By Alan J. Singer, Hofstra New Teachers Network

ISBN-10: 0805864466

ISBN-13: 9780805864465

This renowned textual content advocates an inquiry and activity-based view of social stories instructing that respects the issues of view of scholars and academics. dependent in perform and event, it bargains systematic aid and open, sincere recommendation for brand new academics, is conversational now not pedantic, and gives plenty of examples. whereas the constitution and lots of the issues stay principally similar to earlier than, this 3rd version offers new lesson principles in each bankruptcy in particular designed to aid new lecturers to deal with studying criteria, to paintings in inclusive settings, and to advertise literacy and using expertise in social reports school rooms places a heavier specialize in what's vital to understand and why comprises new essays at the politics of social experiences schooling responds to competitors of undertaking- or activity-based social reports guide and multicultural schooling with a sharpened protection of either one of those techniques in the course of the booklet meant as a textual content for undergraduate and graduate pre-service social reviews equipment classes, this article can also be precious for in-service education courses, as a reference for brand new social reports lecturers, and as a source for knowledgeable social stories educators who're engaged in rethinking their instructing perform.

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Additional info for Social Studies for Secondary Schools: Teaching to Learn, Learning to Teach, 3rd edition

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H. Carr (1961: 111): “Scientists, social scientists, and historians are all engaged in different branches of the same study: the study of man [sic] and his environment, of the effects of man on his environment and of his environment on man. ” 28 Why Study History? • Rod Paige (2003). “Traditional American history teaches the significant issues, episodes, and turning points in the history of the United States, and how the words and deeds of individual Americans have determined the course of our Nation.

The problem is that the Dawes Rolls reflected the virulent racism of the time. Although tribal members of mixed European and Native American ancestry were listed as Cherokee, Black freedmen and people of mixed African and Native American ancestry were placed on a separate list. More than 75 percent of those currently enrolled in the Cherokee Nation are genetically less than one- quarter Cherokee. The vast majority of these people are of partial European ancestry. If the new “definition,” which was approved by three-quarters of the voters, is implemented, White Americans, with a “single drop” of Cherokee blood, will be able to claim tribal membership and benefits, while Blacks who live on the reservation, who have been part of the tribe and its cultural traditions for decades, and who may actually have a large number of ancestors who are biologically Cherokee, will be excluded.

Other editors have substituted Blacks or Africans. Which version should we use in our classes? If we use Gage’s original text, how do we handle the painful impact of certain words on many people? Should we remain committed to historical accuracy? Should we involve students in making these decisions? 1. Frances Gage’s version of Sojourner Truth’s speech: “Wall, chilern, whar dar is so much racket dar must be somethin out o’ kilter. I tink dat ‘twixt de niggers of de Souf and de womin at de North, all talkin’ ‘bout rights, de white men will be in a fix pretty soon.

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Social Studies for Secondary Schools: Teaching to Learn, Learning to Teach, 3rd edition by Alan J. Singer, Hofstra New Teachers Network

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