political Views Inform Their Teaching Diana Hess 52. Preparing Future Teachers and Citizens to Address Controversial Issues: The Four Corner Debate Thomas H. Levine 53. Good Discussions Don't Just Happen: Verbal Questioning Skills Kenneth E. Vogler 54. Getting Students to Actively Follow the News Deborah Byrnes 55. Teaching about Disasters Reported in the News Brian Lanahan 56. Issues-Centered Social Studies Unit Sampler Kim Koeppen 57. The "Daily Dilemma": Sharing Power with a Purpose Beth Rubin 58. Encouraging Transformative Understanding of Controversial Social Issues Bruna Grimberg 59. Social Studies Methods, Purpose, and the Execution Class Todd Dinkelman Section 8: Using a Range of Resources Introduction: Ramona Fruja Amthor and Elizabeth E. Heilman 60. Modeling with Matryoshkas: Connecting Curriculum, Community, and Culture in the Classroom Nancy P. Gallavan and Ellen Kottler 61. Motivating for Inquiry and Civic Participation through Primary Sources About Historical Peers Eula Fresch 62. Incorporating Visual Learning in the Classroom Brooke Orr and Signia Warner 63. Textbook Analysis: Using James Loewen's Lies My Teacher Told Me in Teacher Education Mara Dodge 64. Teaching with and about Maps Avner Segall 65. Reinventing the Field Trip: Pre-Service Teachers Explore Museums and Historic Sites Alan Marcus 66. Socratic Seminar: A Model for Film Discussion in the Social Studies Jeremy D. Stoddard 67. Not Playing Around: Teaching Role Plays in Social Education Wayne Au 68. Using Multicultural Literature in Teaching for Social Justice Sung Choon Park and Cynthia A. Tyson 69. Voices of our community: Making Connections through Digital Stories Elizabeth K. Wilson and Vivian Harris Wright 70. Modeling Technology-Based Social Studies Instruction: A Simulated WebQuest Christy G. Keeler Section 9: Instruction and Designing Curriculum Introduction: Elizabeth E. Heilman and Mark Kissling 71. Providing Elementary Teachers with Experience of Children's Thinking in Social Studies Keith Barton 72. What to Teach, When and Why: Masterful Curriculum Unit Planning Elizabeth E. Heilman 73. The Modeling Approach to Social Studies Teacher Education Michael Marino and Benjamin M. Jacobs 74. Instructional Planning and Practice through Micro-teaching Anne-lise Halvorsen 75. Approaching Curriculum Units as Terrains and Systems to Explore Paul Skilton-Sylvester 76. Teaching Teachers to Teach for Understanding in Social Studies Methods Classes John Gunn 77. Teaching Students to Use the Inquiry Method James Hartwick 78. Comparing Visions: Do Our State Standards Align with the National Standards? Barbara Foulks Boyd 79. Reflections on Learners and Learning in Early Field Experiences for Secondary Social Studies Susan B. Serota and Linda Bennett 80. Creating Units to Create Meaning out of Social Studies Content Audrey Rogers 81. Using Narrative to Reflect on the Process of Curriculum Enactment Gail Hickey Conclusion: The present and future of Teaching Methods in Social Studies and Diversity Education: Teaching Methods in Social Studies and Diversity Education: A Critical Review Susan Adler Won Pyo Hong Appendices Elizabeth E. Heilman Appendix 1: Planning Instruction with Learning Disabilities in Mind Appendix 2: Building a Repertoire of Instructional Strategies Appendix 3: Reading and Comprehension Teaching Methods Contributor Biographies.
  • (source: Nielsen Book Data)
Publisher's Summary:
The preparation of teachers, especially as they get ready to teach social studies and social science in our schools and colleges, is crucial not only to the project of good education, but even more broadly, to the cultivation of healthy democracy and the growth of the nation's citizens. This book features the ideas from 78 of our nation's most thoughtful teacher educators reflecting on their best practices and offering specific strategies through which future teachers learn to teach. The essays in this volume illuminate how future teachers wrestle with high-minded questions pertaining to the sociocultural, philosophical and historical aspects of education, but they also explain how to teach day to day skills such as lesson planning and meeting national standards. Sections in this book are arranged by both disciplinary organization and approach or activity. Each section is rich and coherent and is introduced with a scholarly essay that both provides a theoretical overview, analysis, and explication of this aspect of teacher education and scaffolds as well as introduces for the reader the essays to come. Each essay is coded to key words, to the level at which the lesson can be used, and to both NCSS and NCATE standards, for quick reference in classroom planning as well as institutional development and implementation.
(source: Nielsen Book Data)
Heilman, Elizabeth E.
Amthor, Ramona Fruja.
Missias, Matthew T.

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