Teaching Social Studies to English Language Learners
portes grátis
Teaching Social Studies to English Language Learners
Cruz, Barbara C.; Thornton, Stephen J.
Taylor & Francis Ltd
11/2024
264
Mole
9781032499437
Pré-lançamento - envio 15 a 20 dias após a sua edição
Descrição não disponível.
List of Figures
List of Tables
Acknowledgements
Introduction
PART I - English Learners
1.1 - Orientation
Key Judicial Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Rise of Mainstreaming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.2 - Not All ELs and Families Are the Same
Stages of Cultural Adjustment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Cultural Practices at School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Effective Home-School Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ideas: On Fostering Access . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ideas: On Fostering Approachability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ideas: On Achieving Good Follow-Through . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Summary
1.3. - English Learners with Exceptionalities
Pedagogic and Programmatic Models
Teacher Approaches. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Gifted EL Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.4 - The Process of English Language Learning in the Social Studies Classroom and What to Expect
Introduction
Stages of Language Development
Principles for Creating Effective Language Learning Environments
Constructing a Curriculum with Language Needs in Mind. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Language Learning in the Social Studies Classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . .
PART II - Social Studies Teaching and Learning
2.1 - Principles of Social Studies Teaching and Learning
Elements of an Instructional Program. . . . . . . . . . . . . . . . . . . . . . .
Social Studies and the Common Core Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Intellectual Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conclusion
2.2 - Social Studies-Focused EL Scholarship
The Classroom Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Content-Centered Language Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Best Language Practice in Social Studies Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Discussion and Questioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Discovery and Exploration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Language Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sheltered Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Individualized and Differentiated Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Technology-Based Instruction and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Cooperative Learning Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Bilingual Education and Translanguaging. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Culturally Responsive Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Importance of Reflective Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Promising Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Summary
2.3 - Pathways for Enacting the Social Studies Curriculum
Textbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Graphic Organizers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Alternative "Texts" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Demonstrations and Total Physical Response. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Role Playing and Simulations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Some final reminders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
PART III - Teaching Social Studies
3.1 - Introduction
3.2 - Geography
Looking into Classrooms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Kinesthetic Learning and Stratified Questioning: The Concept of Scale (Levels 1-4) . . . . . . .
Kinesthetic Learning and Visual Aids: Africa: Physical Geography and Population Distribution (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
K-W-L-Q-H, Visual Aids, Guided Imagery, and Stratified Questioning: Women's Work in Southern India (Levels 2-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Discovery Exercise Using Visual Aids and Stratified Questioning: Adaptation to the Environment: Place Where Native Americans Lived (Levels 1-4) . . . . . . . . . . . . . . . . . . . .
Discussion Dyads, Vocabulary Development, Map Interpretation: Sharing the Colorado River (Levels 2-4) . . . . . . .
3.3 - U.S. History
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Visual Aids, Stratified Questioning: Lewis and Clark Expedition (Levels 1-4) . . . . . . . . . . . . .
Dioramas, Kinesthetic Learning, and Cooperative Learning: Lewis and Clark Activity 3: Creating a Diorama (Levels 1-4). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Political Cartoon, Critical Analysis, Questioning and Discussion: Immigration in U.S. History (Levels 1-4) . . . . . . . . . . . . .
Timelines and Stratified Questioning Strategy: Woodrow Wilson (Levels 1-4) . . . . . . . . . . .
Modified Text, Visual Aids, Picture Books, Stratified Questioning, and Music: Women in WWII (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Aids, Role Playing, Guided Reading, and Stratified Questioning: Japanese Americans During WWII (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Eisenhower's Military-Industrial Complex Speech, 1961: Simplifying Text and Role Playing (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.4 - World History
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Culturally Sensitive Pedagogy, Visual Aids, Stratified Questioning, and Research Skills: World Origins of Our Class (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Aids, Guided Observation, Word Wall, and Stratified Questioning: The Agricultural Revolution (Levels 1 and 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Realia, Word Wall, and Visual Aids: The Renaissance (Levels 1-4) . . . . . . . . . . . . . . . . . . . . .
Visual Aids and Primary Source Documents: Cultural Encounter and Exploration (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Simplified Text and Concept Map: The Enlightenment (Levels 2-4) . . . . . . . . . . . . . . . . . . . .
Visual Aids, Stratified Questioning, and Guided Discussion: The Industrial Revolution in Great Britain (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . .
Role Playing and Cooperative Learning: Factory Life in Twentieth Century Mexico (Levels 2-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.5 - Government and Civics
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Graphic Organizers and Visuals: The Duties, Responsibilities, and Rights of United States Citizens (Levels 1 and 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Using Peer Teaching, Translanguaging, and Visual Aids: Political Cartoons (Levels 2-4) . . . . . .
Teaching with Primary Sources: National Heritage Documents (Levels 2-4) . . . . . . . . . . . . . . . . .
Using Bilingual Dictionaries and Graphic Organizers: Voting Rights (Levels 3 and 4). . . . . .
Supporting Language Development by Simplifying Complex Text and Using Visual Aids: Women's Suffrage (Levels 3 and 4). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Aids and Graphic Organizers: Executive Powers (Levels 1-4) . . . . . . . . . . . . . . . . . . . .
The Federal Budget: Where Should the Government's Money Go?
3.6 - Economics
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Simplified Text, Visuals, and Foldables: Developing Key Vocabulary (Levels 1 and 2) . . . . . . . .
Visual Aids, Realia, Expressive Demonstration, and Stratified Questioning Strategy: Goods, Services, Needs, and Wants (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Cooperative Learning: Setting Priorities and Making Choices: Personal Budgeting. (Levels 3 and 4) . . . . . . . .
Graphic Organizers and Cooperative Learning: Consumer Credit and Debt (Levels 2-4) . . . .
Visual Aids and Stratified Questioning Strategy: Advertising (Levels 1-4) . . . . . . . . . . . . . . .
3.7 - Behavioral Sciences: Sociology, Anthropology, and Psychology
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Cooperative Learning, Drawing, and Visual Aids: Perspective Consciousness through Mental Cartography (Levels 1-4) . . . . . . . . . . . . . . .
Visuals, Graphic Organizers, Artifacts, and Modified Assessment: Religions of the World (Levels 1 and 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Aids, Realia, Object-Based Learning: Archaeological Artifacts (Levels 1 and 2). . . . . .
Guided Visual Analysis, Graphic Organizers, and Cooperative Learning: Social Institutions and Elements of Culture (Levels 1-4) . . . . . . . . . . . . . . . . . . . . .
Alternative Assessments: Sociology: Surveys and Opinion Polls (Levels 2-4)
Visual Art, Graphic Organizer, and Effective Closure: Psychology: Identity Formation (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.8 - Social Issues in the Social Studies Classroom
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Cooperative Learning, Kinesthetic Activities, and Stratified Questioning Strategy: The Paper Chase (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Using Technology, Audio-Visual Materials, and Cooperative Learning: Contemporary Social Issues at Home and Abroad (Levels 2-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Kinesthetic Learning and Critical Thinking: Taking a Stand (Levels 2-4) . . . . . . . . . . . . . . . .
Infographics, Critical thinking, and Discussion: World Population Trends (Levels 3 and 4) . . . . .
Critical Visual Analysis, Student Research, and Discussion: Social Media and Hashtag Activism (Levels 1-4) . . . . . . . . . .
Index
List of Tables
Acknowledgements
Introduction
PART I - English Learners
1.1 - Orientation
Key Judicial Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Rise of Mainstreaming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.2 - Not All ELs and Families Are the Same
Stages of Cultural Adjustment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Cultural Practices at School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Effective Home-School Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ideas: On Fostering Access . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ideas: On Fostering Approachability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ideas: On Achieving Good Follow-Through . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Summary
1.3. - English Learners with Exceptionalities
Pedagogic and Programmatic Models
Teacher Approaches. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Gifted EL Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.4 - The Process of English Language Learning in the Social Studies Classroom and What to Expect
Introduction
Stages of Language Development
Principles for Creating Effective Language Learning Environments
Constructing a Curriculum with Language Needs in Mind. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Language Learning in the Social Studies Classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . .
PART II - Social Studies Teaching and Learning
2.1 - Principles of Social Studies Teaching and Learning
Elements of an Instructional Program. . . . . . . . . . . . . . . . . . . . . . .
Social Studies and the Common Core Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Intellectual Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conclusion
2.2 - Social Studies-Focused EL Scholarship
The Classroom Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Content-Centered Language Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Best Language Practice in Social Studies Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Discussion and Questioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Discovery and Exploration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Language Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sheltered Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Individualized and Differentiated Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Technology-Based Instruction and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Cooperative Learning Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Bilingual Education and Translanguaging. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Culturally Responsive Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Importance of Reflective Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Promising Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Summary
2.3 - Pathways for Enacting the Social Studies Curriculum
Textbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Graphic Organizers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Alternative "Texts" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Demonstrations and Total Physical Response. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Role Playing and Simulations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Some final reminders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
PART III - Teaching Social Studies
3.1 - Introduction
3.2 - Geography
Looking into Classrooms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Kinesthetic Learning and Stratified Questioning: The Concept of Scale (Levels 1-4) . . . . . . .
Kinesthetic Learning and Visual Aids: Africa: Physical Geography and Population Distribution (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
K-W-L-Q-H, Visual Aids, Guided Imagery, and Stratified Questioning: Women's Work in Southern India (Levels 2-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Discovery Exercise Using Visual Aids and Stratified Questioning: Adaptation to the Environment: Place Where Native Americans Lived (Levels 1-4) . . . . . . . . . . . . . . . . . . . .
Discussion Dyads, Vocabulary Development, Map Interpretation: Sharing the Colorado River (Levels 2-4) . . . . . . .
3.3 - U.S. History
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Visual Aids, Stratified Questioning: Lewis and Clark Expedition (Levels 1-4) . . . . . . . . . . . . .
Dioramas, Kinesthetic Learning, and Cooperative Learning: Lewis and Clark Activity 3: Creating a Diorama (Levels 1-4). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Political Cartoon, Critical Analysis, Questioning and Discussion: Immigration in U.S. History (Levels 1-4) . . . . . . . . . . . . .
Timelines and Stratified Questioning Strategy: Woodrow Wilson (Levels 1-4) . . . . . . . . . . .
Modified Text, Visual Aids, Picture Books, Stratified Questioning, and Music: Women in WWII (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Aids, Role Playing, Guided Reading, and Stratified Questioning: Japanese Americans During WWII (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Eisenhower's Military-Industrial Complex Speech, 1961: Simplifying Text and Role Playing (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.4 - World History
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Culturally Sensitive Pedagogy, Visual Aids, Stratified Questioning, and Research Skills: World Origins of Our Class (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Aids, Guided Observation, Word Wall, and Stratified Questioning: The Agricultural Revolution (Levels 1 and 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Realia, Word Wall, and Visual Aids: The Renaissance (Levels 1-4) . . . . . . . . . . . . . . . . . . . . .
Visual Aids and Primary Source Documents: Cultural Encounter and Exploration (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Simplified Text and Concept Map: The Enlightenment (Levels 2-4) . . . . . . . . . . . . . . . . . . . .
Visual Aids, Stratified Questioning, and Guided Discussion: The Industrial Revolution in Great Britain (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . .
Role Playing and Cooperative Learning: Factory Life in Twentieth Century Mexico (Levels 2-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.5 - Government and Civics
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Graphic Organizers and Visuals: The Duties, Responsibilities, and Rights of United States Citizens (Levels 1 and 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Using Peer Teaching, Translanguaging, and Visual Aids: Political Cartoons (Levels 2-4) . . . . . .
Teaching with Primary Sources: National Heritage Documents (Levels 2-4) . . . . . . . . . . . . . . . . .
Using Bilingual Dictionaries and Graphic Organizers: Voting Rights (Levels 3 and 4). . . . . .
Supporting Language Development by Simplifying Complex Text and Using Visual Aids: Women's Suffrage (Levels 3 and 4). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Aids and Graphic Organizers: Executive Powers (Levels 1-4) . . . . . . . . . . . . . . . . . . . .
The Federal Budget: Where Should the Government's Money Go?
3.6 - Economics
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Simplified Text, Visuals, and Foldables: Developing Key Vocabulary (Levels 1 and 2) . . . . . . . .
Visual Aids, Realia, Expressive Demonstration, and Stratified Questioning Strategy: Goods, Services, Needs, and Wants (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Cooperative Learning: Setting Priorities and Making Choices: Personal Budgeting. (Levels 3 and 4) . . . . . . . .
Graphic Organizers and Cooperative Learning: Consumer Credit and Debt (Levels 2-4) . . . .
Visual Aids and Stratified Questioning Strategy: Advertising (Levels 1-4) . . . . . . . . . . . . . . .
3.7 - Behavioral Sciences: Sociology, Anthropology, and Psychology
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Cooperative Learning, Drawing, and Visual Aids: Perspective Consciousness through Mental Cartography (Levels 1-4) . . . . . . . . . . . . . . .
Visuals, Graphic Organizers, Artifacts, and Modified Assessment: Religions of the World (Levels 1 and 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Aids, Realia, Object-Based Learning: Archaeological Artifacts (Levels 1 and 2). . . . . .
Guided Visual Analysis, Graphic Organizers, and Cooperative Learning: Social Institutions and Elements of Culture (Levels 1-4) . . . . . . . . . . . . . . . . . . . . .
Alternative Assessments: Sociology: Surveys and Opinion Polls (Levels 2-4)
Visual Art, Graphic Organizer, and Effective Closure: Psychology: Identity Formation (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.8 - Social Issues in the Social Studies Classroom
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Cooperative Learning, Kinesthetic Activities, and Stratified Questioning Strategy: The Paper Chase (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Using Technology, Audio-Visual Materials, and Cooperative Learning: Contemporary Social Issues at Home and Abroad (Levels 2-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Kinesthetic Learning and Critical Thinking: Taking a Stand (Levels 2-4) . . . . . . . . . . . . . . . .
Infographics, Critical thinking, and Discussion: World Population Trends (Levels 3 and 4) . . . . .
Critical Visual Analysis, Student Research, and Discussion: Social Media and Hashtag Activism (Levels 1-4) . . . . . . . . . .
Index
Este título pertence ao(s) assunto(s) indicados(s). Para ver outros títulos clique no assunto desejado.
tip;classrooms;graphic;organizer;intermediate;fluency;cengage;learning;speech;emergence;English Language Learners;English Learners;ELs;ELLS;social studies;history;geography;economics;TESOL
List of Figures
List of Tables
Acknowledgements
Introduction
PART I - English Learners
1.1 - Orientation
Key Judicial Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Rise of Mainstreaming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.2 - Not All ELs and Families Are the Same
Stages of Cultural Adjustment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Cultural Practices at School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Effective Home-School Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ideas: On Fostering Access . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ideas: On Fostering Approachability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ideas: On Achieving Good Follow-Through . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Summary
1.3. - English Learners with Exceptionalities
Pedagogic and Programmatic Models
Teacher Approaches. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Gifted EL Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.4 - The Process of English Language Learning in the Social Studies Classroom and What to Expect
Introduction
Stages of Language Development
Principles for Creating Effective Language Learning Environments
Constructing a Curriculum with Language Needs in Mind. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Language Learning in the Social Studies Classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . .
PART II - Social Studies Teaching and Learning
2.1 - Principles of Social Studies Teaching and Learning
Elements of an Instructional Program. . . . . . . . . . . . . . . . . . . . . . .
Social Studies and the Common Core Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Intellectual Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conclusion
2.2 - Social Studies-Focused EL Scholarship
The Classroom Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Content-Centered Language Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Best Language Practice in Social Studies Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Discussion and Questioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Discovery and Exploration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Language Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sheltered Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Individualized and Differentiated Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Technology-Based Instruction and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Cooperative Learning Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Bilingual Education and Translanguaging. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Culturally Responsive Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Importance of Reflective Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Promising Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Summary
2.3 - Pathways for Enacting the Social Studies Curriculum
Textbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Graphic Organizers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Alternative "Texts" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Demonstrations and Total Physical Response. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Role Playing and Simulations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Some final reminders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
PART III - Teaching Social Studies
3.1 - Introduction
3.2 - Geography
Looking into Classrooms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Kinesthetic Learning and Stratified Questioning: The Concept of Scale (Levels 1-4) . . . . . . .
Kinesthetic Learning and Visual Aids: Africa: Physical Geography and Population Distribution (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
K-W-L-Q-H, Visual Aids, Guided Imagery, and Stratified Questioning: Women's Work in Southern India (Levels 2-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Discovery Exercise Using Visual Aids and Stratified Questioning: Adaptation to the Environment: Place Where Native Americans Lived (Levels 1-4) . . . . . . . . . . . . . . . . . . . .
Discussion Dyads, Vocabulary Development, Map Interpretation: Sharing the Colorado River (Levels 2-4) . . . . . . .
3.3 - U.S. History
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Visual Aids, Stratified Questioning: Lewis and Clark Expedition (Levels 1-4) . . . . . . . . . . . . .
Dioramas, Kinesthetic Learning, and Cooperative Learning: Lewis and Clark Activity 3: Creating a Diorama (Levels 1-4). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Political Cartoon, Critical Analysis, Questioning and Discussion: Immigration in U.S. History (Levels 1-4) . . . . . . . . . . . . .
Timelines and Stratified Questioning Strategy: Woodrow Wilson (Levels 1-4) . . . . . . . . . . .
Modified Text, Visual Aids, Picture Books, Stratified Questioning, and Music: Women in WWII (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Aids, Role Playing, Guided Reading, and Stratified Questioning: Japanese Americans During WWII (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Eisenhower's Military-Industrial Complex Speech, 1961: Simplifying Text and Role Playing (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.4 - World History
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Culturally Sensitive Pedagogy, Visual Aids, Stratified Questioning, and Research Skills: World Origins of Our Class (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Aids, Guided Observation, Word Wall, and Stratified Questioning: The Agricultural Revolution (Levels 1 and 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Realia, Word Wall, and Visual Aids: The Renaissance (Levels 1-4) . . . . . . . . . . . . . . . . . . . . .
Visual Aids and Primary Source Documents: Cultural Encounter and Exploration (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Simplified Text and Concept Map: The Enlightenment (Levels 2-4) . . . . . . . . . . . . . . . . . . . .
Visual Aids, Stratified Questioning, and Guided Discussion: The Industrial Revolution in Great Britain (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . .
Role Playing and Cooperative Learning: Factory Life in Twentieth Century Mexico (Levels 2-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.5 - Government and Civics
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Graphic Organizers and Visuals: The Duties, Responsibilities, and Rights of United States Citizens (Levels 1 and 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Using Peer Teaching, Translanguaging, and Visual Aids: Political Cartoons (Levels 2-4) . . . . . .
Teaching with Primary Sources: National Heritage Documents (Levels 2-4) . . . . . . . . . . . . . . . . .
Using Bilingual Dictionaries and Graphic Organizers: Voting Rights (Levels 3 and 4). . . . . .
Supporting Language Development by Simplifying Complex Text and Using Visual Aids: Women's Suffrage (Levels 3 and 4). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Aids and Graphic Organizers: Executive Powers (Levels 1-4) . . . . . . . . . . . . . . . . . . . .
The Federal Budget: Where Should the Government's Money Go?
3.6 - Economics
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Simplified Text, Visuals, and Foldables: Developing Key Vocabulary (Levels 1 and 2) . . . . . . . .
Visual Aids, Realia, Expressive Demonstration, and Stratified Questioning Strategy: Goods, Services, Needs, and Wants (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Cooperative Learning: Setting Priorities and Making Choices: Personal Budgeting. (Levels 3 and 4) . . . . . . . .
Graphic Organizers and Cooperative Learning: Consumer Credit and Debt (Levels 2-4) . . . .
Visual Aids and Stratified Questioning Strategy: Advertising (Levels 1-4) . . . . . . . . . . . . . . .
3.7 - Behavioral Sciences: Sociology, Anthropology, and Psychology
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Cooperative Learning, Drawing, and Visual Aids: Perspective Consciousness through Mental Cartography (Levels 1-4) . . . . . . . . . . . . . . .
Visuals, Graphic Organizers, Artifacts, and Modified Assessment: Religions of the World (Levels 1 and 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Aids, Realia, Object-Based Learning: Archaeological Artifacts (Levels 1 and 2). . . . . .
Guided Visual Analysis, Graphic Organizers, and Cooperative Learning: Social Institutions and Elements of Culture (Levels 1-4) . . . . . . . . . . . . . . . . . . . . .
Alternative Assessments: Sociology: Surveys and Opinion Polls (Levels 2-4)
Visual Art, Graphic Organizer, and Effective Closure: Psychology: Identity Formation (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.8 - Social Issues in the Social Studies Classroom
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Cooperative Learning, Kinesthetic Activities, and Stratified Questioning Strategy: The Paper Chase (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Using Technology, Audio-Visual Materials, and Cooperative Learning: Contemporary Social Issues at Home and Abroad (Levels 2-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Kinesthetic Learning and Critical Thinking: Taking a Stand (Levels 2-4) . . . . . . . . . . . . . . . .
Infographics, Critical thinking, and Discussion: World Population Trends (Levels 3 and 4) . . . . .
Critical Visual Analysis, Student Research, and Discussion: Social Media and Hashtag Activism (Levels 1-4) . . . . . . . . . .
Index
List of Tables
Acknowledgements
Introduction
PART I - English Learners
1.1 - Orientation
Key Judicial Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Rise of Mainstreaming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.2 - Not All ELs and Families Are the Same
Stages of Cultural Adjustment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Cultural Practices at School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Effective Home-School Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ideas: On Fostering Access . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ideas: On Fostering Approachability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ideas: On Achieving Good Follow-Through . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Summary
1.3. - English Learners with Exceptionalities
Pedagogic and Programmatic Models
Teacher Approaches. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Gifted EL Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.4 - The Process of English Language Learning in the Social Studies Classroom and What to Expect
Introduction
Stages of Language Development
Principles for Creating Effective Language Learning Environments
Constructing a Curriculum with Language Needs in Mind. . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Language Learning in the Social Studies Classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . .
PART II - Social Studies Teaching and Learning
2.1 - Principles of Social Studies Teaching and Learning
Elements of an Instructional Program. . . . . . . . . . . . . . . . . . . . . . .
Social Studies and the Common Core Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Intellectual Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Conclusion
2.2 - Social Studies-Focused EL Scholarship
The Classroom Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Content-Centered Language Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Best Language Practice in Social Studies Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Discussion and Questioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Discovery and Exploration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Language Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sheltered Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Individualized and Differentiated Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Technology-Based Instruction and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Cooperative Learning Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Bilingual Education and Translanguaging. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Culturally Responsive Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
The Importance of Reflective Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Promising Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Summary
2.3 - Pathways for Enacting the Social Studies Curriculum
Textbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Graphic Organizers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Alternative "Texts" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Demonstrations and Total Physical Response. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Role Playing and Simulations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Some final reminders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
PART III - Teaching Social Studies
3.1 - Introduction
3.2 - Geography
Looking into Classrooms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Kinesthetic Learning and Stratified Questioning: The Concept of Scale (Levels 1-4) . . . . . . .
Kinesthetic Learning and Visual Aids: Africa: Physical Geography and Population Distribution (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
K-W-L-Q-H, Visual Aids, Guided Imagery, and Stratified Questioning: Women's Work in Southern India (Levels 2-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Discovery Exercise Using Visual Aids and Stratified Questioning: Adaptation to the Environment: Place Where Native Americans Lived (Levels 1-4) . . . . . . . . . . . . . . . . . . . .
Discussion Dyads, Vocabulary Development, Map Interpretation: Sharing the Colorado River (Levels 2-4) . . . . . . .
3.3 - U.S. History
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Visual Aids, Stratified Questioning: Lewis and Clark Expedition (Levels 1-4) . . . . . . . . . . . . .
Dioramas, Kinesthetic Learning, and Cooperative Learning: Lewis and Clark Activity 3: Creating a Diorama (Levels 1-4). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Political Cartoon, Critical Analysis, Questioning and Discussion: Immigration in U.S. History (Levels 1-4) . . . . . . . . . . . . .
Timelines and Stratified Questioning Strategy: Woodrow Wilson (Levels 1-4) . . . . . . . . . . .
Modified Text, Visual Aids, Picture Books, Stratified Questioning, and Music: Women in WWII (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Aids, Role Playing, Guided Reading, and Stratified Questioning: Japanese Americans During WWII (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Eisenhower's Military-Industrial Complex Speech, 1961: Simplifying Text and Role Playing (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.4 - World History
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Culturally Sensitive Pedagogy, Visual Aids, Stratified Questioning, and Research Skills: World Origins of Our Class (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Aids, Guided Observation, Word Wall, and Stratified Questioning: The Agricultural Revolution (Levels 1 and 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Realia, Word Wall, and Visual Aids: The Renaissance (Levels 1-4) . . . . . . . . . . . . . . . . . . . . .
Visual Aids and Primary Source Documents: Cultural Encounter and Exploration (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Simplified Text and Concept Map: The Enlightenment (Levels 2-4) . . . . . . . . . . . . . . . . . . . .
Visual Aids, Stratified Questioning, and Guided Discussion: The Industrial Revolution in Great Britain (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . .
Role Playing and Cooperative Learning: Factory Life in Twentieth Century Mexico (Levels 2-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.5 - Government and Civics
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Graphic Organizers and Visuals: The Duties, Responsibilities, and Rights of United States Citizens (Levels 1 and 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Using Peer Teaching, Translanguaging, and Visual Aids: Political Cartoons (Levels 2-4) . . . . . .
Teaching with Primary Sources: National Heritage Documents (Levels 2-4) . . . . . . . . . . . . . . . . .
Using Bilingual Dictionaries and Graphic Organizers: Voting Rights (Levels 3 and 4). . . . . .
Supporting Language Development by Simplifying Complex Text and Using Visual Aids: Women's Suffrage (Levels 3 and 4). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Aids and Graphic Organizers: Executive Powers (Levels 1-4) . . . . . . . . . . . . . . . . . . . .
The Federal Budget: Where Should the Government's Money Go?
3.6 - Economics
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Simplified Text, Visuals, and Foldables: Developing Key Vocabulary (Levels 1 and 2) . . . . . . . .
Visual Aids, Realia, Expressive Demonstration, and Stratified Questioning Strategy: Goods, Services, Needs, and Wants (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Cooperative Learning: Setting Priorities and Making Choices: Personal Budgeting. (Levels 3 and 4) . . . . . . . .
Graphic Organizers and Cooperative Learning: Consumer Credit and Debt (Levels 2-4) . . . .
Visual Aids and Stratified Questioning Strategy: Advertising (Levels 1-4) . . . . . . . . . . . . . . .
3.7 - Behavioral Sciences: Sociology, Anthropology, and Psychology
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Cooperative Learning, Drawing, and Visual Aids: Perspective Consciousness through Mental Cartography (Levels 1-4) . . . . . . . . . . . . . . .
Visuals, Graphic Organizers, Artifacts, and Modified Assessment: Religions of the World (Levels 1 and 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Visual Aids, Realia, Object-Based Learning: Archaeological Artifacts (Levels 1 and 2). . . . . .
Guided Visual Analysis, Graphic Organizers, and Cooperative Learning: Social Institutions and Elements of Culture (Levels 1-4) . . . . . . . . . . . . . . . . . . . . .
Alternative Assessments: Sociology: Surveys and Opinion Polls (Levels 2-4)
Visual Art, Graphic Organizer, and Effective Closure: Psychology: Identity Formation (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.8 - Social Issues in the Social Studies Classroom
Looking into Classrooms . . . . . . . . . . . . .
Introduction . . . . . . . . . . . . .
Cooperative Learning, Kinesthetic Activities, and Stratified Questioning Strategy: The Paper Chase (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Using Technology, Audio-Visual Materials, and Cooperative Learning: Contemporary Social Issues at Home and Abroad (Levels 2-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Kinesthetic Learning and Critical Thinking: Taking a Stand (Levels 2-4) . . . . . . . . . . . . . . . .
Infographics, Critical thinking, and Discussion: World Population Trends (Levels 3 and 4) . . . . .
Critical Visual Analysis, Student Research, and Discussion: Social Media and Hashtag Activism (Levels 1-4) . . . . . . . . . .
Index
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