Kathryn M. Obenchain – författare

Early Childhood Social Studies builds on theory and research to provide practical guidance and concrete examples for teaching social studies content, skills, and dispositions to young children. Attending to both formal and informal educational settings, this accessible textbook shows how to make social studies developmentally appropriate for teaching and learning experiences with infants, toddlers, preschoolers, and in the primary grades. Examining the social studies content areas of civics, economics, geography, and history, as well as the concepts of democratic citizenship, perspectives, and historical time and chronology, the text includes a range of practical tools for pre-service and in-service educators. Readers will find lesson plans, inquiry unit outlines, reflection questions, activity ideas, essential concepts and skills, strategies and resources for educators and caregivers to guide social studies learning, including specific attention to developmentally appropriate assessment for young children. Combining theory and research with practice, this engaging text is an essential early childhood social studies methods course book for those enrolled in early childhood and elementary educator preparation programs.

Early Childhood Social Studies builds on theory and research to provide practical guidance and concrete examples for teaching social studies content, skills, and dispositions to young children. Attending to both formal and informal educational settings, this accessible textbook shows how to make social studies developmentally appropriate for teaching and learning experiences with infants, toddlers, preschoolers, and in the primary grades. Examining the social studies content areas of civics, economics, geography, and history, as well as the concepts of democratic citizenship, perspectives, and historical time and chronology, the text includes a range of practical tools for pre-service and in-service educators. Readers will find lesson plans, inquiry unit outlines, reflection questions, activity ideas, essential concepts and skills, strategies and resources for educators and caregivers to guide social studies learning, including specific attention to developmentally appropriate assessment for young children. Combining theory and research with practice, this engaging text is an essential early childhood social studies methods course book for those enrolled in early childhood and elementary educator preparation programs.

Educating for Critical Democratic Literacy educates pre and in-service elementary school teachers in teaching four key civics concepts through social studies and literacy integration. Written together by both literacy and social studies experts, it is based on a conceptual revision of the notions of civic education and critical literacy called "Critical Democratic Literacy" (CDL). The authors’ dual expertise allows them to effectively detail the applications of their knowledge for teachers, from lesson conception to implementation to assessment.Part I explains the theory and basic principles of CDL and provides background information on the role of democracy in education. Part II consists of four sample lessons designed using the National Council for the Social Studies (NCSS) C3 Framework and the Common Core State Standards for English/Language Arts (CSS ELA) standards. Part III includes a primer explaining the four civic concepts that frame the book. Fully aligned to both the CCSS ELA and NCSS C3 Framework, this timely resource provides future and current teachers with specific lessons and tools, as well as the skills to develop their own rigorous, integrated units of study.

Educating for Critical Democratic Literacy educates pre and in-service elementary school teachers in teaching four key civics concepts through social studies and literacy integration. Written together by both literacy and social studies experts, it is based on a conceptual revision of the notions of civic education and critical literacy called "Critical Democratic Literacy" (CDL). The authors’ dual expertise allows them to effectively detail the applications of their knowledge for teachers, from lesson conception to implementation to assessment.Part I explains the theory and basic principles of CDL and provides background information on the role of democracy in education. Part II consists of four sample lessons designed using the National Council for the Social Studies (NCSS) C3 Framework and the Common Core State Standards for English/Language Arts (CSS ELA) standards. Part III includes a primer explaining the four civic concepts that frame the book. Fully aligned to both the CCSS ELA and NCSS C3 Framework, this timely resource provides future and current teachers with specific lessons and tools, as well as the skills to develop their own rigorous, integrated units of study.

This practitioner-based book provides different approaches for reaching an increasing population in today’s schools - English language learners (ELLs). The recent development and adoption of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CCSS-ELA/Literacy), the Common Core State Standards for Mathematics, the C3 Framework, and the Next Generation Science Standards (NGSS) highlight the role that teachers have in developing discipline-specific competencies. This requires new and innovative approaches for teaching the content areas to all students.The book begins with an introduction that contextualizes the chapters in which the editors highlight transdisciplinary theories and approaches that cut across content areas. In addition, the editors include a table that provides a matrix of how strategies and theories map across the chapters. The four sections of the book represent the following contentareas: English language arts, mathematics, science, and social studies. This book offers practical guidance that is grounded in relevant theory and research and offers teachers suggestions on how to use the approaches described.

This book investigates the preparation of secondary history and social studies (SS) teachers to teach English language learners (ELLs) in twenty-first century classrooms.