Download Teaching Social Studies That Matters: Curriculum for Active by Stephen J. Thornton PDF

By Stephen J. Thornton

During this ebook, Thornton info why academics needs to increase robust abilities in curriculum making plans and educating equipment to ensure that potent guideline to take place.

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Extra info for Teaching Social Studies That Matters: Curriculum for Active Learning

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The material became more abstract as the grade level became higher) and a different chronological focus at each grade level. ” Each of the three courses would cover the span of American history from Columbus’s voyage in 1492; however, two thirds of the elementary and junior high courses would be more focused: on the Colonial and early national periods, and from 1776 to 1876, respectively. In high school, half the course was devoted to the period since 1865 (Wesley, 1944, pp. 70–71). While local adaptations were mentioned as possibilities, Wesley’s report obviously supported a largely ready-made and standardized program of study.

4) Adherents of this view customarily draw unflattering portraits of social education as a wishy-washy alternative. The prospect of learning something new may inspire some of us, but for most [people], knowledge is merely a means to some larger end. (Cassidy & Kurfman, 1977, p. 2) Moreover, they are skeptical that standardization of the curriculum will necessarily deliver either cognitive or affective improvements in many circumstances. Operationally, curriculum standards projects in social studies are antidemocratic because they severely restrict the legitimate role of teachers and other educational professionals as well as the public in participating in the conversation about the origin, nature, and ethics of knowledge taught in the social studies curriculum.

In other words, Wesley argued that American history courses required a social education rationale if young people were to see its relevance to their lives. Wesley went on to point out that historians were often quick 34 Teaching Social Studies That Matters to criticize school history programs, but were seldom around to make constructive contributions to curriculum-improvement efforts. Moreover, he charged: “Historians have generally slighted their function as the trainer of teachers. The alienation of high school teachers from college teachers frequently begins in the college classroom” (Wesley, 1943, p.

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