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El. knyga: Social Studies Teacher's Toolbox: Hundreds of Practical Ideas to Support Your Students

3.89/5 (34 ratings by Goodreads)
  • Formatas: EPUB+DRM
  • Serija: The Teacher's Toolbox Series
  • Išleidimo metai: 09-Apr-2020
  • Leidėjas: Jossey-Bass Inc.,U.S.
  • Kalba: eng
  • ISBN-13: 9781119572091
Kitos knygos pagal šią temą:
  • Formatas: EPUB+DRM
  • Serija: The Teacher's Toolbox Series
  • Išleidimo metai: 09-Apr-2020
  • Leidėjas: Jossey-Bass Inc.,U.S.
  • Kalba: eng
  • ISBN-13: 9781119572091
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"The books in the Teacher's Toolbox series are practical resources to be used by middle school and high school teachers of various subjects, in teacher education credential programs, and by staff development professionals and coaches. This series provides innovative and research-based instructional strategies for students of all levels and abilities. Instructional strategies are defined as a teaching tactic, technique, or method that can be used in a class as part of a multiple lessons and across contentareas. Each strategy can be incorporated into various classroom lessons. Each book in the series will focus on a specific subject matter or type of learner. The Social Studies Teacher's Toolbox offers educators hundreds of practical strategies to use in the classroom for social studies lessons. The low-prep, high-educational value strategies are accessible and student/teacher-friendly. The format for each strategy follows the practical format established by the series editors: what it is, why we like it,Common Core correlations, research basis, what it looks like in the classroom, what could go wrong, technology connections, and modifications for all types of learners"--

Social studies teachers will find classroom-tested lessons and strategies that can be easily implemented in the classroom

The Teacher’s Toolbox series is an innovative, research-based resource providing teachers with instructional strategies for students of all levels and abilities. Each book in the collection focuses on a specific content area. Clear, concise guidance enables teachers to quickly integrate low-prep, high-value lessons and strategies in their middle school and high school classrooms. Every strategy follows a practical, how-to format established by the series editors.

The Social Studies Teacher's Toolbox contains hundreds of student-friendly classroom lessons and teaching strategies. Clear and concise chapters, fully aligned to Common Core Social Studies standards and National Council for the Social Studies standards, cover the underlying research, technology based options, practical classroom use, and modification of each high-value lesson and strategy. 

This book employs a hands-on approach to help educators quickly learn and apply proven methods and techniques in their social studies courses. Topics range from reading and writing in social studies and tools for analysis, to conducting formative and summative assessments, differentiating instruction, motivating students, incorporating social and emotional learning and culturally responsive teaching. Easy-to-read content shows how and why social studies should be taught and how to make connections across history, geography, political science, and beyond. Designed to reduce instructor preparation time and increase relevance, student engagement, and comprehension, this book: 

  • Explains the usefulness, application, and potential drawbacks of each instructional strategy
  • Provides fresh activities applicable to all classrooms
  • Helps social studies teachers work with ELLs, advanced students, and students with learning differences
  • Offers real-world guidance for addressing current events while covering standards and working with textbooks

The Social Studies Teacher's Toolbox is an invaluable source of real-world lessons, strategies, and techniques for general education teachers and social studies specialists, as well as resource specialists/special education teachers, elementary and secondary educators, and teacher educators.

About the Authors xi
About the Editors of the Toolbox Series xxiii
Acknowledgments xxv
Letter from the Editors xxvii
Introduction xxix
Reading and Writing 1(2)
1 A Fresh Look at Vocabulary
3(16)
What Is It?
3(1)
Why We Like It
3(1)
Supporting Research
4(1)
Common Core Connections
4(1)
Social Studies Connections
4(1)
Application
5(10)
Building a Word List
5(1)
Accessing Prior Knowledge
6(4)
Building Understanding
10(1)
Revising and Formalizing Definitions
11(2)
Differentiation
13(1)
Advanced Extensions
14(1)
Student Handouts and Examples
15(1)
What Could Go Wrong?
15(1)
Technology Connections
15(1)
Figures
16(3)
Figure 1.1 Splashed Vocabulary
16(1)
Figure 1.2 Word Card Example A
17(1)
Figure 1.3 Word Card Example B
17(2)
2 Reading Strategies
19(18)
What Is It?
19(1)
Why We Like It
19(1)
Supporting Research
20(1)
Common Core Connections
20(1)
Social Studies Connections
20(1)
Application
21(8)
Text Selection
22(1)
Pre-reading
22(1)
Predicting
22(1)
Connecting
23(1)
Key Ideas
24(1)
Summarizing
24(1)
Questioning
25(1)
Visualizing
26(1)
Clarifying
27(1)
Differentiation
28(1)
Advanced Extensions
29(1)
Student Handouts and Examples
29(1)
What Could Go Wrong?
29(1)
Technology Connections
30(1)
Attribution
31(1)
Figures
32(5)
Figure 2.1 Reading Strategies Sentence Starters
32(1)
Figure 2.2 Annotation Examples A
33(1)
Figure 2.3 Summarizing Examples
34(1)
Figure 2.4 Annotation Examples B
35(2)
3 Read-Aloud Protocol
37(18)
What Is It?
37(1)
Why We Like It
37(1)
Supporting Research
37(1)
Common Core Connections
38(1)
Social Studies Connections
38(1)
Application
38(11)
Finding and Preparing Authentic Texts
39(2)
Read-Aloud Protocol
41(4)
Student-Created Read-Alouds
45(3)
Differentiation
48(1)
Advanced Extensions
48(1)
Student Handouts and Examples
49(1)
What Could Go Wrong?
49(1)
Technology Connections
49(1)
Attribution
49(1)
Figures
50(5)
Figure 3.1 Bastille Soldier
50(1)
Figure 3.2 Guillotine
51(1)
Figure 3.3 Reign of Terror
52(1)
Figure 3.4 Annotation and Reading Strategy Prompts
52(1)
Figure 3.5 Attributes of a Good Read-Aloud
53(2)
4 Thematic Data Sets
55(24)
What Is It?
55(1)
Why We Like It
55(1)
Supporting Research
56(1)
Common Core Connections
56(1)
Social Studies Connections
56(1)
Application
57(8)
Building a Data Set
57(2)
Teaching Protocol for Using Data Sets
59(5)
Differentiation
64(1)
Advanced Extensions
65(1)
Student Handouts and Examples
65(1)
What Could Go Wrong?
66(1)
Technology Connections
66(1)
Attribution
66(1)
Figures
67(12)
Figure 4.1 Indigeneity Data Set
67(3)
Figure 4.2 France Headlines Data Set
70(5)
Figure 4.3 Types of Government Data Set
75(2)
Figure 4.4 Cut-Up Data Set Examples
77(1)
Figure 4.5 Student-Created Data Sets
78(1)
5 Writing in Social Studies
79(26)
What Is It?
79(1)
Why We Like It
79(1)
Supporting Research
79(1)
Common Core Connections
80(1)
Social Studies Connections
80(1)
Application
80(12)
Golden Lines -- Kick-Starting Writing
81(1)
Writing Frames
82(2)
Writing Structures
84(4)
Extended Argument Writing
88(1)
Other Social Studies Writing Activities
89(1)
Differentiation
90(1)
Advanced Extensions
91(1)
Student Handouts and Examples
92(1)
What Could Go Wrong?
92(1)
Technology Connections
92(1)
Attribution
93(1)
Figures
94(11)
Figure 5.1 Letter Frame
94(1)
Figure 5.2 Letter Frame Sample
95(1)
Figure 5.3 ABC Answering Strategy Guide
96(1)
Figure 5.4 ABC Model Questions and Responses
97(1)
Figure 5.5 Student Sample of ABC Strategy
98(1)
Figure 5.6 PEE Answering Strategy Guide
99(1)
Figure 5.7 Argument Organizer
100(1)
Figure 5.8 Sentence Starters for Argument Writing
101(1)
Figure 5.9 Teacher Argument Model Response
102(1)
Figure 5.10 Word Bank Paragraph
103(2)
6 Mnemonics
105(12)
What Is It?
105(1)
Why We Like It
105(1)
Supporting Research
106(1)
Common Core Connections
106(1)
Social Studies Connections
106(1)
Application
107(5)
Story Mnemonics
107(4)
Differentiation
111(1)
Advanced Extensions
111(1)
Student Handouts and Examples
112(1)
What Could Go Wrong?
112(1)
Technology Connections
112(1)
Attribution
113(1)
Figures
114(3)
Figure 6.1 Map Story Guide, South America
114(1)
Figure 6.2 Student Examples of Map Visual for Practice A
115(1)
Figure 6.3 Student Examples of Map Visual for Practice B
116(1)
7 Timelines Revisited
117(18)
What Is It?
117(1)
Why We Like It
117(1)
Supporting Research
118(1)
Common Core Connections
118(1)
Social Studies Connections
118(1)
Application
118(12)
Identity Timelines
119(9)
Additional Timeline Activities
128(1)
Differentiation
129(1)
Advanced Extensions
130(1)
Student Handouts and Examples
130(1)
What Could Go Wrong?
131(1)
Technology Connections
131(1)
Attribution
131(1)
Figures
132(3)
Figure 7.1 Identity-Timeline -- Teacher Model
132(1)
Figure 7.2 Student Example: Identity Timeline
133(2)
8 Current Event Case Study
135(16)
What Is It?
135(1)
Why We Like It
135(1)
Supporting Research
136(1)
Common Core Connections
136(1)
Social Studies Connections
136(1)
Application
136(12)
Sequencing of Events
137(2)
Developing Questions
139(2)
Bias Awareness and Research
141(4)
Written Analysis
145(1)
Additional Ideas for Including Current Events in the Classroom
146(1)
Differentiation
147(1)
Advanced Extensions
148(1)
Student Handouts and Examples
148(1)
What Could Go Wrong?
148(1)
Technology Connections
149(1)
Figures
150(1)
Figure 8.1 Timeline Example
150(1)
Figure 8.2 Media Bias Chart Example
150(1)
9 Genre Study
151(24)
What Is It?
151(1)
Why We Like It
151(1)
Supporting Research
152(1)
Common Core Connections
152(1)
Social Studies Connections
152(13)
Application
152(7)
Student Choice Genre Project
159(5)
Differentiation
164(1)
Advanced Extensions
165(1)
Student Handouts and Examples
165(1)
What Could Go Wrong?
165(1)
Technology Connections
166(1)
Attribution
166(1)
Figures
167(8)
Figure 9.1 Bollywood Movie Script Starter
167(2)
Figure 9.2 Annotated-Bollywood Movie Script Starter
169(1)
Figure 9.3 Student Example: China Poem
170(1)
Figure 9.4 Student Example: Social Media
171(1)
Figure 9.5 Genre Cheat Sheet
172(1)
Figure 9.6 Scene Diagram Example
173(2)
10 Concept Attainment
175(10)
What Is It?
175(1)
Why We Like It
176(1)
Supporting Research
176(1)
Common Core Connections
176(1)
Social Studies Connections
176(1)
Application
176(8)
Democracy Concept Attainment
177(3)
Concept Attainment to Improve Writing
180(3)
Differentiation
183(1)
Advanced Extensions
183(1)
Student Handouts and Examples
184(1)
What Could Go Wrong?
184(1)
Technology Connections
184(1)
Figures
184(1)
Figure 10.1 Dictatorship Paragraph Example
184(1)
II Analysis Tools
185(90)
11 Questions for Learning
187(12)
What Is It?
187(1)
Why We Like It
187(1)
Supporting Research
188(1)
Common Core Connections
188(1)
Social Studies Connections
188(1)
Application
189(9)
Teacher-Generated Questions
190(4)
Student-Generated Questions
194(3)
Differentiation
197(1)
Advanced Extensions
197(1)
Student Handouts and Examples
198(1)
What Could Go Wrong?
198(1)
Technology Connections
198(1)
12 Image Analysis
199(30)
What Is It?
199(1)
Why We Like It
199(1)
Supporting Research
200(1)
Common Core Connections
200(1)
Social Studies Connections
200(1)
Application
201(18)
Photographs
201(6)
Paintings
207(3)
Political Cartoons
210(3)
Video
213(5)
Differentiation
218(1)
Advanced Extensions
219(1)
Student Handouts and Examples
219(1)
What Could Go Wrong?
219(1)
Technology Connections
220(1)
Figures
221(8)
Figure 12.1 Image Analysis Chart A
221(1)
Figure 12.2 Japanese American Evacuation Photo
222(1)
Figure 12.3 Teacher Model - Photo Analysis Chart
223(1)
Figure 12.4 DuBois and Washington Images -- WordGloud
224(1)
Figure 12.5 Political Cartoon -- Analysis Chart
225(1)
Figure 12.6 "Election Day!" -- Political Cartoon
226(1)
Figure 12.7 Teacher Model -- Political Cartoons
227(2)
13 Analysis of Primary Sources
229(28)
What Is It?
229(1)
Why We Like It
229(1)
Supporting Research
230(1)
Common Core Connections
230(1)
Social Studies Connections
230(1)
Application
230(14)
Primary Source Engagement Activity
230(2)
At a Glance Primary Source Analysis
232(2)
In-Depth Analysis of Source
234(4)
Additional Key Strategies
238(5)
Differentiation
243(1)
Advanced Extensions
243(1)
Student Handouts and Examples
244(1)
What Could Go Wrong?
244(1)
Technology Connections
245(1)
Attribution
245(1)
Figures
246(11)
Figure 13.1 At a Glance Analysis of Source
246(1)
Figure 13.2 Hernan Cortes' Account of Tenochtitlan
247(1)
Figure 13.3 At a Glance -- Student Example
248(1)
Figure 13.4 At a Glance -- Teacher Copy
249(1)
Figure 13.5 In-Depth Analysis of a Written Source
250(1)
Figure 13.6 Cortes' Letter -- Teacher Copy
251(1)
Figure 13.7 Roots of Slavery: Primary Source Data Set
252(5)
14 Synthesis Charts
257(18)
What Is It?
257(1)
Why We Like It
257(1)
Supporting Research
258(1)
Common Core Connections
258(1)
Social Studies Connections
258(1)
Application
258(16)
Creating a Synthesis Chart
259(7)
Implementing Synthesis Charts with Students
266(7)
Differentiation
273(1)
Advanced Extensions
273(1)
Student Handouts and Examples
274(1)
What Could Go Wrong?
274(1)
Technology Connections
274(1)
Attribution
274(1)
III Speaking and Listening
275(46)
15 Listening and Speaking Activities
277(18)
What Is It?
277(1)
Why We Like It
277(1)
Supporting Research
278(1)
Common Core Connections
278(1)
Social Studies Connections
278(1)
Application
278(10)
Active Listening Mini-Lesson
278(2)
Guest Speakers
280(3)
Podcasts A
283(2)
Student Presentations
285(3)
Differentiation
288(1)
Advanced Extensions
288(1)
Student Handouts and Examples
288(1)
What Could Go Wrong?
289(1)
Technology Connections
289(1)
Attribution
290(1)
Figures
291(4)
Figure 15.1 Suggestions for a Guest Speaker
291(1)
Figure 15.2 Guest-Speaker Thank-You Template
292(1)
Figure 15.3 Guest Speaker Thank-You Example
293(2)
16 Discussions
295(26)
What Is It?
295(1)
Why We Like It
295(1)
Supporting Research
296(1)
Common Core Connections
296(1)
Social Studies Connections
296(1)
Application
296(20)
Informal Discussion Strategies
297(3)
Formal Discussion Strategies
300(13)
Additional Key Strategies
313(2)
Differentiation
315(1)
Advanced Extensions
315(1)
Student Handouts and Examples
316(1)
What Could Go Wrong?
316(1)
Technology Connections
316(1)
Attribution
317(1)
Figures
317(4)
Figure 16.1 Question Strips -- Terrorism in Paris
317(1)
Figure 16.2 Facilitator Card
318(1)
Figure 16.3 Small-Group Discussion Materials
319(1)
Figure 16.4 Group Discussion Norms
320(1)
Figure 16.5 Discussion "Cheat Sheet" for Teachers
320(1)
IV Additional Key Strategies
321(108)
17 Project-Based Learning
323(30)
What Is It?
323(1)
Why We Like It
323(1)
Supporting Research
324(1)
Common Core Connections
324(1)
Social Studies Connections
324(1)
Application
324(22)
Key Steps in PBL
325(9)
Textbook Insert Project
334(10)
Other Ideas for Project-Based Learning
344(1)
Differentiation
345(1)
Advanced Extensions
346(1)
Student Handouts and Examples
346(1)
What Could Go Wrong?
347(1)
Technology Connections
347(1)
Figures
348(5)
Figure 17.1 Group Discussion Starters
348(1)
Figure 17.2 Email Template
349(1)
Figure 17.3 Textbook Insert Structure
350(3)
18 Culturally Responsive Teaching
353(22)
What Is It?
353(1)
Why We Like It
353(1)
Supporting Research
354(1)
Common Core Connections
354(1)
Social Studies Connections
354(1)
Application
354(16)
Reflective Questions
355(14)
Differentiation
369(1)
Advanced Modifications
370(1)
Student Handouts and Examples
370(1)
What Could Go Wrong?
370(1)
Technology Connections
371(1)
Attribution
371(1)
Figures
372(3)
Figure 18.1 Beginning of Year Questionnaire
372(1)
Figure 18.2 Senior Year History Community Circle
373(1)
Figure 18.3 Community Circle Template
374(1)
191 Social and Emotional Learning
375(22)
What Is It?
375(1)
Why We Like It
375(1)
Supporting Research
376(1)
Common Core Connections
376(1)
Social Studies Connections
376(1)
Application
377(9)
Growth Mindset Mini-Lesson
377(3)
Empathy Mini-Lesson
380(3)
Tips for Reinforcing SEL
383(2)
Differentiation
385(1)
Advanced Extensions
385(1)
Student Handouts and Examples
386(1)
What Could Go Wrong?
386(1)
Technology Connections
386(1)
Attribution
387(1)
Figures
388(9)
Figure 19.1 Overcoming Adversity Matching Activity
388(1)
Figure 19.2 Brain Graphic Organizer
389(1)
Figure 19.3 Mindsets Graphic Organizer
390(1)
Figure 19.4 Ellis Island 1913
391(1)
Figure 19.5 Ellis Island 1913 Example
392(1)
Figure 19.6 Empathy Graphic Organizer
393(1)
Figure 19.7 Personal Empathy Map
394(1)
Figure 19.8 Personal Empathy Map Teacher Model
395(1)
Figure 19.9 Ellis Island Empathy Map
396(1)
20 Assessment
397(20)
What Is It?
397(1)
Why We Like It
397(1)
Supporting Research
398(1)
Common Core Connections
398(1)
Social Studies Connections
398(1)
Application
398(15)
Diagnostic
399(4)
Formative
403(3)
Summative
406(5)
Student Self Assessment
411(1)
Differentiation
412(1)
Advanced Extensions
413(1)
Student Handouts and Examples
413(1)
What Could Go Wrong?
413(1)
Technology Connections
414(2)
Figures
416(1)
Figure 20.1 Scientific Revolution Concept Web
416(1)
21 Getting the Most from Your Textbook
417(12)
What Is It?
417(1)
Why We Like It
417(1)
Supporting Research
418(1)
Common Core Connections
418(1)
Social Studies Connections
418(1)
Application
418(9)
Using Images
418(1)
Using Textbook Excerpts
419(1)
Discussions
420(1)
Timelines
421(1)
Vocabulary
422(1)
Reading Strategies
423(1)
Student-Created Tests
423(1)
Primary Sources
423(1)
Mnemonics
424(1)
Anticipatory Sets
425(1)
Scavenger Hunts
425(1)
Jigsaws
425(2)
Analyzing What's Missing in the Textbook
427(1)
Differentiation
427(1)
Advanced Extensions
427(1)
Student Handouts and Examples
427(1)
What Could Go Wrong?
428(1)
Technology Connections
428(1)
References 429(26)
Index 455
ELISABETH JOHNSON teaches Social Studies to both mainstream and English language learners at Luther Burbank High School, in Sacramento, California. She is a National Board Certified Teacher (NBCT), a teacher consultant with the Area 3 Writing Project at the University of California, Davis, and has led teacher development trainings at the San Joaquin County Office of Education. She has taught at the secondary level for 13 years.

EVELYN RAMOS LAMARR teaches Social Studies to mainstream and International Baccalaureate students at Luther Burbank High School in Sacramento, California, and is a teaching consultant with the Area 3 Writing Project at the University of California, Davis. She has taught mainstream and English language learners at the secondary level for 12 years, and helped create curriculum for, and pilot, the Ethnic Studies course in the Sacramento City Unified School District.

LARRY FERLAZZO teaches English, Social Studies, and International Baccalaureate classes to English language learners and others at Luther Burbank High School in Sacramento, California. He is the author and co-author of nine books, including The ELL Teacher's Toolbox, and writes a weekly teacher advice column for Education Week Teacher. He is the recipient of the Ford Foundation's Leadership for a Changing World Award and winner of the International Reading Association Award for Technology and Reading.

KATIE HULL SYPNIESKI has taught English language learners and others at the secondary level for over twenty years. She teaches middle school English Language Arts and Social Studies at Fern Bacon Middle School in Sacramento, California, and leads professional development for educators as a consultant with the Area 3 Writing Project at the University of California, Davis. She is co-author of several books including The ELL Teacher's Toolbox.