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Social Studies General Teach: more books (100)

HOW TO TEACH SOCIAL SCIENCE DIFFERENTLY: Teach and Learn Social Science by Sandeep Kumar, 2010-08-04
Teach Yourself Modern China (Teach Yourself - General) by Michael Lynch, 2006-11-24
Ecological Futures: What History Can Teach Us (Trilogy on World Ecological Degradation) by Sing C. Chew, 2008-06-27
20 Manipulative Mini-Books: Neighborhood and Community: Easy-to-Make, Interactive Mini-Books That Engage Kids in Reading and Writing-and Teach Key Social Studies Concepts and Vocabulary by Kathleen M. Hollenbeck, 2004-09-01
Russian (Teach Yourself Books) by Daphne M. West, 1992-08
Russian: A Complete Course for Beginners/Book and 2 Cassettes (Teach Yourself Books) by Daphne M. West, 1993-05
Danish (Teach Yourself) by Bente Elsworth, Hans Anton Koefoed, 2001-01-01
Winning at Job Interviews (Teach Yourself) by Igor Popovich, 1994-08-04
How to Reach and Teach All Children Through Balanced Literacy (J-B Ed: Reach and Teach) by Sandra F. Rief M.A., Julie A. Heimburge, 2007-08-17
Learning to Teach Citizenship in the Secondary School by Liam Gearon, 2007-03-16
Native American Myths (Teach Yourself) by Steve Eddy, 2001-06-01
Using Internet Primary Sources to Teach Critical Thinking Skills in History: Washington Tackles the Yugoslav Conflict by Danielle S. Sremac, 1999-10-30
Teach Me: An Ethnography of Adolescent Learning by Ellen FitzSimmons, 1999-10-20
Songs That Teach States and Capitals by Ken Carder, Kim Mitzo Thompson, et all 2006-03-31

lists with details

Economics Resources For College Teachers
general social Sciences/general Educational Interest. ° National Council for the social studiesNCSS Online NCSS Online features information and news for
http://ecedweb.unomaha.edu/teach-ec.htm

Extractions: Macro Data, Employment International Data Government Budgets and Debt ... Why Study Economics? This page is a collection of information and web links showing activities to use in economics classes and sites of other teachers of economics. For some specific suggestions about how to develop web projects for class, see our Web Teaching Ideas Page . If you have web pages for your classes or a website of teaching information that could be linked here, please let me know. Additional economics data sites are listed on the Economics Information page. Comments about EcEdWeb sosin at unomaha.edu University of NE at Omaha Department of Economics. Links to economic information Directory of Ph.D. programs in Economics Directory of Publishers Includes Academic Publishers, Computer Book Publishers, Scientific / Technical / Medical (STM) Publishers, Electronic Publishing Companies, Online Publishing Projects, and Other Commercial Publishers.
Using Stories About Heroes To Teach Values
Source ERIC Clearinghouse for social studies/social Science Education The general public s acceptance of using stories about heroes to teach values is
http://www.vtaide.com/png/ERIC/Heroes-Values.htm

Extractions: Teaching methods that stress only cognitive skills in the analysis and clarification of choices about values have fallen from favor. The current trend is against teaching neutrally about values. Rather, the trend is for teaching values in concert with methods of analysis and judgment that yield answers about right and wrong, better and worse concerning personal behavior and the common good (Leming 1996). Prominent educators recommend that certain widely held values or virtues should be at the core of the school curriculum for the purpose of systematically developing the character of students. They stress the integration of cognitive development and character development through "perspective-taking, moral reasoning, thoughtful decision-making, and moral self-knowledge" (Lickona 1993, 9). And they also urge the use of personal modelsheroesin history, fiction, and current events to exemplify and encourage emulation of particular virtues or desirable traits of character, such as honesty, civility, courage, perseverance, loyalty, self-restraint, compassion, tolerance, fairness, respect for the worth and dignity of the individual, responsibility for the common good, and so forth (Leming 1996; Lickona 1991).
Department Of Secondary Social Studies
general top. To teach students how to search the web effectively, check out the above sites. History/social studies Website for K12 teachers,
http://www.bcps.org/offices/oss/general_ss.htm

Extractions: General Social Studies Curricular Links Geography Economics Archaeology Multicultural ... General Geography [top] Teacher Resources Site Description National Geographic http://www.nationalgeographic.com/education/ This is one of the best sites to link to the geographic world. A visitor can browse through forum discussions, feature articles, and a kid section. The kid section is a great online resource for students with amazing facts, pen pals, and World magazine online. Education Place- Outline Maps http://www.eduplace.com/ss/maps/ A free selection of outline maps to print or download for classroom use. Student Resources Site Description National Geographic for Kids http://www.nationalgeographic.com/kids
Finding The Answers
In addition to general encyclopedias, subjectspecific reference sources are offers free trials to middle and high school social studies subscription websites
http://www.uni.edu/currtech/teach.html

Extractions: and how a librarian can help. You know how to facilitate student questions, BUT... do you know where to find the answers? A link to a possible answer is still not an answer. Library services go beyond the walls of the library. Libraries can save you time when you are seeking information. Edited materials (books, periodicals, reference, documents) often offer the most accurate and efficient information. And you don't have to search to find the authority or date. Passing up the library may mean you pass up free online resources available 24/7 at your library. You could even end up paying for the same services from another source. The most important sources for students (and those that they often miss) are those the school may already pay for. Iowa provides access for all Iowa public and school libraries to high quality reference materials and journal indexes that you won't find on the free Internet. Still feeling overwhelmed? Here's an
Social Studies Development Center
The general public s acceptance of using stories about heroes to HOW TO USE HEROES TO teach VALUES. is an Assistant Professor of social studies Education at
http://www.indiana.edu/~ssdc/valdig.htm

Extractions: Using Stories About Heroes to Teach Values by Tony R. Sanchez November 1998 RECENT TRENDS IN VALUES EDUCATION There has been a renewal of concern during the 1990s about teaching and learning values standards that everyone should have about what is good or bad. And leading educators have recommended stories about heroes as a main means of teaching and learning values. Teaching methods that stress only cognitive skills in the analysis and clarification of choices about values have fallen from favor. The current trend is against teaching neutrally about values. Rather, the trend is for teaching values in concert with methods of analysis and judgment that yield answers about right and wrong, better and worse concerning personal behavior and the common good (Leming 1996). Prominent educators recommend that certain widely held values or virtues should be at the core of the school curriculum for the purpose of systematically developing the character of students. They stress the integration of cognitive development and character development through "perspective-taking, moral reasoning, thoughtful decision-making, and moral self-knowledge" (Lickona 1993, 9). And they also urge the use of personal models heroes in history, fiction, and current events to exemplify and encourage emulation of particular virtues or desirable traits of character, such as honesty, civility, courage, perseverance, loyalty, self-restraint, compassion, tolerance, fairness, respect for the worth and dignity of the individual, responsibility for the common good, and so forth (Leming 1996; Lickona 1991).
Social Studies Development Center
new standards in geography, history, and social studies into their AND DEVELOPMENT and HOW TO teach WITH HISTORIC plans and historic places in general are well
http://www.indiana.edu/~ssdc/placedig.htm

Extractions: Places have powerful stories to tell. They speak through relationships to their settings, their plan and design, their building materials, their atmosphere and ambience, their furniture, and other objects they contain. They can evoke the ghosts of the people who once lived and worked there. These places provide physical evidence of how broad currents of history affect even small communities. Supplemented with primary or secondary written and visual materials, they also teach such skills as observation, working with maps, interpreting visual evidence, evaluating bias, analysis, comparison and contrast, and problem-solving. Teaching with Historic Places, a program administered by the National Park Service's National Register of Historic Places, offers a variety of ways to share this "power of place" with students across the nation. At the heart of the program is a series of more than 50 classroom-ready lesson plans based on historic places listed in the National Register. These lessons allow teachers to use historic places to bring the new standards in geography, history, and social studies into their classrooms. PROJECT BACKGROUND During the 1980s and early 1990s, many people interested in saving historic places came to see what was usually called "heritage education" as a way to: (1) use places as lively and challenging resources to enrich teaching and learning for students, (2) help teachers, preservationists, and others to work together in their communities, and, ultimately, (3) encourage and strengthen public commitment to preserving these places. A survey conducted by the National Trust for Historic Preservation in 1990 identified more than 600 heritage education programs.
School Of Education
Individuals are also prepared to teach interdisciplinary or also approved to meet the general Education Communication B in any of the social studies areas must
http://www.wisc.edu/pubs/ug/06education/curric/bfss.html

Extractions: Professional Education Requirements Advisers: Professor Diana Hess, 256D Teacher Education Building, 263-4571, ; Professor Alan Lockwood, 256A Teacher Education, 263-6262, Completion of this major leads to licensing in two areas: Broad Field and the minor subject area. Graduates will not be eligible to teach each of the six separate subject areas. The minor subject area (e.g. History, Political Science) will be listed separately on the teaching license and can be taught as a separate subject in the classroom. Individuals are also prepared to teach interdisciplinary or "fusion" courses in the secondary schools. Fusion courses integrate elements of several Social Studies disciplines and require preparation of a composite nature. American problems, area studies, civics and social problems are a few of the content areas that fall under the Broad Field license. The Broad Field license also provides a foundation for certification in additional Social Studies subject areas at a later date. Secondary admission eligibility requirements: minimum 54 transferable college-level credits (junior standing); minimum 42 credits in the major; minimum 2.75 cumulative grade point average in the major; 2.75 GPA on all transferable college level course work (
FOXNews.com - Top Stories - Public Schools Fail To Teach History, Study Charges
Public Schools Fail to teach History, Study Charges. rising cynicism about politicians in general we ve National Council for the social studies, an umbrella
http://www.foxnews.com/story/0,2933,96865,00.html

Extractions: OAS_AD('Top'); Public Schools Fail to Teach History, Study Charges Tuesday, September 09, 2003 OAS_AD('Middle'); That's the theme of a provocative report about U.S. civics and history education that is drawing praise from leaders and groups whose views span the ideological spectrum. Albert Shanker Institute search Based on studies of text books, research by authors and other reviews, the report contends students get a distorted account that their country is irredeemably flawed. Schools should offer a more positive tone but should avoid propaganda or patriotic drills, the report says. Woodrow Wilson International Center for Scholars search Over the past 30 years, the percentage of people under 25 who vote has dropped 15 percentage points, the report says. It cites other signs of apathy and disengagement, such as when children touring Washington said they knew Memorial Day as "the day the pools open." Hoover Institution search "It's important that students understand not only our flaws and failings, but also the degree to which the United States was really the first modern democracy and the degree to which it has inspired democrats around the world," Diamond said. "It's a call for balance; it's not a call for purging from the history books honest criticism of our failings." The report has drawn support from Republicans and Democrats, left-leaning and right-leaning think tanks, teachers unions and school administrators. Those who have signed on include former President Clinton and Jeane Kirkpatrick, senior fellow at the American Enterprise Institute and U.N. ambassador under President Reagan.
Curriculum Information:
See teach for further discussion of pedagogical and social many links to pages on general topics of an excellent idea for teaching social studies and computer
http://www.angelfire.com/id/newpubs/teach55.html

Extractions: Of Southern California [Commentary by Dr. John Anderson] Welcome. I maintain a large number of web sites on the Chumash Indians of southern California. Teachers and student contact me frequently, to ask for information about the Chumash and about on-line curriculum information. The purpose of this web site is to offer a selection of curriculum sites, to help teachers and parents looking for new classroom materials on the internet. Inclusion in this list is not necessarily meant as an endorsement but rather to provide ideas for further exploration of the web. And don't forget to contact the many Chumash bands and associations listed at Chumash for first-hand information from the Chumash themselves [who you will find, have their own network of information on good teachers and curriculum materials in their local communities as well as on broader tribal issues]. Social Issues In the Classroom "A number of parents have contacted me in recent years, expressing concern with some elementary and secondary course offerings which avoid frank discussions of racism and religious intolerance in California's past. Programs under criticism focus exclusively on 'safe' topics such as the clothing, food, housing, boats, and fishing technologies of the Chumash while carefully skirting the more disturbing ethical issues involved in the treatment of California natives who were reduced to only a fraction of their pre-contact populations during the California Holocaust.
Classroom Lesson Plans: Helping Teachers Teach History
scholars, students, and the general publiclearn in collaboration with the American social History Project Resource Center for Cyberculture studies An online
http://hnn.us/articles/875.html

Extractions: Below are links to sites specifically designed to help teachers use the Internet in designing courses in history. Please feel free to send us other links we should post. Just drop an email to the editor. Note: Descriptions of the sites are taken from the sites themselves. THE SYLLABUS FINDER The Syllabus Finder : This site, run by George Mason University's Center for History and New Media, features an automated search tool that locates relevant syllabi on any topic. The Syllabus Finder scans the largest database of history syllabiover 11,000 and growing dailyin combination with a powerful Google-based search of thousands of others on the web. You can compare courses at different universities, see how widely assigned a specific book is, or use it to plan your own course. (Authors: You can use it to find out how widely assigned your own book is.) FOR K-12 TEACHERS The New York Times Learning Network: This site is geared towards students in grades 3-12, their teachers and parents. Teachers can access daily lesson plans for grades 6-12, as well as quizzes built around NYT articles. Previous lessons are available in the archive and in thematic lesson plan units. Teachers can also use News Snapshot, aimed for grades 3-5, to explore current events through New York Times photos and related questions. The site also provides them with the latest education news from the newspaper.
Why Teach History? - World History & Geography
They should teach the prevalence and the power of or intelligence, nor the use of general strategies that New approaches to the teaching of social studies, 1967
http://www.studentsfriend.com/onhist/uses.html

Extractions: "The student who reads history will unconsciously develop what is the highest value of history: judgment in worldly affairs. This is a permanent good, not because "history repeats" - we can never exactly match past and present situations - but because the "tendency of things" shows an amazing uniformity within any given civilization. As the great historian Burckhardt said of historical knowledge, it is not 'to make us more clever the next time, but wiser for all time.'" -Jacques Barzun
Cobblestone Publishing - APPLESEEDS Magazine - General Social Studies For Grades
a Division of Carus Publishing Company APPLESEEDS Magazine general social studies for grades 3 as they attempt to integrate the subjects they teach with one
http://www.cobblestonepub.com/pages/appmain.htm

Extractions: "Thanks, Cobblestone! Finally a magazine that elementary teachers can really use as they attempt to integrate the subjects they teach with one theme. The 'Where in the World' section really helps kids develop their mental maps. I use excerpts from APPLESEEDS to demonstrate good examples of the different purposes to read. It is a challenge to find authentic and real world 'reading for information' text, but you have done it again. Including web sites within the text encourages the students to conduct research on their own safely and efficiently." Marcie Taylor-Thoma, State Specialist in Social Studies, Maryland State Department of Education See what other educators are saying about APPLESEEDS! Finally, a Cobblestone-quality magazine for the younger set! A one-year subscription to APPLESEEDS brings you: 9 themed issues filled with articles, interviews, and stories
Wiley Canada::Listen To Learn : Using American Music To Teach Language Arts And
Canada Education Curriculum Tools general Curriculum Tools Listen to Learn Using American Music to teach Language Arts and social studies (Grades 58
http://www.wiley.ca/WileyCDA/WileyTitle/productCd-0787972541.html
- The Washington Times: Special Report
also calls school history and social studies textbooks deadly George Washington was the commanding general of the original source materials to teach history.
http://www.washingtontimes.com/specialreport/20040328-125027-5592r.htm

Extractions: Most textbooks, produced by a handful of giant commercial publishers, are exposing generations of children to cultural and history amnesia that threatens the very basis of American free institutions and liberties, warn leading historians who are calling for better-defined, more rigorous state teaching standards.
USAO Division Of Education, BA In History With Social Studies Teacher Certificat
teaching certificate to teach social studies (American history History Degree with social studies teacher Certification Pass the general Education Examination;
http://www.usao.edu/divedu/socstud.htm

Extractions: with Social Studies Teacher Certification The USAO Social Studies certification program is offered through the Division of Business and Social Sciences and combines liberal arts learning with teacher preparation. Its goal is to prepare individuals to obtain an Oklahoma Teaching Certificate in social studies and become effective social studies teachers. This program is a standards-based program, based upon the standards set forth by the National Council for the Social Studies , the State Competencies, and the findings from the "Effective Teacher" research . Collectively, these standards and research findings provide the knowledge base for what social studies teachers should know and do. Individuals successfully completing this program are qualified to obtain a standard Oklahoma teaching certificate to teach social studies (American history, economics, geography, Oklahoma history, Sociology, U.S. government, and world history) in grades 6 through 12. A program checklist for a degree in history with teacher certification in social studies is provided below. Students wishing to pursue a teaching certificate in social studies should consult Dr. Keith Harrison
Department Of Educational Studies
a) Chemistry 10 general Chemistry Chemistry 22 - Organic Chemistry I Chemistry 32 In addition, in order to be employed to teach social studies in states
http://www.swarthmore.edu/SocSci/Education/teacher.htm

Extractions: Teacher Certification Swarthmore offers a competency-based teacher preparation program for students who seek secondary certification from the Commonwealth of Pennsylvania. Competency is judged by an interdisciplinary committee of the faculty. Requirements for admission Secondary certification Education requirements Practice teaching ... Sample student teacher portfolios Requirements for admission Introduction to Education, Education 14, should be taken by the end of sophomore year, if at all possible. We will not formally admit students to the teacher certification program until they have completed this course. Practice Teaching, Education 16, and the Curriculum and Methods Seminar, Education 17, are regularly taken first or second semester senior year, or in a ninth semester after graduation. Students preparing for certification must attain a grade point average of B or above; in order to do Practice Teaching, they must have at least a B- in Introduction to Education and the recommendation of all Education faculty who have taught them. In order to be certified each candidate must pass the specific PRAXIS exams required by Pennsylvania for their certification area.
SESD Webquests / Social Studies
general. In Search of a Hero. You teach the Decades. Expedition to Countries of the World. The Titanic Tragedy A social studies Viewpoint by Diana J. Hunter.
http://sesd.sk.ca/teacherresource/webquest/BACKUP OF NEW FILES - Dros/ss.htm

Extractions: Social Studies Webquests General Resources When Is A Cow More Than A Cow (K-2) La Casa Blanca (K-2) The Mission Expedition (gr. 3-5) Where Shall We Land? Sadako and the Paper Cranes Life in Rural Louisiana A Royal Charter from the King ... Go West (gr. 5 Westward Expansion) Fire Safety (gr. 1-3) Down on the Farm (k-2) In Search of the Great Deserts Happy and You Know It... Reinvention Coalition Searching for a Disneyland Site ... Mardi Gras by Cary Myers Pow Wow! by Liz Martin Scotland by Ray Lovell Art for Sale Board Games of the Ancient World Culture Quest Desert Quest ... Cinco de Mayo Webquest Grades 2-3 - Subjects: Social Studies, Art, Language Arts and Music - Students will learn about the history of Cinco de Mayo and the Hispanic culture on this webquest. In groups of four, they work through seven different activities involving web research. Activities range from answering questions to making a piñata to sampling Mariachi music. A list of books on Cinco de Mayo is also included. Roots: Investigating Your Heritage Cultures from around the World Gold Rush Players
Do Textbooks Teach Democratic Values? A Reception Study Of A Ninth Grade Civics
Civics textbooks should teach the principles of Improving society in general terms is somewhat Elementary social studies Textbooks and Legitimating Knowledge.
http://www.leeds.ac.uk/educol/documents/00002108.htm

Extractions: Do textbooks teach democratic values? A reception study of a ninth grade civics textbook Veronika Kalmus University of Tartu Conference paper, presented at the Sixth International Conference of the International Association for Research on Textbooks and Educational Media (IARTEM) in Tartu on September 20-22, 2001 One of the common problems faced by new as well as established democracies all over the world is political apathy and low levels of participation among the young generation. Young people usually show little interest in social-political topics; also, casting a ballot is a more common among older people (see, e.g., Taru, 1997). The 'life-cycle effects' theory (Conway, 1991) suggests that people tend to become politically more aware and active when they grow older, at least, in the United States of America. In the case of disrupted democracies such as Estonia, the situation is, however, more critical: the prospects of an evolving civic nation and participatory democracy in those societies are not very promising, when a large part of the young generation displays passivity and the lack of interest in any political matters. The role of civic education curricula and textbooks is to prepare pupils for participation in a civic society. Civics textbooks should teach the principles of
Wiley::Listen To Learn : Using American Music To Teach Language Arts And Social
Wiley Education Curriculum Tools general Curriculum Tools Listen to Learn Using American Music to teach Language Arts and social studies (Grades 58
http://www.wiley.com/WileyCDA/WileyTitle/productCd-0787972541.html
Social Studies Web Sites
US History (general Sites with US history and perhaps other subject matter in social studies http//www A website with ideas on how to teach about the issue of
http://www.trumanlibrary.org/educ/sites.htm

Extractions: Although the list may seem long, it is just the tip of the iceberg. Last updated: August 21, 2003 Social Studies History Methodologies US History World History ... Miscellaneous General Reference Websites The Internet Public Library is an educational initiative of the University of Michigan School of Information providing library services to the Internet community. Professional librarians staff the IPL with assistance from students and volunteer librarians from around the world. The library maintains a collection of online ready reference works; responds to reference questions; creates web resources; evaluates and categorizes resources on the Internet; and provides a space for exhibits. The site address is http://www.ipl.org/ref/ GetNetWise is a project of the Internet Education Foundation helping to ensure that families have safe, constructive, and educational or entertaining online experiences. The GetNetWise coalition attempts to provide the resources that family and educators need to make informed decisions about young peoples' use of the Internet. This site includes popular resources, including sites relevant to social studies. The sites address is http://www.getnetwise.org/

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