Inside the Social Studies Classroom

Jere Brophy is University Distinguished Professor of Teacher Education and Educational Psychology, Michigan State UniversityJanet Alleman is Professor of Teacher Education, Michigan State UniversityBarbara Knighton is an Early Elementary Educator, Waverly Community Schools, Michigan

"… a much-needed addition to elementary social studies that will move the field ahead."-- Keith C. Barton, University of Cincinnati"This text fills a valuable niche and should quickly become a leading reference for teachers and teacher educators." -- Linda S. Levstik, University of Kentucky"Brophy, Alleman and Knighton have successfully described a very thoughtful, deliberate, and painstaking research process that spanned several years. This is a volume from which any teacher or prospective teacher of social studies could profit immensely." -- Jane C. Chauvin, Teachers College Record (March 12, 2009)"Inside the Social Studies Classroom successfully transitions theory into practice. The deep, rich classroom descriptions and extensive synthesis of purposeful instruction move learning beyond traditional practices, expanding our thinking about authentic and powerful primary social studies teaching."-- Tina L. Heafner, Theory & Research in Social Education (Spring 2009): 273-280

• CHAPTER 1. INTRODUCTIONNeed for Improving Primary Social StudiesOur PartnershipSearching for a Feasible MethodBarbara Joins the TeamNegotiating Understandings and Inducing PrinciplesFocus of the BookCHAPTER 2. PRIOR RESEARCH ON PRIMARY SOCIAL STUDIESThe Need for a Powerful Content Base In Early Social StudiesThe Expanding Communities SequenceCultural Universals as Unit TopicsTeaching Cultural Universals for Understanding, Appreciation, and Life ApplicationTopical Organization of CurriculumTeaching for Conceptual ChangeAddressing Prior Knowledge and MisconceptionsNCSS StandardsOther ResearchCHAPTER 3. GENERIC ASPECTS OF OUR INSTRUCTIONAL UNITSOur Approach Compared to AlternativesDeveloping the Unit PlansSequencing the LessonsPilot Testing and RevisionsKey Characteristics of the UnitsExample Unit Outline: ShelterIncorporating the Units Within the Larger CurriculumCHAPTER 4 USING NARRATIVE TO BUILD A CONTENT BASEThe Special Challenges of Teaching Young ChildrenNarrative Structures as Teaching ToolsBarbara’s Use of NarrativeClothing in the PastThe Story of BananasConcluding ObservationsCHAPTER 5 STRUCTURING THE CURRICULUM AROUND BIG IDEASFocus on Powerful IdeasThree Layers of Powerful Ideas for TeachingBarbara’s Focus on Big IdeasMaintaining Focus on Big Ideas without Getting SidetrackedTechniques for Focusing Students’ Attention on Big IdeasCultural UniversalsFoodClothingTransportationCommunicationCHAPTER 6 DEVELOPING BIG IDEAS ABOUT HISTORYTeaching History for Understanding, Appreciation, and Life ApplicationBarbara’s History TeachingCountering PresentismCo-constructing TimelinesAn ExampleAdapting Timelines to the ContentCHAPTER 7 DEVELOPING BIG IDEAS: GEOGRAPHYThe Five Fundamental Themes of GeographyNCSS Standards Relating to GeographyTeaching Geography for Understanding, Appreciation, and Life ApplicationBarbara’s Geography TeachingA Map LessonIncorporating Geographic Context Into Other LessonsCHAPTER 8 DEVELOPING BIG IDEAS: THE SOCIAL SCIENCESAnthropology (Cultural Studies)Barbara’s Teaching About CultureEconomic DevelopmentCultural DifferencesEconomicsBarbara’s Teaching About EconomicsPolitical Science (Civics and Government)Barbara’s Teaching About Civics and GovernmentCHAPTER 9: USING INSTRUCTIONAL RESOURCESTeaching with VisualsBooksPhotos and IllustrationsVideo and Other TechnologyConstructed Learning ResourcesChartsListsAn ExampleWord WebsGraphsBarbara’s Nine PrinciplesCHAPTER 10 MAKING CONNECTIONS AND AVOIDING UNDESIRED CONTENTMaking ConnectionsForeshadowingTie-backsIntegrating Across SubjectsControlling Students’ Exposure to Anomalies and MisconceptionsAnomaliesMisconceptionsControlling Students’ Exposure to Undesired ContentEconomic DisparitiesTaboo TopicsNegative EmotionsMagic WordsDeveloping Big Ideas CHAPTER 11 INTRODUCING NEW KNOWLEDGE BASESAdapting and Elaborating Lesson PlansChoosing Physical SettingsChoosing Instructional ResourcesDeveloping SkillsStarting by Eliciting WondersEstablishing the Initial Knowledge BaseStarting with the PrototypicalBuilding on Prior KnowledgeAn ExampleAlternative Topic IntroductionsBuilding on Previous LessonsStarting with a QuestionAddressing Strong Interests FirstPurposeful Sets of ExamplesIntroducing and Controlling VocabularyDeciding Which Terms and Distinctions to TeachTailoring Definitions to Instructional GoalsEnriching UnderstandingsPlanned RedundancyOther Vocabulary Teaching TechniquesDropping in Definitions and Explanations on the FlyCHAPTER 12 DEVELOPING KNOWLEDGE BASES THROUGH STRUCTURED DISCOURSESupporting Learning Through Focused Content and Planned RedundancySustaining Lesson Flow via ElaborationsGraduated QuestioningScaffolding Learning and RetentionEstablishing Prototype Images to Anchor Networks of ContentReviewing Earlier Lessons to Set Up Today’s LessonReviewing to Consolidate Before Moving ForwardModeling of Interior DialogueScaffolding Students’ Thinking and Information ProcessingFrom Transmission to Construction: A Gradual ShiftShifting From Presenting to Eliciting InformationReverting from Eliciting to PresentingOpening to Student Questions and CommentsCHAPTER 13 USING QUESTIONS TO DEVELOP CONTENT WITH THE WHOLE CLASSTiming and Frequency of QuestionsTypes and Functions of QuestionsSocializing Students’ Attention and ParticipationCalling for Choral ResponsesProtecting Individuals’ Response OpportunitiesJuggling Whole-Class and Individual-Student AgendasMaintaining the Flow During Questioning SegmentsIncreasing the Probability of Desired ResponsesEmbedding Scaffolding Within QuestionsMaintaining the Flow When Questions Do Not Elicit Desired ResponsesUndesired but Usable ResponsesInability to Respond CorrectlyResponding to Answers that Are Correct But Undesired in the ContextResponding to Unexpected Problems During Questioning SequencesSummary: Maintaining the FlowInterruption and Shifts in Anticipated Lesson FlowAdapting Scaffolding Routines to Students and SituationsCHAPTER 14 SCAFFOLDING FOR INDIVIDUAL STUDENTS WITHIN WHOLE-CLASS LESSONSScaffolding to Elicit Improved ResponsesStudents’ Questions and CommentsTeachable MomentsResponding to Unhelpful Student Questions and CommentsWhen Barbara Has to Stop and RegroupCHAPTER 15 ACTIVITIES AND ASSESSMENTSBarbara’s Use and Adaptation of Suggested ActivitiesPair-Share ActivitiesOther Review ActivitiesTicket-Out ActivitiesWriting ActivitiesOther Common ActivitiesLess Frequent ActivitiesHome AssignmentsAssessmentBarbara’s Approach to AssessmentFormal and Informal AssessmentConclusion