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Teaching SS > MidtermGuide > Flashcards

MidtermGuide Flashcards

1
Q

NCSS definition of Social Studies

A

Social Studies is the integrated study of the social sciences and humanities to promote civic competence. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society, in an interdependent world in order to promote social understanding

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2
Q

What are the 3 main parts of the NCSS definition of SS?

A

integrated study
civic competence
social understanding

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3
Q

2 Goals of SS Teaching and Learning

A

The 2 goals are social understanding and civic competence

  1. Social understanding: important to teach SS for students to learn to appreciate others and gain knowledge of different societies/cultures
  2. Civic competence: having the ability to make informed decisions in a democratic society for the public good of citizens in a culturally diverse and democratic society of an interdependent world
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4
Q

3 Approaches/components to SS Knowledge

A

Knowledge, Attitudes/Values, Skills
Knowledge: cognitive themes and topics divided into 10 themes, 10 topics, and 7 disciplines
Attitudes/Values: all of the emotions, feelings, loyalty, & commitment involved in a student’s approach to learning SS and enacting commitment to public issues in society
Skills: what students should know how to do and how they will demonstrate their knowledge

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5
Q

5 Trends in SS (List)

A
  1. Closing the Achievement Gap
  2. Closing the Global Achievement Gap
  3. Globalization & 21st Century Skills
  4. Democracy
  5. Making Literacy-SS Connection
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6
Q

Closing the Achievement Gap

A

1st Trend of SS
significance: teachers must set challenging expectations for all students (students of color and poor children are held to a lower standard)

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7
Q

Global Achievement Gap

A

2nd Trend of SS
significance: teachers must focus on authentic assessment and purposeful accountability to help make learning opportunities assessable to all students globally rather than “teaching to the test”

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8
Q

Globalization & 21st Century Skills

A

a holistic approach to education is needed to integrate global awareness, technology, and critical thinking
-21st century skills include critical thinking, creativity, problem solving, information literacy, and cross-culture skill

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9
Q

Democracy

A

4th Trend of SS

significance: it is important to teach students that they have a voice in our government and the world

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10
Q

Making Literacy-SS Connection

A

5th Trend of SS
importance: it is important to integrate curriculum to use a holistic approach to education; helps students see that all subjects are important

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11
Q

7 SS Disciplines (List)

A
  1. Civics (government)
  2. History
  3. Geography
  4. Political Science
  5. Economics
  6. Anthropology
  7. Sociology
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12
Q

Civics (Government)

A

1st discipline of SS

  • the study of democracy
  • to understand civic competence, responsibilities, and empowerment
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13
Q

History

A

2nd discipline of SS

  • study of narratives, details, and events of the past
  • to gain wisdom and make meaningful connections
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14
Q

Geography

A

3rd discipline of SS

  • study of the physical earth (landforms, climate, regions, etc.)
  • to make connections between physical world and human interactions and the influence they play on each other
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15
Q

Political Science

A

4th discipline of SS

  • study of how the political system affects society (power, authority, fairness)
  • to promote political and civic competence, responsibilities, and empowerment (same as study of civics)
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16
Q

Economics

A

5th discipline of SS

  • study of goods and services that people need/want (production, distribution, exchange, and consumption)
  • to make responsible choices regarding needs/wants
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17
Q

Anthropology

A

6th discipline of SS

  • study of human beings in their cultures/environments
  • to promote awareness, understanding, and appreciation of self and others
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18
Q

Sociology

A

7th discipline of SS

  • study of social organization
  • to identify with a social organization, gain awareness and understanding of other organizations
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19
Q

Current Events

A

We teach current events to promote the habit of awareness and interest in current events and social problems; we also teach current events to help children relate school learning to life outside of the classroom. This helps students understand the importance of learning in school (so they can apply it to “real” life). Without current events, students will not understand the importance of learning in the classroom to become an informed citizen nor will they develop their own opinion on”real life” issues

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20
Q

Public Issues

A

Public issues are controversial topics that do no quickly disappear after the current event article ends; examples are abortion, war, peace, poverty, environment etc.
-It is important for students to be aware of these issues and understand the different aspects on each side of the issue

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21
Q

Connection between Current Events and Public Issues

A

Current Events are about Public Issues and Current Events are the most recent incident about the Public Issue, which is the enduring problem in society

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22
Q

Steps in Reporting a Current Event

A
  1. relate to a discipline
  2. relate to a public issue
  3. relate to an approach (to supplement SS teaching, integrate into SS teaching, or into another subject)
  4. relate to a teaching strategy (writing, discussion, etc.)
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23
Q

Selection of a Mentor Text

A

choose a text that appeals to the students and teacher, are appropriate to grade level, and match the standards/objectives used in the lesson

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24
Q

Purpose/Connection of Mentor Text

A

choose a text that relates to a concept, skill, and/or strategy that is state to be taught by the standard/objectives

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25
Q

Balancing the Mentor Text

A

the topic/genre of the text provides various opinions and is not biased

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26
Q

Significance of Curriculum Integration

A
  • important to integrate content knowledge from many subjects because the knowledge is strengthened when educators integrate specific skills and strategies into teaching and learning
  • the integration of literacy skills with content-rich learning experiences motivate students and engage them in the new information
  • curriculum integration provides students with opportunities to demonstrate their content knowledge through reading, writing, listening, and speaking, so not only does the student show that they comprehend the knowledge but they also show their understanding for the communication skills of reading, writing, speaking, and listening
  • students can verbalize their new knowledge that they learned in any subject which strengthens their understanding
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27
Q

3 Standard Types

A
  1. CSS Literacy in All Subjects
  2. Wisconsin Model Academic Standards
  3. Wisconsin State Standards
28
Q

CSS Literacy in all Subjects

A

states the important of using literacy in all subjects to promote language, reading, writing, speaking, and listening skills along with the content-specific knowledge of the subject

29
Q

WI Model Academic Standards

A

provide benchmark standards at Grade 4, Grade 8, and Grade 12

  • state what students should be able to do by the time they reach these benchmark grades
    includes:
  • Content Standards: tells what students should know and be able to do
  • Performance Standards: tells how students will show that they met the content standard
  • Proficiency Standard: indicates how well students perform the content standard
30
Q

Which Standard Type inclues content, performance, and proficiency standards?

A

WI Model Academic Standards

31
Q

WI State Standards

A

identify the grade level content for WI
form the basis of statewide testing
-serve as a basis for establishing meaningful goals as a part of students’ developmental progress at grade level

32
Q

What is the difference between WI Model Academic Standards and WI State Standards?

A

WI Model Academic Standards: benchmark grades 4, 8, and 12

WI State Standards: standards for each grade level K-12; used for form statewide testing

33
Q

What is a SS Curriculum?

A

A program including activities and lessons for each grade level including instructional materials and techniques
-curriculum provided by the school district as a means to prepare students to meet the standards
includes scope and sequence
-scope: content, subject matter, attitude, skills - real life connection, engaging
-sequence: timing, order, planning of lesson - authentic, builds off of prior knowledge

34
Q

5 Great Teaching Strategies (List)

A
  1. Teach Concepts
  2. Teach with Inquiry
  3. Teach Social Studies Skills
  4. Ask Good Questions
  5. Teach w/ Cooperative Learning Groups
35
Q

Teach Concepts

A

1st Great Teaching Strategy
-teach big ideas; SS concepts often evolve over time, so we teach the big ideas that students can experience in the world

36
Q

Teach with Inquiry

A

2nd Great Teaching Strategy

  • use research methods and/or historical interpretation/reasoning to create interest in learning more through personal interest and curiosity
  • promotes students to form their own opinions and conclusions
37
Q

Teach SS Skills

A

3rd Great Teaching Strategy

  • include forming small groups for cooperative work
  • includes citizenship skills, like discussing and decision making
38
Q

Ask Good Questions

A

4th Great Teaching Strategy

  • teachers should ask good questions to gage student learning, see how they should proceed with lesson
  • use questions to facilitate discussion, assess, focus attention, and promote deeper thinking
39
Q

Teach with Cooperative Learning Groups

A

5th Great Teaching Strategy
-small learning groups give responsibility to students for their education and requires the teacher to give responsibility for their learning

40
Q

Thinking Like a Historian

A
  • requires HOTS (inquiring, analyzing, evaluating, creating)
  • active process that requires “doing” history rather than “telling” it
  • we “do history” through HOTS and drawing our own conclusions
41
Q

Teaching SS Like a Historian

A

Teaching SS like a Historian requires Planning like a Historian

  • must use historical theme to connect topics from standards
  • student should be actively engaged in HOTS through group learning (role play, discussion)
  • includes connecting “what was” to “what is” to “what could be”
42
Q

3 Parts of Teaching SS

A
  1. Thinking: what should I be teaching? How will I teach it?
  2. Planning: what do students need to know? (standards) How will I facilitate learning to support them?
  3. Sharing: what ideas or questions can I discuss with co-workers? How will I use this information in my lesson/future lessons?
43
Q

Current Events

A

We teach current events to promote the habit of awareness and interest in current events and social problems; we also teach current events to help children relate school learning to life outside of the classroom. This helps students understand the importance of learning in school (so they can apply it to “real” life). Without current events, students will not understand the importance of learning in the classroom to become an informed citizen nor will they develop their own opinion on”real life” issues

44
Q

Public Issues

A

Public issues are controversial topics that do no quickly disappear after the current event article ends; examples are abortion, war, peace, poverty, environment etc.
-It is important for students to be aware of these issues and understand the different aspects on each side of the issue

45
Q

Connection between Current Events and Public Issues

A

Current Events are about Public Issues and Current Events are the most recent incident about the Public Issue, which is the enduring problem in society

46
Q

Steps in Reporting a Current Event

A
  1. relate to a discipline
  2. relate to a public issue
  3. relate to an approach (to supplement SS teaching, integrate into SS teaching, or into another subject)
  4. relate to a teaching strategy (writing, discussion, etc.)
47
Q

Selection of a Mentor Text

A

choose a text that appeals to the students and teacher, are appropriate to grade level, and match the standards/objectives used in the lesson

48
Q

Purpose/Connection of Mentor Text

A

choose a text that relates to a concept, skill, and/or strategy that is state to be taught by the standard/objectives

49
Q

Balancing the Mentor Text

A

the topic/genre of the text provides various opinions and is not biased

50
Q

Significance of Curriculum Integration

A
  • important to integrate content knowledge from many subjects because the knowledge is strengthened when educators integrate specific skills and strategies into teaching and learning
  • the integration of literacy skills with content-rich learning experiences motivate students and engage them in the new information
  • curriculum integration provides students with opportunities to demonstrate their content knowledge through reading, writing, listening, and speaking, so not only does the student show that they comprehend the knowledge but they also show their understanding for the communication skills of reading, writing, speaking, and listening
  • students can verbalize their new knowledge that they learned in any subject which strengthens their understanding
51
Q

3 Standard Types

A
  1. CSS Literacy in All Subjects
  2. Wisconsin Model Academic Standards
  3. Wisconsin State Standards
52
Q

CSS Literacy in all Subjects

A

states the important of using literacy in all subjects to promote language, reading, writing, speaking, and listening skills along with the content-specific knowledge of the subject

53
Q

WI Model Academic Standards

A

provide benchmark standards at Grade 4, Grade 8, and Grade 12

  • state what students should be able to do by the time they reach these benchmark grades
    includes:
  • Content Standards: tells what students should know and be able to do
  • Performance Standards: tells how students will show that they met the content standard
  • Proficiency Standard: indicates how well students perform the content standard
54
Q

Which Standard Type inclues content, performance, and proficiency standards?

A

WI Model Academic Standards

55
Q

WI State Standards

A

identify the grade level content for WI
form the basis of statewide testing
-serve as a basis for establishing meaningful goals as a part of students’ developmental progress at grade level

56
Q

What is the difference between WI Model Academic Standards and WI State Standards?

A

WI Model Academic Standards: benchmark grades 4, 8, and 12

WI State Standards: standards for each grade level K-12; used for form statewide testing

57
Q

What is a SS Curriculum?

A

A program including activities and lessons for each grade level including instructional materials and techniques
-curriculum provided by the school district as a means to prepare students to meet the standards
includes scope and sequence
-scope: content, subject matter, attitude, skills - real life connection, engaging
-sequence: timing, order, planning of lesson - authentic, builds off of prior knowledge

58
Q

5 Great Teaching Strategies (List)

A
  1. Teach Concepts
  2. Teach with Inquiry
  3. Teach Social Studies Skills
  4. Ask Good Questions
  5. Teach w/ Cooperative Learning Groups
59
Q

Teach Concepts

A

1st Great Teaching Strategy
-teach big ideas; SS concepts often evolve over time, so we teach the big ideas that students can experience in the world

60
Q

Teach with Inquiry

A

2nd Great Teaching Strategy

  • use research methods and/or historical interpretation/reasoning to create interest in learning more through personal interest and curiosity
  • promotes students to form their own opinions and conclusions
61
Q

Teach SS Skills

A

3rd Great Teaching Strategy

  • include forming small groups for cooperative work
  • includes citizenship skills, like discussing and decision making
62
Q

Ask Good Questions

A

4th Great Teaching Strategy

  • teachers should ask good questions to gage student learning, see how they should proceed with lesson
  • use questions to facilitate discussion, assess, focus attention, and promote deeper thinking
63
Q

Teach with Cooperative Learning Groups

A

5th Great Teaching Strategy
-small learning groups give responsibility to students for their education and requires the teacher to give responsibility for their learning

64
Q

Thinking Like a Historian

A
  • requires HOTS (inquiring, analyzing, evaluating, creating)
  • active process that requires “doing” history rather than “telling” it
  • we “do history” through HOTS and drawing our own conclusions
65
Q

Teaching SS Like a Historian

A

Teaching SS like a Historian requires Planning like a Historian

  • must use historical theme to connect topics from standards
  • student should be actively engaged in HOTS through group learning (role play, discussion)
  • includes connecting “what was” to “what is” to “what could be”
66
Q

3 Parts of Teaching SS

A
  1. Thinking: what should I be teaching? How will I teach it?
  2. Planning: what do students need to know? (standards) How will I facilitate learning to support them?
  3. Sharing: what ideas or questions can I discuss with co-workers? How will I use this information in my lesson/future lessons?

Teaching SS (1 decks)

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