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TExES History
Social Science Instruction "How To"
| Term | Definition |
|---|---|
| vertical alignment | objectives taught which build upon one another; pre-k objectives set the foundation for kindergarten, kindergarten for 1st, etc. |
| horizontal alignment | objectives are taught across the grade level at all schools and districts; example 3rd graders all receive the same objectives |
| integrated content | all subjects are taught interconnecting with one another; example: teach about the Civil War, but bring in Science, Math, Reading, etc. |
| connections and relative concepts | don't single out concepts; connect them with other ideas; for example during the time of Exploration, there were several countries coming to the new land; explain how they all interacted or the conflicts that existed |
| thematic units | select a theme "The American Revolution" or "liberty" and teach how this theme was perceived from all angles (the colonists, Britain, France, Spain, etc.) |
| human development stages | teach according to the grade level or age of the student; younger students will learn based on self; older students based on where they fit into the big picture |
| collaborative learning | students can be assigned certain parts of a topic; example during the westward movement-some can teach about transportation methods, others about the people moving west, others about why they were moving west, etc. -present their findings to the class |
| inquiry based learning strategies | younger students-teacher question/teacher directed; older students: teacher question/student directed or student question/student directed |
| civic competence | students will learn about how they can contribute to society or their community |
| concrete learning | basic learning; lays the foundation; mostly for the younger students |
| abstract learning | more in-depth learning; higher order thinking skills (HOTS); Bloom's Taxonomy-application, synthesis, analysis, evaluation for older students to apply their learning to society |
| egocentric | placing self in close range; personal space; it's about me; for the younger students; me and my family, me and my school |
| spatial awareness | the knowledge of our position in relation to others; me and my school (younger)vs. me and the world(older) |
| effective ways to teach social studies | plays, dramatizations, videos, field trips, guest speakers, simulations, role-playing, retelling stories, etc. |
| ways to bring in technology | videos, the internet, projected images (ELMO), audio for music; guest speakers' presentations |
| social studies components | history, geography, economics, government, citizenship, culture, social studies skills, technology |
| primary sources | first-hand; actual sources; examples-speeches; newspapers from that day; journals, actual documents |
| secondary sources | second-hand; retold; did not happen on the day; examples-newspapers bringing back information from the past, interpretation of a speech, retelling the events of a war |
| bias, point of view, propaganda | most of what is written is written from someone's perspective so it is biased and from the writer's point of view; propaganda is trying to encourage you to think their way |
Created by:
cebarr
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