Social Studies for the Twenty-First Century Methods and Materials for Teaching in Middle and Secondary Schools

Now in its 5th edition, this popular text offers practical, interesting, exciting ways to teach social studies and a multitude of instructional and professional resources for teachers. Theory, curriculum, methods, and assessment are woven into a comprehensive model for setting objectives; planning lessons, units, and courses; choosing classroom strategies; and constructing tests for some of the field's most popular and enduring programs. The reflective and integrative framework emphasizes building imagination, insight, and critical thinking into everyday classrooms; encourages problem-solving attitudes and behavior; and provokes analysis, reflection, and debate. Throughout the text, all aspects of curriculum and instruction are viewed from a tripartite perspective that divides social studies instruction into didactic (factual), reflective (analytical), and affective (judgmental) components. These three components are seen as supporting one another, building the groundwork for taking stands on issues, past and present. At the center is the author's belief that the heart and soul of social studies instruction, perhaps all teaching, lies in stimulating the production of ideas; looking at knowledge from others' viewpoints; and formulating for oneself a set of goals, values, and beliefs that can be explained and justified in open discussion. This new edition is heavily revised and condensed to promote ease of use. "Build Your Own Lesson" additions to each chapter encourage improvisation and inquiry-based teaching and learning across subjects. A Companion Website offers additional activities, lessons, and resources for pre-service and practicing social studies teachers.

Part I: Philosophy and History of Social Studies: What is (are) the Social Studies?; 1. Social Studies: Definition, Organization, and Orientation; 2. The Fields of Social Studies: Setting Didactic, Reflective and Affective Goals; Part II: Teachers and Students: A Context for Social Studies Instruction; 3. Teacher Roles for Student Audiences; Part III: Strategies for Social Studies Instruction; 4. Teaching Strategies for Lower Level Skills; 5. Teaching Strategies for Higher Level Skills; 6. Assessment in Social Studies; Part IV: Teaching the Social Studies Curriculum; 7. Teaching World/Global Studies; 8. Teaching U.S. Government and Civics; Part V: Multiple Media for Multiple Intelligences in the Social Studies; 9. Teaching in the Age of Internet: Multiple Literacy for Many Media;Part VI: The Social Studies Classroom: Professional Issues and Trends; 10. A Future for the Social Studies Classroom

Jack Zevin is Emeritus Professor of Social Studies Education at Queens College, City University of New York, USA.