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Future of Social Science Curriculum
Transcript of Future of Social Science Curriculum
Adler, S. (2006). NCATE has a lot to say to future social studies teachers; a response to Sam Wineburg: in response to Wineburg’s May article criticizing NCATE’s standards for social studies teachers, the authors argue that NCATE’s position on what teachers should know is actually not so different from what Mr. Wineburg proposes. Phi Delta Kappan. 87., 396.
Graseck, S. (2008). Explore the past to understand the present and shape the future. Social Education, 72.7: 367.
Little, C., Feng, A., VanTassel-Baska J., Rogers, K., Avery, L. (2007). A Study of Curriculum Effectiveness in Social Studies. The Gifted Child Quarterly; 51, 3.
McGuire, M. (2007, April). What Happened to Social Studies? The Disappearing Curriculum. Phi Delta Kappan. 88, no8, 620-4.
Social Studies in the era of No Child Left Behind: a position statement of National Council for the Social Science. Social Education. 71.5. (2007): 284. Academic Onefile. Web. 21 Apr. 2010.
St. Jarre, K. (2008, May). Reinventing Social Studies. Phi Delta Kappan. 89, no9.
Wineburg, S. (2005). What does NCATE have to say to Future History Teachers? Phi Delta Kappan. 86.9.
Yell, M. (2009). Embracing the future through social studies. Social Education 73.1. Problems with social Studies Curriculum Too much content Reading Passages Not enough class time Why was Social Studies Pushed out of Schools? No Child Left Behind (NCLB) Standardized Testing Neglected-Importance What Happens if this continues? Social Studies is reduced to simple facts.
Who was the First President of the United States?
Who created Biofocals?
Where was the signing of the Declaration of Independence?
Who discovered America?
Where did World War I start?
Who were the allied countries in WWII? No campabilities to understand current events. Lack of Patriotism
--The "i don't care attitude"
-shrugging shoulders and rolling of the eyes Recommendations Time Block Use Project Approach lessons
-Create Newspaper from the 19th Century
--create a battlefield from the civil war
--Evaluate new amendaments Incorporate literacy into social studies classes 19th. At 2 o'clock we began our march by wading thorugh a very long ford up to our middles; after going a few miles we took three or four people who were going off to give intelligence; about 5 miles on this side of town called Lexington, which lay in our road, we heard there were some hundreds of people collected togethere intending to oppose us; at 5 o'clock we arrived there and saw a number of people, I believe between 200 and 300, formed in a common in the middle of the town; we still continued advancing, keeping prepared against at attack though without intending to attack them, fired and put them to flight. We then formed on the Common, but with some difficulty, the men were so wild they could hear no orders; we waited a considereable time there, and at length proceeded on our way to Concord.--Entry for April 19th, from the diary of Lieutenant John Barker, an officer in the British army. <object width="480" height="385"><param name="movie" value="http://www.youtube.com/v/0o9u2W_iGNY?fs=1&hl=en_US"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/0o9u2W_iGNY?fs=1&hl=en_US" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="480"