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Social studies today: research and practice
"Social Studies Today will help educators - teachers, curriculum specialists, and researchers - think deeply about contemporary social studies education. More than simply learning about key topics, this collection invites readers to think through some of the most relevant, dynamic, and challenging questions animating social studies education today. With 12 new chapters highlighting recent developments in the field, the second edition features the work of major scholars such as James Banks, Diana Hess, Joel Westheimer, Meira Levinson, Sam Wineburg, Beth Rubin, Keith Barton, Margaret Crocco, and more. Each chapter tackles a specific question on issues such as the difficulties of teaching historical thinking in the classroom, responding to high-stakes testing, teaching patriotism, judging the credibility of Internet sources, and teaching with film and geospatial technologies. Accessible, compelling, and practical, these chapters - full of rich examples and illustrations - showcase some of the most original thinking in the field, and offer pre- and in-service teachers alike a panoramic window on social studies curricula and instruction and new ways to improve them."--
Teaching democracy: unity and diversity in public life
In: Multicultural education series
Feel Free to Change Your Mind. A Response to "The Potential for Deliberative Democratic Civic Education"
Walter Parker responds to Hanson and Howe's article, extending their argument to everyday classroom practice. He focuses on a popular learning activity called Structured Academic Controversy (SAC). SAC is pertinent not only to civic learning objectives but also to traditional academic-content objectives. SAC is at once a discourse structure, a participation structure, and an instructional procedure; and it centers on Hanson and Howe's autonomy-building fulcrum—exchanging reasons. At a key moment in SAC, students are invited to step out of an assigned role and to form their "own" position on the issue. Parker argues that SAC is one way to mobilize a school's assets in the direction of democratically enlightened political engagement.
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The Effect of Port Improvement and Inland Water Highway Development on Future Markets
In: The annals of the American Academy of Political and Social Science, Band 127, Heft 1, S. 174-180
ISSN: 1552-3349
Facilities of the Port of New Orleans
In: The annals of the American Academy of Political and Social Science, Band 86, Heft 1, S. 188-198
ISSN: 1552-3349
Costa Rica
In: The annals of the American Academy of Political and Social Science, Band 68, Heft 1, S. 172-174
ISSN: 1552-3349
Migration and U.S. Citizenship: A Curriculum Proposal: Banks A. M. (2021). Civic Education in the age of mass migration: Implications for theory and practice. Teachers College Press. 160 pp., $33.90 (paperback), ISBN: 978-0807765791; $105.00 (hardcover), ISBN: 978-0807765807
In: Multicultural perspectives: an official publication of the National Association for Multicultural Education, Band 24, Heft 4, S. 241-248
ISSN: 1532-7892
Bringing Human Rights Education Home
In: Theory and research in social education, Band 45, Heft 3, S. 413-421
ISSN: 2163-1654
FOCUS ON ENGINEERS - Infantry Assault Engineers: An Old (World) Approach for Engineer Close Combat Support
In: Marine corps gazette: the Marine Corps Association newsletter, Band 85, Heft 10, S. 22-24
ISSN: 0025-3170
Democracy and Difference
In: Theory and research in social education, Band 25, Heft 2, S. 220-234
ISSN: 2163-1654
Navigating the Unity/Diversity Tension in Education for Democracy
In: Social studies: a periodical for teachers and administrators, Band 88, Heft 1, S. 12-17
ISSN: 2152-405X
Back to the Melting Pot? A Response to Leming
In: Theory and research in social education, Band 20, Heft 4, S. 493-499
ISSN: 2163-1654
Thinking to Learn Concepts
In: Social studies: a periodical for teachers and administrators, Band 79, Heft 2, S. 70-73
ISSN: 2152-405X