Social Studies for the Twenty-First Century
Methods and Materials for Teaching in Middle and Secondary Schools
Now in its 4th edition, this popular text offers practical, interesting, exciting ways to teach social studies and a multitude of instructional and professional resources for teachers. Theory, curriculum, methods, and assessment are woven into a comprehensive model for setting objectives; planning lessons, units, and courses; choosing classroom strategies; and constructing tests for some of the field's most popular and enduring programs. The reflective and integrative framework emphasizes building imagination, insight, and critical thinking into everyday classrooms; encourages problem-solving attitudes and behavior; and provokes analysis, reflection, and debate. The text includes separate chapters on teaching each of the major areas of the social studies curriculum.
Throughout the text, all aspects of curriculum and instruction are viewed from a tripartite perspective that divides social studies instruction into didactic (factual), reflective (analytical), and affective (judgmental) components. These three components are seen as supporting one another, building the groundwork for taking stands on issues, past and present. At the center is the author's belief that the heart and soul of social studies instruction, perhaps all teaching, lies in stimulating the production of ideas; looking at knowledge from others' viewpoints; and formulating for oneself a set of goals, values, and beliefs that can be explained and justified in open discussion.
New in the Fourth Edition:
- Clear links to the The National Council for the Social Studies College, Career and Civic Life C3 Framework for Social Studies State Standards
- Attention to impact of high-stakes testing, Common Core State Standards, and related ongoing developments
- Expanded and critical review of the use of internet, web, and PowerPoint technologies
- Coverage of how to incorporate the many social science, humanities, and STEM fields to enrich the social studies
- Updates and revisions throughout, including new research reports reflecting current findings, new examples, more media and materials resources, particularly digital resources, new and updated pedagogical features
- Companion Website - new for this edition
Table of Contents
A Note About the National Council for the Social Studies College, Career and Civic Life C3 Framework for Social Studies State Standards
I: PHILOSOPHY AND HISTORY OF SOCIAL STUDIES: WHAT IS (ARE) THE SOCIAL STUDIES?
1. The Social Studies: Definition, Organization, and Philosophy
2. The Fields of Social Studies: How All Relate to Philosophy
II: TEACHERS AND STUDENTS: A CONTEXT FOR SOCIAL STUDIES INSTRUCTION
3. Teacher Roles Join To Student Audiences
4. Organizing for Instruction
III: STRATEGIES FOR SOCIAL STUDIES INSTRUCTION
5. Teaching Strategies for Lower Level Skills (Lower order thinking)
6. Teaching Strategies for Higher Level Skills (Middle/Higher order thinking)
7. Creating a Unit from Start to Finish on the Glories of Ancient Greece, American Democracy, and more: Meeting and Exceeding the Standards
8. Assessment in Social Studies
IV: TEACHING THE SOCIAL STUDIES CURRICULUM
9. Teaching World/Global Studies
10. Teaching U.S. History and American Studies
11. Teaching U.S. Government and Civics
12. The Social Science, The Social Studies, and More
V: MULTIPLE MEDIA FOR MULTIPLE INTELLIGENCES IN THE SOCIAL STUDIES
13. The New Age of Multimedia: Part I: Multiple Literacy for Many Media: Interpreting Visuals, Documents, Lyrics and Hybrids
14. The “New Age” of Multimedia–Part II: Interpreting Motion and Sound Online and Offline
VI: THE SOCIAL STUDIES CLASSROOM: PROFESSIONAL ISSUES AND TRENDS
15. The Future of Social Studies Education
Jack Zevin is Professor of Social Studies Education at Queens College, City University of New York, USA.
Please visit our companion website for additional support materials.