Further Reading

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Chapter 1: Contemporary Elementary Social Studies

Print Resources

Barr, R., Barth, J., & Shermis, S. (1977). Defining social studies. Silver Spring, MD: National Council for the Social Studies.

This book discusses the various perspectives and issues surrounding social studies and its identity. This book includes five chapters analyzing the nature of social studies, it goals and objectives, and the issues surrounding the lack of a constant definition.

Engle, S. (1960). Decision making: The heart of social studies instruction. Social Education, 24(7), 301–306.

This article discusses role of decision making in the social studies and emphasizes its purposes as the central and vital aspect of social studies instruction. This seminal article, outlines decision making as an approach to social studies and played a significant role in the way social studies was viewed.

Ochoa-Becker, A. (2006). Democratic education for social studies: An issues-centered decision making curriculum. Charlotte, NC: Information Age Publishing.

This influential book was originally published in 1988 with the iconic social studies educator, Shirley Engle. This volume includes a rationale for an issues-centered decision making curriculum for the social studies classroom.

Russell, W. (Ed.) (2011). Contemporary social studies: An essential reader. Charlotte, NC: Information Age Publishing.

The field of social studies is unique and complex. It is challenged by the differing perspectives related to the definition, goals, content, and purpose of social studies. This volume discusses the contemporary issues surrounding social studies education today. This volume encourages and inspires readers to think. The 28 chapters are written by prominent scholars in the field of social studies. The collection inspires and provokes readers to reconsider and reexamine social studies and its contemporary state. Readers will explore the various critical topics that encompass contemporary social studies.

Evans, R. W. (2004). Social studies wars: What should we teach the children? New York: Teachers College Press.

This book analyzes the contested history of social studies as a unique field of study. The author examines major events that caused changes in social studies and also discusses some of the constraints from past and present that continue to stymie the growth of this important field.

Web Resources

The National Council for the Social Studies – http://www.socialstudies.org/

The National Council for the Social Studies is the largest organization in the country dedicated to the social studies. The website contains information about the annual conference, news related to trends and developments in social studies, and information about teaching social studies at all grade levels.

The International Society for the Social Studies – http://theisss.org/

The International Society for the Social Studies is an organization focused on the advocacy and advancement of social studies education on a global scale. The website features information about the annual conference, membership information, and links to recent publications of the Journal of Social Studies Research, which is the official publication of the ISSS.

Soft Schools – http://www.softschools.com/

This website contains thousands of free printable worksheets, quizzes, games, handouts, and maps for all subject areas in the K-6 classroom. Resources are also sorted by grade level to simplify the browsing experience.

Teaching Channel – https://www.teachingchannel.org/

This non-profit organization provides a useful video library of effective classroom teachers utilizing the Common Core Standards. Lessons are organized by subjects and grade levels so visitors can get a good idea of how these standards are being utilized during instruction.

A to Z Teacher Stuff – http://www.atozteacherstuff.com/

This online directory was created by teachers, for teachers, in order to share resources, articles, lessons, ideas, and useful educational links in all subjects.

Chapter 2: Social Studies Curriculum

Print Resources

Leming, J. (Ed.), Ellington, L. (Ed.), & Porter, K. (Ed.) (2003). Where did social studies go wrong? Washington, DC: Thomas B. Fordham Institute.

This edited book is expertly written by a variety of lifelong professionals in social studies education in an attempt to explore how their field has failed over the years and what educators should do in order to improve the future of social studies.

Marshall, D., Sears, J., Allen, L., Roberts, P., & Schubert, W. (2007). Turning points in curriculum: A contemporary American memoir (2nd ed.). Upper Saddle River, NJ: Pearson.

As a detailed volume analyzing the history of curriculum development in the United States, this book is a valuable resource for developing an understanding about the many factors that influence curriculum development. The authors recount major curriculum shifts in the US and discuss how these events changed the world of education.

National Council for the Social Studies. (2010). National curriculum standards for social studies: A framework for teaching, learning, and assessment. Silver Spring, MD: National Council for the Social Studies.

This book is the framework for social studies educators. The book outlines the goals and purpose of social studies. In addition, the book outlines the themes and national standards and presents readers with possible products students will produce and the process in which the students work to obtain the knowledge.

National Council for Geographic Education. (1994). Geography for life: The National Geography Standards. Washington, DC: National Geographic Society Committee on Research and Exploration.

This book is the framework for geography education. The book outlines the goals and purpose of geography education. In addition, the book outlines the themes and national standards and presents readers with possible products students will produce and the process in which the students work to obtain the knowledge.

Thornton, S. (2003). From content to subject matter. The Social Studies, 92(6), 237–242.

This article discusses the purpose and goals of social studies. It also examines the relationship of verbiage and terms between social studies and the various social science disciplines.

Web Resources

The Council for Economic Education (CEE) – http://www.councilforeconed.org

This is an organization for economic education. CEE publishes numerous books and resources materials for the economics classroom.

Sites for Teachers – http://www.sitesforteachers.com

This large collection of resources provides a user-friendly search index that allows educators to navigate through useful websites by subject area.

Teacher Lesson Plan Mega Search – http://www.teach-nology.com/teachers/lesson_plans/super_search/

This online search engine includes the 10 largest lesson plan banks on the Internet and lessons created by thousands of teachers at all grade levels all over the United States.

The History Net – http://www.historynet.com/

Although this is a commercial site, there is a vast amount of resources and articles dealing with a variety of history topics. The website is owned and operated by the Weider History Group, which is the largest publisher of history related journals in the world and the webpage contains thousands of articles and photos that teachers might find useful.

New York Times Learning Network – http://learning.blogs.nytimes.com/

The Learning Network is a website that provides a featured lesson plan each day based on content in the New York Times. Many subject area lessons are offered, but social studies continue to be a popular feature of the page.

Chapter 3: Character Education and the Development of Attitudes, Values, and Decision Making

Print Resources

Berkowitz, M., and Bier, M. (2005). What works in character education: A research-driven guide for educators. Washington, DC. Report from the Character Education Partnership.

This comprehensive report contains a detailed synthesis and analysis of research on many character education programs being implemented in US schools. The purpose of the report is to examine more closely and critically the effects that character education programs have on student achievement to determine what is, or is not working in schools.

Kohlberg, L. (1966). Moral education in the school, School Review (74), 1–30.

This article is a must read for moral education because it marks the first time that famed educational psychologist Lawrence Kohlberg connected his research on moral reasoning to the practice of moral education in schools. Known as the moral development approach, this article provides educators with a framework for Kohlberg’s interpretation of appropriate moral education.

Lickona, T. (2004). Character matters: How to help our children develop good judgment, integrity, and other essential virtues. New York: Touchstone.

This book examines many of the social issues that have plagued the United States and public schools during the beginning of the 21st Century. The author discusses the immense need for character education in schools and provides methods for schools, teachers, and parents to improve the moral training of students.

Raths, L., Harmin, M., & Simon, S. (1966). Values and teaching: Working with values in the classroom. Columbus, OH: Charles E. Merrill.

This book outlined the foundation of the controversial “values clarification” approach to moral development during the turbulent 1960s. The book explains how teachers should approach the task of values education in the classroom.

McClellan, B. E. (1999). Moral education in America: Schools and the shaping of character from colonial times to the present. New York: Teachers College Press.

This book provides an extensive and complete history of moral education in America. The author provides excellent documentation and evidence explaining how the practice of educating students in the moral domain has changed and evolved throughout the history of the United States.

Web Resources

Character Counts – http://charactercounts.org/

Character Counts is one of the largest organizations in the country focusing on character education in public schools. The website features lessons, resources, and training materials for educators at all levels interested in character education.

The Character Education Partnership (CEP) – http://www.character.org/

The CEP is another large organization dedicated to making schools safer for children by promoting character education programs in the classroom. The website contains information about the annual conference, resources, activities, and relevant publications focusing on character education.

Ben's Guide to U.S. Government for Kids – http://bensguide.gpo.gov/

This well designed site on US government is great for younger students in the elementary grades to explore civic concepts in an age-appropriate manner.

Youth Leadership Initiative – http://www.youthleadership.net/

This website created by the University of Virginia Center for Politics contains a vast amount of civic resources for the K-12 classroom. Registration is free for all teachers and provides online access to free projects and lessons that meet educational standards in all states.

Good character – http://goodcharacter.com/

The Good Character website contains a large collection of resources, lesson plans, and ideas for practically implementing character education concepts into the classroom.

Chapter 4: Planning Social Studies Instruction

Print Resources

Roberts, P., and Kellough, R. (2006). A guide for developing interdisciplinary thematic units (4th ed.). New York: Prentice Hall.

This book provides a step-by-step approach to using interdisciplinary thematic units to help students acquire the knowledge and develop the problem-solving skills required for today’s changing and challenging times.

Woodward, A., Elliott, D. L., & Nagel, K. (1986). Beyond textbooks in elementary social studies. Social Education, 50 (January), 50–53.

This article addresses a relevant topic for any era of social studies: how elementary social studies teachers can plan instruction without relying on the traditional textbook.

Parker, W. (Ed.) (2002). Education for democracy: Contexts, curricula, assessments. Charlotte, NC: Information Age Publishing.

This edited book is written by a variety of scholars in the field of democratic education. This book is a valuable resource for educators who need background information about democratic education or have questions regarding the nature of curriculum development and assessing in this critical field.

Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA: Corwin.

This book examines the promising practices of educating students during the 21st Century. The author discusses how technology and new teaching methods should be combined to create a unique form of learning that is extremely beneficial to students in today’s society.

Leming, J. (Ed.), Ellington, L. (Ed.), & Porter, K. (Ed.) (2003). Where did social studies go wrong? Washington, DC: Thomas B. Fordham Institute.

This edited book is expertly written by a variety of lifelong professionals in social studies education in an attempt to explore how their field has failed over the years and what educators should do in order to improve the future of social studies.

Web Resources

Federal Resources for Educational Excellence – www.free.ed.gov

Free is a US Department of Education website that houses more than 1,500 federally supported teaching and learning resources. The website includes a great deal of primary sources and photos, along with ideas and suggestions for instruction.

The Gateway to 21st Century Skills – www.thegateway.org

The Gateway is one of the oldest publically accessible US repositories of education resources on the Web. The Gateway contains a variety of educational resource types from activities and lesson plans to online projects to assessment items. Gateway is supported by the National Education Association.

PBS Teachers: Resources for the Classroom – www.pbs.org/teachers

This website provides teachers with complete lesson plans with free media spanning multiple subjects for all grades.

Cyber School Bus – http://www.un.org/Pubs/CyberSchoolBus/index.shtml
This website was developed in 1996 as an online component of the United Nations Global Teaching and Learning Project. The website consists of many useful resources, activities, and projects for teaching social studies in a global context.

Apples 4 the teacher – http://www.apples4theteacher.com/socialstud.html
This website contains thousands of free and interactive elementary social studies materials and games.

Chapter 5: Assessment and Evaluation

Print Resources

Alleman, J., and Brophy, J. (1998). Assessment in a social constructivist classroom. Social Education, 62 (January), 32–34.

This article maintains that there are three primary curriculum goals (understanding, appreciation, and life application) in the social constructivist classroom. Authentic assessment techniques are discussed for educators to gain a greater sense of what students are actually learning in the classroom.

Alleman, J., and Brophy, J. (1999). The changing nature and purpose of assessment in the social studies classroom. Social Education, 63 (October), 334–337.

The purpose of this article is to examine the ever-changing field of assessment in the social studies classroom and help teachers understand the evolution of assessment over the years. The authors also present recommendations for alternative assessments.

Morris, R. (2001). Drama and authentic assessment in a social studies classroom. The Social Studies, 92 (1), 41–44.

This article addresses the use of drama as a form of authentic assessment in a middle school social studies classroom. The author discusses how students can use drama as a way to demonstrate learning and problem solving.

NCSS. (1991). Position statement: Testing and evaluation of social studies students. Social Education, 55 (September), 284–285.

This position statement issued by the National Council for the Social Studies analyzes how testing and evaluation of social studies students can contribute to the development of more engaged citizens. The organization addresses how testing and other kinds of evaluation can help teachers weigh the appropriateness and effectiveness of social studies instruction, while also providing recommendations for evaluation instruments and student achievement evaluations.

Vinson, K. D., Ross, E. W., & Wilson, M. (2011). Standards-based educational reform and social studies education: A critical introduction. In Russell, W. (Ed.), Contemporary social studies: An essential reader (pp. 153–172). Charlotte, NC: Information Age Publishing.

This book chapter examines contemporary social studies curriculum and assessment within the context of standards-based educational reform. The authors discuss the impact of curriculum standards on social studies assessment, evaluation, and instruction.

Web Resources

Internet 4 Classrooms – http://www.internet4classrooms.com/index.htm

Former classroom teachers created this website as a forum for educators to gain up to date and relevant information about assessment and evaluation issues and ideas in public schools. Teachers will find useful updates about social studies testing, curriculum developments, and evaluation processes for states all over the U.S.

Rubistar for Teachers – http://rubistar.4teachers.org/

This valuable and free website allows teachers to construct rubrics for classroom assignments in a clear fashion. The site is very user friendly and walks teachers through the step-by-step process of creating rubrics to enhance classroom instruction and assessment.

Lesson Plans and Resources for Social Studies Teachers – http://www.csun.edu/~hcedu013/index.html

This website was created by a social studies education professor and contains a collection of free lesson plans and resources to teach elementary social studies.

Nicenet – http://www.nicenet.org/

This website is a free, web-based tool for use in the classroom. It allows users to create a custom site for their classrooms with features like document sharing, messaging, conferencing and much more.

EDUniverse.com – http://www.eduniverse.com/default.asp

EdUniverse provides educators all over the world with the means to develop and promote content, share teaching ideas and strategies, as well as search for relevant materials to support curriculum planning.

Chapter 6: Reading and Writing in Social Studies

Print Resources

Libresco, A., Blantic, J., & Kipling, J. (2011). Every book is a social studies book: How to meet standards with picture books, K-6. Santa Barbara, CA: ABC-CLIO, LLC.

This book is a wonderful resource for elementary school teachers interested in teaching social studies with picture books. The authors present a variety of social studies topics common in elementary social studies, then provide examples of picture books and supporting activities for the readings that could be used in the classroom.

MacPhee, D., and Whitecotten, E. (2011). Bringing the “social” back to social studies: Literacy strategies as tools for understanding history. The Social Studies, 102(6), 263–267.

The authors of this article share several different literacy strategies that teachers can use to engage young learners in the elementary social studies classroom. The authors specifically address how literacy events, such as reading, writing, listening, and speaking can be used with content-focused literature in an organic way during classroom instruction.

Fry, S. (2009). Exploring social studies through multicultural literature: “Legend of the St Ann’s Flood”. The Social Studies, 100(2), 85–91.

This article is a fiction trade book that could be used to examine social studies themes in the elementary classroom, while also promoting reading and writing. An overview of the book is provided as well as specific reading and writing activities for teachers to incorporate into their instruction.

Jones, R., and Thomas, T. (2006). Leave no discipline behind. Reading Teacher, 60(1), 58–64.

This article provides elementary school teachers with ideas about how to improve students’ vocabulary, writing, and story mapping skills through the social studies. Fundamental concepts are covered that help build the literacy/social studies connection and examples are provided showing how the process would work in the classroom.

Knipper, K., and Duggan, T. (2006). Writing to learn across the curriculum: Tools for comprehension in the content area classes. Reading Teacher, 59(5), 462–470.

Writing to learn is the focus of this article, which explores how writing can serve as a catalyst for learning in all elementary content areas, including social studies. Practical strategies are presented for classroom teachers who are interested in making writing a key component of the curriculum without sacrificing content.

Web Resources

The Great Books Foundation – http://www.greatbooks.org/

The Great Books Foundation is a useful website for teachers looking to incorporate reading into their classroom instruction. Books are recommended for a variety of topics, including social studies, with additional ideas on how to create meaningful activities and assessments from the suggested books.

Storyline Online – http://www.storylineonline.net/

This website was created by the Screen Actors Guild and contains videos of several popular celebrities reading aloud children’s books. Students will be excited to see famous actors from their favorite television shows or movies reading stories to them in these videos. Also, and perhaps this is the best part, the website is free! So teachers and parents can easily bookmark this site on computers so students can access these stories any time they want.

TumbleBooks – http://www.tumblebooks.com/

TumbleBooks is a great website for both students and teachers in the elementary social studies classroom. The website takes children’s literature books and adds animation, sound, narration, music, and images to produce a very user friendly experience for children who may struggle with reading. They also offer books in multiple languages to address students who may be learning English as a second language.

Teacher Vision – http://www.teachervision.fen.com/tv_index/

Teacher Vision is an online community of educators that provides education related information, materials, and resources as well as tools for building your own classroom webpages.

Social Studies School Services' Internet links – http://catalog.socialstudies.com/c/index.html?s@siZ.ym4_3hXpc

This commercial site contains a vast web page directory and catalog of social studies journals, readings, and other materials.

Chapter 7: Social Studies and Diverse Learners

Print Resources

National Council for the Social Studies. (1992). Guidelines on multicultural education. Social Education, 56(4), 274–293.

This article is a position statement of the National Council for the Social Studies, detailing how multicultural education should be incorporated into social studies.

Baum, S., Viens, J., & Slatin, B. (2005). Multiple intelligences in the elementary classroom. New York: Teachers College Press.

The book is a great resource for elementary educators interested in designing a curriculum for students with diverse learning abilities.

Kasper, L., and Singer, R. (2001). Unspoken content: Silent film in the ESL classroom. Teaching English in the Two Year College, 29(1), 16–31.

This unique article examines how silent films can be used to help ELL students better understand a wide array of social and cultural issues. Specific films and strategies are recommended for teachers at a variety of instructional levels.

Salinas, C., Franquiz, M., & Guberman, S. (2006). Introducing historical thinking to second language learners: Exploring what students know and what they want to know. The Social Studies, 97(5), 203–207.

This article presents a plethora of instructional strategies and activities that have been proven to help ELL students grasp social studies content in a way that is culturally relevant and meaningful.

Weisman, E., and Hansen, L. (2007, January 1). Strategies for teaching social studies to English-language learners at the elementary level. The Social Studies, 98(5), 180–184.

This article provides numerous practical strategies and methods for elementary school teachers to help ELL students learn social studies.

Web Resources

Council for Exceptional Children – www.cec.sped.org

The Council for Exceptional Children is a respected professional organization devoted to the teaching of students with exceptionalities. The website includes instructional strategies and lesson ideas for teachers. The association offers numerous publications, which include research and practice applicable to teachers.

Teaching Tolerance – www.teachingtolerance.org

Teaching Tolerance is a respected website and journal published by the Southern Poverty Law Center. Teaching Tolerance offers a free journal for educators interested in teaching tolerance. The journal highlights various teaching activities and practices for multicultural teaching.

Teachers of English to Speakers of Other Languages – www.tesol.org

A respected professional organization devoted to advancing professional expertise in English language teaching and learning for speakers of other languages worldwide. The Association offers numerous publications, which include research and practice applicable to teachers.

Teaching Diverse Learners – http://www.alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml

This website offers detailed descriptions regarding the principles for culturally responsive teaching. Teachers should spend time examining these principles and reflecting on classroom implications.

To Learn English – http://www.tolearnenglish.com/

This free website provides teachers with resources, guides, and lessons on how to teach English as a second language. The site has materials for a wide variety of languages including Spanish, French, German, Portuguese, and Italian.

Chapter 8: Social Studies and the Acquisition of Skills

Print Resources

Council for Economic Education. (2003). The great economic mysteries book: A guide to teaching economic reasoning, grades 4–8. New York: Council for Economic Education.

This book introduces students in grades 4–8 to an economics way of thinking by exploring the mysteries of everyday life. Students solve each mystery by responding to hints provided by simple true/false questions and by reference to a logical system of thinking.

Johnson, T. (2012). Exploring the options: Teaching economic decision-making with poetry. The Social Studies, 103(2), 61–66.

In this article, integrating instruction in poetry and economic decision-making is presented as one way to maximize the use of scarce instructional time. Following a brief introduction to the role of economics in children’s lives and a rationale for using poetry to teach significant economic concepts, summaries of four appropriate poetry collections and a description of a recent experience teaching economics with poetry in a fifth-grade classroom are presented.

McCall, A. (2011). Promoting critical thinking and inquiry through maps in the elementary classrooms. The Social Studies, 102(3), 132–138.

This article examines the challenges to geography instruction in the elementary classroom and why the critical analysis of maps is necessary in today’s society. Strategies are offered to help teachers plan lessons that promote critical thinking through the use of maps.

McIntyre, B. (2011). History scene investigations: From clues to conclusions. The Social Studies, 23(3), 17–21.

In this article the author introduces a social studies lesson that allows students to learn history and practice reading skills, critical thinking, and writing. The activity is called History Scene Investigation or HSI, which derives its name from the popular television series based on crime scene investigations (CSI). HSI uses discovery learning and inductive reasoning. It requires students to use artifacts in a mock scene from history as clues for drawing conclusions about the scene. By selecting the appropriate types of artifacts to present to the students, the teacher can adjust the level of difficulty of an HSI lesson, making it appropriate for middle or upper elementary grade students.

Sumrall, J., Russell, W., & Carter, L. (2007). Yard sale! Challenges for young geographers. Social Studies and the Young Learner, 20(2), P1–P4.

This article discusses an engaging geography lesson. The lesson activity requires students to be actively engaged in map reading, measuring distances, and determining varying costs by using yard sale addresses found in a local newspaper. Through location and plotting they determine the shortest or in some cases the best path for going from sale to sale. Map reading and elements of problem solving are emphasized throughout the lesson. Determining the cheapest route based on fuel used, making multiple conversions, and finally deciding on a “best route” are some of the open-ended real world connections made in these activities.

Web Resources

Library of Congress Analyzing Primary Sources Module (for teachers) – http://www.loc.gov/teachers/professionaldevelopment/selfdirected/photographsandprints.html

This engaging and interesting module shows teachers how to access and utilize the vast quantity of primary sources available at the Library of Congress website. Teachers will learn how to find sources in the digital collection and also how to implement them in the classroom.

Library of Congress Country Studies – http://lcweb2.loc.gov/frd/cs/cshome.html

This website contains descriptions and analysis of the historical setting and the social, economic, political, and national security systems and institutions of countries around the world.

United States Geological Survey – http://www.usgs.gov/

The United States Geological Survey website is home to an extensive collection of maps and tools concerning geography that teachers may find useful when planning classroom activities.

Old Farmers’ Almanac – http://www.almanac.com/

This online version of the traditional farmers’ almanac features everything you would expect to find in an almanac, with some new additions to make the website even more practical in contemporary society.

Economics Education – http://www.frbsf.org/education/index.html

Created and operated by the San Francisco Federal Reserve Bank. This website includes curriculum materials, publications and resources, links for economics teachers, and more.

Chapter 9: Critical Thinking and Problem Solving

Print Resources

Boostrom, R. (2005). Thinking: The foundation of critical and creative learning in the classroom. New York: Teachers College Press.

This engaging book encourages educators to think about the ways in which the practice of teaching, unintentionally promotes non-thinking. The author makes suggestions and recommendations to promote a thinking environment.

Erickson, L. (2007). Concept-based curriculum and instruction for the thinking classroom. Thousand Oaks, CA: Corwin Press.

This books details proven curriculum design with teaching methods that encourage students to learn concepts as well as content and skills for deep understanding across all subject areas.

Kracl, C. (2012). Review or true? Using high-level thinking questions in social studies instruction. The Social Studies, 103(2), 57–60.

This article provides a foundation for K-12 teachers to begin the implementation of asking higher-level questions in their classrooms and engaging students in critical thinking activities. Using the work of Benjamin Bloom (1956) and Kagan (1999), actual questions and ideas that can be used before, during, and after readings in the classroom will strengthen the ability of all students to think.

NCSS Task Force on Early Childhood/Elementary Social Studies. (2009). Powerful and Purposeful Teaching and Learning in Elementary School Social Studies. Retrieved July 5, 2012 at http://www.ncss.org/positions/powerfulandpurposeful

This article addresses the marginalization of social studies during the era of high stakes testing and why social studies is a useful and meaningful content area in the elementary curriculum.

Sewell, A. M., Fuller, S., Murphy, R. C., & Funnell, B. H. (2002). Creative problem solving: A means to authentic and purposeful social studies. The Social Studies, 93(4), 176–179.

This article argues that CPS has the potential to support the development of many citizenship skills, especially problem-solving, communicating, critical thinking, and information skills. The authors describe how CPS was used to solve problems by students in grades 2 and 6 of a primary school in a small New Zealand farming community. The case studies show how ordinary classrooms can be transformed so that learning is embedded in purposeful and authentic participation, which fosters a community of learners responsible for the direction of their learning.

Web Resources

The History Channel – http://www.history.com/

The History Channel website contains a variety of history related exhibits and resources, a “this day in history” section, videos, and online discussion boards.

Do History – http://dohistory.org/

This unique and engaging website allows students the opportunity to see how the past is pieced together from fragments of information that have survived.

Avalon Project at the Yale Law School – http://avalon.law.yale.edu/default.asp

This website is home to a vast archive of historical legal documents, including charters, treaties and other agreements.

History and Politics Out Loud – http://www.wyzant.com/Help/History/HPOL/

This website is home to a searchable multimedia database of audio clips and transcripts from modern political speakers.

Social Studies Skills Tutor - http://www.phschool.com/curriculum_support/ss_skills_tutor/content/pop.html

The social studies skills tutor website allows elementary students the opportunity to practice many key critical thinking and other social studies skills such as sequencing, cause and effect, generalizations, recognizing bias, and much more.

Chapter 10: Drama, Role Play, and Simulations in Social Studies

Print Resources

Boulton, J., and Ackroyd, J. (2004). The toymaker’s workshop and other tales: Role-play in the early years. Oxford, UK: David Fulton Publishers.

This series responds to the increasing awareness of role-play as an exciting and effective approach to enhance children’s learning. Each book provides a selection of themed drama activities that develop a range of skills while drawing on children’s natural ability to play. Through their imaginative engagement with fictional worlds, children acquire new knowledge and understanding.

Drake, I. (2008). Classroom simulations: Proceed with caution. Teaching Tolerance, 33, 42–48.

This article examines the role of simulations in the classroom and offers some insight into the dangers of simulations when not implemented correctly by teachers.

Farmer, D. (2011) Learning through drama in the primary years. Raleigh, NC: Lulu.

This book details drama strategies and lesson plans for use with primary school children across the curriculum. The book provides guidance to teachers who have never taught drama before but are considering using it in a subject area such as science or history, and offers new approaches to those familiar with common drama techniques.

Pogrow, S. (2008). Teaching content outrageously: How to captivate all students and stimulate learning. San Francisco: Jossey-Bass.

This book explains how dramatic practices can serve as powerful tools for enlivening lessons and captivating students, even the most resistant learners.

Whaley, C. (2002). Meeting the diverse needs of children through storytelling. Young Children, 57(2) (March), 31–34.

The article discusses how story enactments can be used in preschool and kindergarten classrooms to allow children to take on the role of storymaker and to provide experiences for children to draw upon as they learn to read.

Web Resources

Congressional Biographies – http://bioguide.congress.gov/biosearch/biosearch.asp

The Congressional biographies webpage contains biographical information on members of Congress and presidents dating back to 1774.

Social Studies in the Primary Grades – http://www.primarygames.com/social_studies.htm

This website contains a variety of fun and interactive games for young learners in the social studies classroom. Activities range from identifying states, capitals, regions, flags, geographic regions, and information about presidents.

Social Studies for Kids – http://www.socialstudiesforkids.com/subjects/funandgames.htm

The social studies for kids website is a compilation of relevant and interesting games for all of the social science disciplines (economics, history, geography, etc.).

Social Studies Learning Games for Kids – http://www.learninggamesforkids.com/social_studies_games.html

This website is great for teaching elementary social studies because it provides multiple games that make cross-curricular connections and help build valuable skills such as spelling and vocabulary development.

Goofy Smart Kids – http://goofysmartkids.com/socialstudiesgames.html

This website is home to many games for a variety of subject areas appropriate for use in the elementary classroom.

Chapter 11: Technology and Media in Social Studies

Print Resources

Berson, M. J., Cruz, B. C., Duplass, J. A., & Johnston, J. H. (2007). Social studies on the Internet (3rd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.

This book is professionally written by well-respected educators in the field of social studies education with a significant background in technology incorporation for effective classroom instruction. This book is a great resource for identifying quality Internet sites and activities for maximizing social studies instruction using new technology.

Diem, R. (Ed.), and Berson, M. (Ed.) (2010). Technology in retrospect: Social studies in the information age, 1984–2009. Charlotte, NC: Information Age Publishing.

This edited book compiles the work of social studies professionals to examine how technology has changed the nature of instruction in social studies classrooms. This book will prove to be a valuable resource for teachers or researchers interested in the nature of social studies instruction during the information age.

Lee, J. (Ed.), and Friedman, A. (Ed.) (2009). Research on technology in social studies education. Charlotte, NC: Information Age Publishing.

This edited book focuses on empirical research on the effectiveness of technology on the teaching and learning of social studies. Included in this book are numerous works that discuss what is being done in the social studies field in relation to the use of technology and how these important studies can guide the research of future educators.

Cohen, D., and Rosenzweig, R. (2005). Digital history: A guide to gathering, preserving, and presenting the past on the web. Philadelphia: University of Pennsylvania Press.

This introductory textbook goes step by step in explaining to teachers, historians, and other educators how to navigate through the vast amount of material found on the Internet, and utilize these resources for classroom instruction. It also offers information on how to set up learning projects using historical documents found on the World Wide Web.

Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks, CA: Corwin.

This book examines the promising practices of educating students during the 21st century. The author discusses how technology and new teaching methods should be combined to create a unique form of learning that is extremely beneficial to students in today’s society.

Web Resources

Virginia Center for Digital History – http://www.vcdh.virginia.edu/index.php?page=VCDH

The Virginia Center for Digital History (VCDH) at the University of Virginia promotes the teaching and learning of history using digital technologies. Our research projects and outreach programs use the web to serve scholars and educators in universities, colleges, schools, and libraries around the world.

University of Houston – http://www.digitalhistory.uh.edu/

This web site was designed and developed to support the teaching of American History in K-12 schools and colleges and is supported by the Department of History and the College of Education at the University of Houston.

Repositories of Primary Sources – http://www.uiweb.uidaho.edu/special-collections/Other.Repositories.html

The repositories of primary sources web site is a collection of manuscripts, archives, rare books, historical photographs, and other primary sources for the researcher, scholar, or classroom teacher.

Hyperhistory online – http://www.hyperhistory.com/online_n2/History_n2/a.html

This unique website covers thousands of web pages relating to 3,000 years of world history. Information is organized well through maps, flowcharts, and timelines to help students see the connection between events and people from world history.

Brain Pop - http://www.brainpop.com/

Brain Pop is a fun site for students and teachers because it has a variety of readings, games, and videos that enhance instruction.

Chapter 12: Lesson Plans For Elementary Social Studies

Print Resources

Alleman, J., Brophy, J., & Knighton, B. (2008). How a primary teacher protects the coherence of her social studies lessons. Social Studies and the Young Learner, 21(2), 28–31.

This article examines how an early elementary teacher guides her students in understanding a basic set of connections that link how human societies work.

Barton, K. (2001). A picture’s worth: Analyzing historical photographs in the elementary grades. Social Education, 65(4), 278–283.

This article presents activities for elementary school teachers that focus on the use of historical photographs. A lesson plan for analyzing historical photographs is also provided for teachers.

Hembacher, D., Okada, D., & Richardson, T. (2004). “School to career” and social studies: Making the connection. Social Studies and the Young Learner, 16(4), 20–23.

The authors of this article present readers with a framework for building a connection between elementary social studies content and the real world. A lesson plan is presented to help guide teachers’ understanding.

Holloway, J., and Chiodo, J. (2009). Social studies is being taught in the elementary school: A contrarian view. The Journal of Social Studies Research, 33(2), 235–261.

The authors of this research study present results from elementary school teachers indicating that social studies might still maintain a presence in the curriculum despite increasing pressure brought on by standardized testing.

McCormick, T., and Hubbard, J. (2011). Every picture tells a story: A study of teaching methods using historical photographs with elementary students. The Journal of Social Studies Research, 35(1), 80–94.

This research study examines how two elementary teacher candidates incorporated historical photographs into social studies planning and classroom implementation.

Web Resources

American Memory Learning Page – http://www.loc.gov/teachers/index.html

This website complies many lessons and activities relating to the Library of Congress’ American Memory collections. It is an excellent place to visit for primary resource documents and photos to supplement social studies lessons.

PBS Teacher Source – http://www.pbs.org/teachers

The Public Broadcasting Service website contains a teacher friendly section with over 1,000 lessons and activities in five broad areas including arts and literature, health and fitness, math, science and technology, and social studies.

Smithsonian Education page – http://smithsonianeducation.org/

This website contains links to teacher resources (including lesson plans) as well as information about professional development sponsored by the Smithsonian, a calendar of important events, and information about current and future Smithsonian exhibits.

The Gateway.org – http://www.thegateway.org/

This website is a consortium effort to provide educators with quick and easy access to a substantial collection of educational materials found on various federal, state, university, non-profit, and commercial Internet sites.

Teachers.net – http://teachers.net/lessonplans/subjects/social_studies/

This site offers a series of free lesson plans to incorporate into social studies instruction for all elementary grade levels. There is also an interactive discussion board by states to help educators stay in touch with the most relevant issues to their classrooms.