EDU 311 Test 2 (Dr. Peeples)

-Think. -Pair. -Share.

- ______The teacher poses a question that should stimulate a discussion. -_____ Each student then works with a partner. The partners explain the rationale that led to their answers. -______ Now the whole class reconvenes. The floor is open; students may share their answers with their classmates.

Writing in the Social Studies Program

-Forms well suited to Social Studies -As part of Civic Education -To gather social science data -E-mailing public officials -Writing agendas and minutes -For political campaigns -Writing laws and rules

Criticisms of Social Studies Textbooks

-Social studies textbooks tend to avoid controversy and fail to present conflicting points of view. -Social studies textbooks can be dull. -Many textbooks do not always present coherent content. -Social studies textbooks are written for a generic student.

Rossi's 5 Conditions for a Civil Classroom Climate

1. Cooperative vs. competitive context 2. Relevant information 3. Perspective taking 4. Disagreeing while confirming 5. Inclusion

An Integrative Model for Teaching Reasoning with Content

1. Describe and Compare 2. Explain 3. Hypothesize 4.Generalize

Guidelines for Oral History Projects

1. Determine the focus of the ____ project 2. Identify the project's outcome for students 3. Engage students in doing some background work 4. Direct students to plan their interview 5. Create a list of questions to be asked during the interview 6. Help students understand how to "go beyond" previously determined questions. 7. Hold the interviews in a controlled setting. 8. Help your students be good interviewers. 9. Request that interviewees sign a release form. 10. Support interviews with documents and artifacts. 11. Analyze interviews.

Three Step Interview

1. During the first step, the teacher asks a question (or questions). Again, the questions should be written on the board or chart paper, and should be thought provoking. The class then separates into groups of four. Within each group, each student works with a partner. One partner is the interviewer, the other the interviewee. For example, Ahmed, Ashah, Keiko, and Hideo are the members of a group. During this first step, Ahmed asks Ashah questions; Keiko asks Hideo to give his answers to the questions. 2. In the second step, students reverse roles. This time, Ashah interviews Ahmed while Hideo interviews Keiko. The Three-Step Interview works best when students learn how to ask follow-up questions, much like a good newspaper reporter: "Why do you think that is the answer?" "What makes you think that?" Follow-up questions should be asked with respect, but they can be challenging: "Are you sure? What about _____ (some fact or idea the interviewee had not considered)?" 3. In the third and final step, the group of four reconvenes. In round-robin fashion, each student shares her or his answer.

Taba's Strategies for Concept Formation

1. Enumerating and listing 2. Grouping 3. Labeling and Categorizing

Cooperative Learning Defintions

1. It involves students working together as equals to accomplish something of importance to all of them. 2. learning means instructionally using small groups so students work together to maximize their own and each other's learning

Teaching Sequence (Strategies for reading text book)

1. Link the content of the day's lesson to what was covered previously. To do this, a teacher could look again at an important illustration in the preceding pages of the textbook, reread a chart listing key information students have learned, or ask questions about the topics previously presented. 2. Place the material students are about to read in historical and geographical context. The best way to do this is with timelines and maps. 3. Choose a strategy to help students activate their background knowledge (K-W-L, PReP). 4. Teach essential vocabulary--see strategies covered earlier in the chapter . 5. Set a purpose for reading, either orally or in writing. A graphic organizer can be used to do this. Or, I suggest writing the purpose on the chalkboard or on a chart paper. For example, "Today, we are going to read pages 11 to 14 to learn more about firefighters." Another way to do this is to write three or four questions on the chalkboard students should be able to answer after they have done the reading. 6. Read the material. Teachers have quite a few options here: (a) The teacher can read aloud, (b) students can read aloud, (c) students can read silently, or (d) students can listen to an audiotape. Teachers should let students who are going to read aloud practice their reading the day before. Also, teachers should never have students read aloud material that is beyond their level of ability. The teacher's goal should be to allow all students in the room to hear a fluent reading of the text. 7. Focus on essential information. A teacher may want to use reciprocal teaching, QARs, or structure-based study guides to help students understand important information in the text. To be effective, teachers must highlight the essential information in the block of text students read. It is usually a good idea to summarize the important information on chart paper. 8. The reading experience often serves as a springboard to other activities. These follow-up activities can be for the whole group, small groups, or interested individuals.

Newmann's Research on Critical Thinking in Social Studies

1. Sustained examination of a few topics is better than superficial coverage of many. 2. Lessons must present content in a coherent, continuous manner. 3. Students should be given an appropriate amount of time to think and prepare answers to questions. 4. Teachers must ask challenging questions or present challenging tasks 5. Teachers should be models of thoughtfulness. 6. Students should offer explanations and reasons for their conclusions.

Helping Students who can't read the textbook

1. Tape-record as many chapters in the textbook as possible 2. Write a simplified version of a textbook chapter. 3. Summarize key points in a chapter on a set of study cards 4. Make good use of graphic organizers and data retrieval charts 5. Make your study guides as simple as possible. 6. Differentiate your vocabulary instruction. 7. Do a selective, second reading of a chapter with children who are struggling. 8. Supplement the textbook with other resources 9. For children with learning disabilities, consider breaking the chapter down into smaller, more manageable units. 10. For English learners, use preview-review whenever it is feasible. Again, in preview- review, the teacher or an aide gives a preview of the contents of the chapter in the students' first language before the chapter-based lesson in English is taught. After the lesson, the teacher reviews the important information presented in English in the students' first language.

Suchman's Inquiry Model

1. The teacher presents a puzzling situation to students. 2. Students ask yes/no questions to verify data. 3. Students ask yes/no questions to formulate hypotheses. 4. Students state their explanations and discuss them. 5. Students analyze the inquiry process.

Inquiry Process History

1933: Dewey used the term reflective thinking to describe the type of inquiry-based activity he thought should be at the center of Progressive schools. To Dewey, an activity requiring reflective thinking presented children with "a forked-road situation, a situation that is ambiguous, that presents a dilemma that proposes alternatives" 1960's: the introduction of the "New Social Studies" programs. Many of these programs were "inquiry based" because most lessons in a unit of study were based on problem-solving activities. These inquiry-based programs were greatly influenced by Jerome Bruner. 1990's: Brophy, however, noted several difficulties with these innovative programs. Many problems were too difficult for children. Some activities were based on hypothetical communities or countries, and children did not spend enough time studying real ones. Too often, inquiries were entirely teacher centered. Teachers or the textbook defined the problem and dictated how to solve it. These "problem-solving" activities were really exercises with predetermined answers. Keep these criticisms in mind as we look at how to design inquiry activities.

1. The Curricular Dimension 2. The Equity Dimensionsions

2 Dimensions of Multicultural Social Studies Curriculum

Activating Prior Knowledge (Strategies for Reading the Textbook)

2 strategies: KWL chart PreP

Current Events

3 strategies 1. Use first-hand experiences (ex. extreme weather and everything that came out of that). 2. Through television, the internet, media, and daily conversation. 3. Look through newspapers and find things that are parallel to what they are studying.

Social Skills

4 steps 1. Students must see the need for the skill 2. Students must understand the skill 3. Students must have many opportunities to practice these social skills. 4. Students must evaluate how well they are doing.

1. Define the problem 2. Speculate on possible answers 3. Gather information 4. Analyze the information and test hypotheses 5. Reach a conclusion

5 steps for a teaching sequence for an Inquiry

Contextual Redefinition

A contextual redefinition vocabulary lesson has four phases: 1. To begin the lesson, the teacher asks his class to come up with definitions for the words bribe and vigilante before they see the chart with the sentences. This part of the lesson was done individually, and the teacher made it clear it was okay to write "I don't know." 2. In the next step, the children meet in groups of three or four to compare what they have written. Each child then writes a second definition, based on the discussion, for bribe and vigilante. Each group attempts to reach consensus on one definition for each word. 3. The teacher shows the sentences on an overhead projector and reads them with the students. The groups reconvene and discuss what they have seen, and each child writes a third definition. 4. Finally, the teacher has the whole group compare the definitions in the glossary of the social studies textbook with the ones the students have written. Contextual redefinition is a powerful teaching tool because it takes advantage of both cooperative learning and the context of the word as it appears in a sentence.

Gather information

After students have speculated on possible solutions to the problem, it is time for them to gather information. We can break down our question into subtopics and assign students to look for answers in different sources. Sources include: bibliographic and computer-based information, primary sources, surveys, miscellaneous resources, and direct observation.

Speculate on possible answers

After the inquiry question is refined and agreed on, we need to help students make educated guesses on possible answers. The discussion will reveal how much students know about the problem. In this sense, the hypothesis-generating discussion will help us assist students in finding information. Some inquiries are done individually, but most involve small groups of students. It is not necessary for students to agree on one possible answer; they may have several hypotheses. Sometimes students may not be able to make a realistic guess, and then we need to broaden their background knowledge before they look for answers. Hypotheses should be recorded, and as the inquiry progresses, they may be revised.

Cultural Universals

All people share basic needs, such as food, clothing, shelter, and transportation. These ____ can be used to transform social studies teaching and learning by linking the lives of your students to people from other places and times. Units and lessons can begin by having students consider their own existence, proceed to a middle section where information is presented about people living in other places or in other times, and conclude with cross-cultural comparisons.

Highlighting Important Information Through the Use of Text Structures.

Almost all authorities on reading social studies textbooks promote the use of expository text structures to aid reading comprehension Expository text is information-based text, as opposed to narrative texts, which are stories. Most chapters in social studies textbooks reflect one of the following text structures: (a) cause and effect, (b) problem and solution, (c) comparison/contrast, (d) sequence, and (e) description.

The Integrated Curriculum

An _____ goes beyond history and geography to include concepts from the other social sciences and: -Speaking and listening, which helps students master the process of "civil discourse"—how to express their opinions and listen to others; and -The performing arts and the visual arts, which provide an alternative for students who find it difficult to learn from written material

Analyze the information and test hypothesis

Analysis of the information students gather is fairly simple in an inquiry: How do the data support or challenge our hypotheses? As students gather information, they will do one of three things with each of their initial hypotheses: (a) reject it as being too far from the data to be supported, (b) revise it because the information gathered supports some aspect of the hypothesis but not all of it, or (c) accept it because the information indicates the proposed answer was accurate.

Consumer Goods

Articles of clothing, toys, cans of food, and other ____, can be the starting point for lessons in geography and economics. Students will see the goods they use every day come from many countries. For example, several children in a second-grade classroom had shirts made in Sri Lanka. This led to a mini-unit on that nation. Where is Sri Lanka? What resources does it have? What is life like for the workers who made the shirts? How do the shirts arrive in the United States? Why is it less expensive to make the shirts in Sri Lanka than in the United States?

Individual Accountability

As Johnson and Johnson (1992) explain, "Students learn together so they can subsequently perform better as individuals. To ensure each member is strengthened, teachers hold students individually accountable to do their share of the work" (p. 48). It is essential that each student's performance be evaluated. This does not necessarily mean assigning a score or grade to each student. It does mean keeping some sort of record describing two things: (a) the student's performance in the process of working in a group, and (b) the student's level of achievement in the product the group created. I described ways of keeping evaluative records in Chapter 3, including an example from the chronological mural project described at the end of this chapter.

Group Goals

As Johnson and Johnson note, "Students must believe they sink or swim together". The Johnsons call this positive interdependence. The group must have a clear sense of what they are supposed to accomplish, and this goal must be shared and understood by all members of the group. Sometimes the group goal is simple. For example, in Think-Pair-Share, the partners have the goal of listening to each other and exchanging ideas. In a Group Project, the goal is to produce something. The Johnsons and Slavin believe there must be tangible rewards for groups that accomplish their goals. I am not sure. I have seen many groups work together beautifully, with their only reward being their joy in creating something they were proud of. Tangible rewards include points that can be redeemed for rewards or recognition certificates. I have seen rewards as different as popsicles and the opportunity to be first in line for lunch. If tangible rewards are given, they must be given to each member of the group.

Critical Thinking Skills

Classify information, interpret information, analyze information, summarize information, synthesize information, evaluate information.

Effective Planning

Each of the following must the accomplished 1. Be sure the goal is clear. 2. Be sure the goal is attainable. 3. Be sure that roles are clearly and reasonably defined. 4. Be sure the group has adequate materials and resources to finish their task. 5. Be sure that timelines are set and members of the group adhere to them.

Group Projects

Fall into 5 categories 1. Inquiry projects, in which students work together to solve a problem--they "produce" an answer 2. Written projects, in which students work together to produce a written product, like a book or a script 3. Visual arts projects, in which students work together as they paint, draw, sculpt, or use computer-based resources to produce a work of art 4. Performing arts projects, in which students work together to act, dance, or sing in a live or recorded performance 5. "Combination" projects, in which students are asked to use more than one format (e.g., some projects require students to do things in both the visual and the performing arts and to write something)

Adapting a Traditional Unit of Study to Make it More Multicultural

First, the activities in the unit should go beyond those suggested in a traditional teacher's edition of a basal social studies textbook series. We need to gather ideas and information from other sources, like a middle school unit on the American Revolution prepared at the Center for Applied Linguistics. Designed for English learners, this material is a good example of a curriculum relating to today's diverse classrooms. This material and others can help fifth graders see the perspectives of people often left out of traditional units of study, such as children and teenagers, women, Native Americans, African Americans, and, in this case, colonial loyalists.

Personal Experiences

First-hand accounts of events, including both those found in children's books and those recorded as oral history, are two ways to transform the curriculum. Equally essential is using the personal experiences of your students as a basis for social studies teaching and learning. Virtually everyone who writes about social studies and minority students stresses the importance of incorporating the personal experiences of students into the curriculum. This is a venerable idea, advocated in the late 1800s by Francis Parker, John Dewey, and other Progressive educators. By "personal experience," I mean the daily existence of students outside school. Here are some ways to connect social studies to the personal experiences of students.

Jigsaw

Here is how it works: The teacher places students in six-member groups, also called "home teams"; so a class of 30 students would have five home teams. The teacher then breaks down a topic or unit into six subtopics. For example, if a class of students is to do a unit titled "City Workers," the six subtopics might be (a) police officers, (b) firefighters, (c) recreation leaders, (d) sanitation workers, (e) librarians, and (f) animal control officers. Each member of a home team is assigned a subtopic and is expected to become an expert on that subtopic.

Question Classification and Answer Verification Through QARs.

In the QAR format, questions and their answers can be placed into four categories according to the relationship between the question and the location of the answer. The four categories are: 1. Right There. The answer to this type of question is explicitly stated in the text and easy to find. These questions reflect the student's ability to perform literal comprehension tasks. For example: How long did the San Francisco earthquake of April 18, 1906, last? 2. Think and Search. The answer is stated in the text, but the required information is in more than one place. The reader has to "put together" two or more parts of the text to come up with the answer. These are also literal comprehension tasks, but are more complicated because the verification of the answer requires reference to at least two places in the text. For example: What three factors led to the "population boom" in southern California in the early 1900s? 3. Author and Me. The answer is not in the text. The reader synthesizes information in the text with his or her personal knowledge or perspective. Author-and-me questions challenge the student to perform inferential and evaluative comprehension tasks. For example: We read about the first automobiles driven in California. What changes had to be made once many people began driving automobiles? (This is an inferential comprehension task because the text did not state the answer.) Now we have millions of cars in California and thousands of miles of freeways. All in all, has this been good or bad for our state? (This is an evaluative comprehension task, as students must make a judgment.) 4. On My Own. This type of question is related to information in the text, but the reader could answer it without having the text. For example: We read about how John Muir and other conservationists worked to create national parks in California. Have you visited a national park in California? Tell us about your visit.

Reach a conclusion

In the final step of the inquiry, students state an answer and share it with the class. Although most inquiries will result in definitive answers, some will be left "dangling." In some instances, the best that can be done is to state a few possible solutions and admit the data do not warrant a final answer. In other instances, the concluding statements may lead to a new inquiry, and the process can begin again. Whatever the results, students should share what they have learned with their classmates. Following are several possibilities for doing this: computer-based multimedia, written materials, illustrations, charts and graphs, and oral reports.

Vocabulary (Strategies for reading a textbook)

Many educators call the type of writing found in social studies textbooks academic language. Academic language is different from the type of writing found in literary (or narrative) texts. There are two types of academic language, both found in social studies textbooks. Technical, or specific, academic language includes words related to a specific discipline. In elementary social studies these are words from the social sciences--primarily history and geography, but also words from anthropology, economics, and sociology. For example, for a fourth-grade unit on the geography of California, the technical academic language would include precipitation, climate, mountain range, delta, and desert. Nontechnical academic language includes words that run across academic disciplines, and would be found in science textbooks as well (e.g., theory, compare, analyze). Some authorities also include words and phrases that appear in all texts, but are especially important in textbooks, such as for instance, on the contrary, and to demonstrate

Grouping in Cooperative Learning

Most groups should be formed on the basis of either interest or proximity. Group Projects and Group Investigations work best when students volunteer to take part. Thus, the basis for forming the group is interest in the topic or project. Simple ______, like Think-Pair-Share, lend themselves to proximity grouping; students work with whomever is seated near them. Almost all groups should be heterogeneous: Each group should be a microcosm of the class, with boys and girls from all ethnic groups. Each group should have students at a range of abilities. This is not to say that occasionally a group of girls (or boys) might be the only volunteers for a project. The point is that if segregation gets to be a pattern, the teacher should intervene and modify the composition of the group. For some cooperative learning structures, like Three-Step Interview, Jigsaw, and STAD, the teacher will assign students to groups.

The Equity Dimension

Multicultural education is the reform process that creates classrooms where all students have equal educational opportunity. This means teachers take positive steps to ensure students of both genders, of every ethnicity, with non-English native languages, with challenging conditions, and from all social classes, reach their full potential.

Reciprocal Teaching

Reciprocal teaching follows the "gradual release of responsibility" model of teaching. At first, teachers model a reading strategy. Then, students perform the strategy under the teacher's guidance. Finally, students are challenged to perform the strategy independently, while the teacher monitors their output and provides corrective feedback. The goal is to teach students to use a set of metacognitive strategies independently while they read. Metacognitive means thinking about our own thinking. The essential strategies are: 1. questioning, as students ask questions reflecting the main idea of the text and probe for inferences; 2. clarifying unclear portions of a text, especially words and phrases; 3. summarizing the information in the text; and 4. predicting what might be learned next.

Semantic Maps

Semantic maps are diagrams allowing students to organize several pieces of information related to a single word (Heimlich & Pittelman, 1986; Johnson & Pearson, 1984; Yopp & Yopp, 1996). Much of the information generated comes from the students themselves, and semantic mapping has the advantage of simultaneously teaching word meanings and activating background knowledge. The teacher starts by writing a word inside a circle in the middle of a piece of chart paper. The students then suggest words and phrases related to the word, which the teacher writes on the chart paper. Finally, the teacher and the students work together to organize the suggested words and phrases in "satellites" linked to the target word. My experience has been that with elementary school children, semantic webbing works better if the teacher provides descriptors for the satellites before beginning the activity.

Using Inquiry as Cooperative Learning

Stage 1: Identify the question to be investigated and organize the group. Stage 2: Plan the investigation. Stage 3: Carry out the investigation. Stage 4: Prepare the final report. Stage 5: Present the final report. Stage 6: Evaluate.

Using Media

Teachers have a wide variety of auditory (or listening) media to use in their classrooms. Technology changes rapidly here; yes, some of us began our careers when students listened to vinyl records. Then, vinyl gave way to audiotapes. Now, of course, teachers have the advantage of auditory recordings stored on Compact Discs (CDs) and iPods. Whatever formats are available, recordings of music, interviews, and other sounds can be a valuable social studies resource (Cooper, 1989; Turner & Hickey, 1991). Visual media have changed, too. Computer technology has provided teachers with a variety of ways to present pictures. Digital Video Discs (DVDs) have become common classroom resources. An endless supply of visual images are available on the Web.

PreReading Plan (PreP)

The PreReading Plan (PReP) is another technique to help readers recall what they know about a topic before they start reading (Langer, 1981). For example, a sixth-grade class will read about ancient Egypt. PReP has three phases: In the first phase of PReP, the teacher asks the students to express their initial associations with the topic: 1. "What comes to mind when I say, 'Egypt'?" or "What do you think of when I say, 'Egypt'?" 2. Next, the teacher asks the students to reflect on their initial responses: "What made you think of (whatever the students said)?" This should lead to a discussion during which students explain the sources of their knowledge. 3. Finally, the teacher asks whether the students have any new ideas about the topic or whether they changed their perceptions: "Do any of you have new or different ideas or thoughts about Egypt?"

K-W-L Chart

The _______ chart (Ogle, 1986) has become a popular instructional strategy to help children recall their knowledge of a topic. Let's assume a group of second graders will read a selection in their textbooks about the Pledge of Allegiance. The teacher divides a sheet of chart paper into three parts: one with the heading "What We Know About the Pledge of Allegiance," the second column with "What We Want to Learn About the Pledge of Allegiance," and the third with "What We Learned About the Pledge of Allegiance." The first two columns are completed during the pre-reading phase of the reading lesson. The third column can be completed either as the material is read or after the reading is completed. If the children do not come up with all the topics the teacher had planned to cover under the "W" portion of the chart, the teacher should add them. If children show a special interest in a topic the teacher had not planned to cover, the plans should be modified so it is covered.

Define the problem

The social studies textbook may provide the problem, we may pose the problem, or students may generate the problem. A certain excitement accompanies questions coming from students. The questions must be broad and encourage inquiry thinking.

Student Teams-Achievement Divisions (STAD)

The teacher places students in four-member heterogeneous teams that are a cross section of the whole class—boys and girls, a mix of ethnicities, and high-achieving, mid-achieving, and low-achieving students. The teacher presents a lesson or group of lessons to the whole group, and then the students work together to learn the material. This "team study" may take from a half hour to several days. Slavin recommends the teacher prepare worksheets for the students to complete together. STAD works only if all members of the team accept it is their responsibility to help their teammates learn all the presented material. The teacher then gives a quiz students take individually. The teacher compares each student's quiz score with that student's performance on earlier social studies quizzes and gives each student a score reflecting if, and how much, that student exceeded her or his average previous performance. The four scores for each team are added to create a team score, and the teams with the highest scores are given points, certificates, or some other reward.

Comprehension (Strategies for reading a textbook)

The ultimate goal of all reading, of course, is to understand the text. Many resources are available for teachers who want to learn more about "comprehension building" strategies. We will focus on (a) developing strategic reading through reciprocal teaching, (b) mastering the art of question classification and answer verification through the use of question-answer relationships, and (c) using text structures to focus students on the most important information in a text.

Graphic Organizers (Strategies for Reading the Textbook)

To summarize, a graphic organizer is: (1) a chart or diagram showing the main ideas in a textbook chapter, (2) is prepared by the teacher, and (3) is displayed before children read.

Children's Books

To transform the curriculum, children must hear the voices of a wide range of people. It is one thing to read second-hand descriptions of the experiences of other people; it is another to read first-hand accounts, written or dictated by people who were participants in the events. After many years of neglect, there are currently a large number of books that share the perspectives of African Americans, Asian Americans, Hispanic Americans, Native Americans, members of religious minorities, children, and people from outside the United States. Some of the accounts are autobiographical; others are anthologies of oral histories.

Form the group Provide an overview of the project Decide what each student will do Make a list of materials and resources Establish a timetable Work with individuals, subgroups, and the full group

What is the outline of the Group Project in social studies?

Robert Slavin and his colleagues at Johns Hopkins University

Who developed the STAD - Student Teams - Achievement Divisions?

Fiction Children's Books

Why use fiction? -Fiction provides a sense of empathy -Allows children an opportunity to be transported to another place and time -Can help children acquire information about a wide range of topics -Examples (Historical Novels, Folktales, Contemporary realistic fiction)

The Additive Approach

____, the units of study change only in that content is added to include multicultural perspectives. For example, in a fifth-grade social studies curriculum on the United States, two units of study are added: "The Civil Rights Movement" and "The Immigrant Experience." The additive approach is an improvement over the contributions approach, but the problem is experiences and perspectives of minority groups in the United States and people in foreign countries appear as an afterthought.

The Social Action Approach.

_____ includes all the elements of the transformation approach but goes further and asks students to make decisions and take action (Ukpokodu, 2006), often in the form of service learning. For example, if a class of elementary students studied their city, they would learn about problems the city faces. If the teacher had adopted the social action approach, students would not only talk about issues but also prepare a simple "position paper" and present it to the city council. Not all units present the possibility for social action, and some actions are appropriate only for middle and high school students.

The Transformation Approach

_____, the social studies curriculum has undergone a significant revision. The key element of a transformed social studies curriculum is that it allows students to consider more than one perspective on a concept, topic, or issue. An excellent example of a curriculum providing multiple perspectives is "Land and Landscape: Views of America's History and Culture," which was developed by the National Museum of American Art of the Smithsonian Institution (Powe, 1998). Students view a series of historic photos and then compare and contrast the Native American and European American ideas of the ownership of land. A transformed curriculum is essential in a society that values diversity and is part of the foundation on which effective social studies teaching is built.

Cooperative Learning Research

_______ can: -Boost student achievement -All of the studies have focused on learning basic skills in reading and math -To be effective, ______ must involve group goals and individual accountability -Improve relationships among children of different ethnic groups -______ is theoretically sound

Oral History

_______ collected by adult historians are tape recorded, carefully indexed, and placed in an accessible archive. Several authors have written about how students can collect and use ____. ____ projects conducted by students can be relatively simple. For example, Miller described how fifth-grade students wrote biographies after each fifth grader conducted an interview of a second-grader in the same school. On the other hand, some oral history projects will challenge both students and teachers. (Benefits on page 125)

Using Relia

_______refers to real things. The use of _____in social studies is essential because it provides three-dimensional objects for students to both see and touch. _____ can be either the real thing or human-made models. The best lessons make use of artifacts, real things used by people. Some school districts have collections of items they lend to other schools, like a branding iron, old coins, or a butter churn. Other artifacts can be viewed only at museums, such as Native American baskets or an ancient Egyptian mummy. Below you will find a teaching sequence that can be used when students are asked to examine and analyze a visual image, an auditory source, or ____. Regardless of the resource, the goals of the lesson are the same: We want students to look closely, to notice all the relevant details, and then to engage in critical thinking based on what they have seen (or heard).

the Curricular Dimension

in multicultural education, students learn about many cultural groups, both those comprising the pluralistic society in the United States and those who live in other countries. A multicultural social studies curriculum provides children with opportunities to learn about other cultures as they learn about themselves. Students should study both the current status of cultural groups and the history that led to the present. The personal experiences of each child should be considered valuable and worthy of inclusion in the social studies curriculum. A multicultural curriculum does not limit itself to presenting information about a wide range of people; it provides the perspectives of people who frequently have been silenced or relegated to the margins in traditional social studies programs.

Inquiry Definition

is a process in which a problem is defined, hypotheses are defined, information is gathered and analyzed, and hypotheses are then accepted or rejected.

Think-Pair-Share

is a simple cooperative learning structure that works well in social studies. ___ greatly increases the number of students who actually say something during a class discussion.

Multicultural Social Studies Curriculum Definition

is one in which students are made aware that historical events affect more than those people who are traditionally identified as participants.

The Contributions Approach

is sometimes called the "heroes and holidays" approach. The social studies curriculum remains the same because the only things added are a few lessons on Martin Luther King, Jr. during January, a dance festival for Cinco de Mayo, and a Multicultural Day, on which parents bring to school the foods of their homelands. The key element missing is a lack of depth: No comprehensive study of other cultural groups is undertaken, nor is any attempt made to look at topics from a full range of perspectives.

Inquiry Process goals

to help students acquire the ability to resolve problems in a rational and systematic fashion.

Biography and Information Children's Books

✿Information Books and Biography -Selection of Information Books -Resources -Quality -Usefulness To read independently -To find specific information