Teaching controversial social issues can be a daunting, and oftentimes terrifying, prospect for social studies teachers. In many ways, this fear is warranted given the politically polarized nature of American society in the 21st century. However, effective social studies instruction requires that students begin to grapple with difficult issues in tolerant ways. The chapters in this book, many of which are written by leading scholars within the field of social studies education, cover a range of 21st century social issues, including politically volatile issues such as gun control, marriage equality, the Black Lives Matter movement, and immigration. This book offers both a theoretical justification for engaging students with controversial social issues and practical suggestions for how to successfully implement discussions of these types of issues in K-12 classroom settings.

This volume fills a significant gap in the scholarship on social studies education by providing thoughtful reflections on research methods in the field. It is not a "how to" guide but an exploration of key issues related to the design and implementation of empirical studies. The authors are active researchers who use varied methods in diverse settings-including historical research, international comparative studies, survey research, interviews with students and teachers, classroom observations, self-studies and action research, and emancipatory methodologies. They use their own experiences to examine such topics as the conceptualization of research questions, relationships with participants, researchers' identities, and elicitation of students' and teachers' thinking. This collection should become indispensable for both beginning and experienced scholars in social studies.

Can social studies classrooms be effective "makers" of citizens if much of what occurs in these classrooms does little to prepare young people to participate in the civic and political life of our democracy? Making Citizens illustrates how social studies can recapture its civic purpose through an approach that incorporates meaningful civic learning into middle and high school classrooms. The book explains why social studies teachers, particularly those working in diverse and urban areas, should infuse civic education into their teaching, and outlines how this can be done effectively. Directed at both pre-service and in-service social studies teachers and designed for easy integration into social studies methods courses, this book examines the experiences of students and teachers in social studies classrooms as they experience a new approach to the traditional, history-oriented social studies curriculum, using themes, essential questions, discussion, writing, current events and action research to explore enduring civic questions. Following the experiences of three teachers working at three diverse high schools, Beth C. Rubin considers how social studies classrooms might become places where young people study, ponder, discuss and write about relevant civic questions while they learn history. She draws upon the latest sociocultural theories on youth civic identity development to describe a field-tested approach to civic education that takes into consideration the classroom and curricular constraints faced by new teachers.

Can social studies classrooms be effective "makers" of citizens if much of what occurs in these classrooms does little to prepare young people to participate in the civic and political life of our democracy? Making Citizens illustrates how social studies can recapture its civic purpose through an approach that incorporates meaningful civic learning into middle and high school classrooms. The book explains why social studies teachers, particularly those working in diverse and urban areas, should infuse civic education into their teaching, and outlines how this can be done effectively. Directed at both pre-service and in-service social studies teachers and designed for easy integration into social studies methods courses, this book examines the experiences of students and teachers in social studies classrooms as they experience a new approach to the traditional, history-oriented social studies curriculum, using themes, essential questions, discussion, writing, current events and action research to explore enduring civic questions. Following the experiences of three teachers working at three diverse high schools, Beth C. Rubin considers how social studies classrooms might become places where young people study, ponder, discuss and write about relevant civic questions while they learn history. She draws upon the latest sociocultural theories on youth civic identity development to describe a field-tested approach to civic education that takes into consideration the classroom and curricular constraints faced by new teachers.

Die Onderwysersgids bevat ’n jaarplan vir die vak, vier kwartaalplanne, moontlike tydskedules vir ’n week en volledige, daaglikse stap-vir-stap-onderrigplanne vir 40 weke. Die Onderwysersgids is volgens die vereistes van die KABV ontwikkel.

Teaching Aboriginal Studies has been a practical guide for classroom teachers in primary and secondary schools, as well as student teachers, across Australia. Chapters on Aboriginal history and culture, stereotypes and racism, government policies and reconciliation provide essential knowledge for integrating Aboriginal history and culture, issues and perspectives across the curriculum.This second edition of Teaching Aboriginal Studies encompasses developments over the past decade in Aboriginal affairs, Aboriginal education and research. It features a wide range of valuable teaching sources including poetry, images, oral histories, media, and government reports. There are also strategies for teaching Aboriginal Studies in different contexts and the latest research findings. The text is lavishly illustrated with photographs, posters, paintings, prints, ads and cartoons.Teaching Aboriginal Studies is the product of consultation and collaboration across Australia. Remarkable educators and achievers, both Aboriginal and other Australians, tell what teachers need to know and do to help Aboriginal students reach their potential, educate all students about Aboriginal Australia and make this country all that we can be.'The importance of this book cannot be overestimated. We have been insisting for years that pre-service teachers be required to learn about Aboriginal history, culture and identity, and that it be regarded as integral to qualifying for their education degrees.' Lionel Bamblett, General Manager, Victorian Aboriginal Education Association Inc.

An Introduction to Career Learning and Development 11-19 is an indispensible source of support and guidance for all those who need to know why and how career learning and development should be planned, developed and delivered effectively to meet the needs of young people. It is a comprehensive resource providing a framework for career education conducive with the realities of lifelong learning, enterprise, flexibility and resilience in a dynamic world. It discusses the key under-pinning theory and policies and provides straight-forward, practical advice for students and practising professionals. Experts in the field provide essential guidance on: development and leadership of career education strategies in school planning and implementing career learning activities in the curriculum collaborative working and engagement between schools, colleges and Connexions services, as well as with parents, community and business organisations key organisations and where to find useful resources effective teaching and learning - active, participative and experiential learning approaches issues of ethics, values, equality and diversity guidance on self-evaluation, making the most of inspection, and quality standards and awards. An Introduction to Career Learning and Development 11-19 is an invaluable guide for teachers, teaching support staff, careers guidance professionals and all other partners in the delivery of CEIAG who wish to enhance their understanding of current and emerging practice and provide support that can really make a difference to young people's lives.

"Human Services: Concepts and Intervention Strategies" provides a comprehensive grounding in the broad range of careers available in the human services, an introduction to the skills that are required for those careers, and case examples to help students visualize different career choices. The Eleventh Edition of this trend-setting book offers a comprehensive introduction to the field of human services, with an emphasis on practical application, and increased coverage of multicultural issues.

How do you broach family values with seven year olds? Can you help young children understand racism? Can you avoid bringing your own prejudices into the classroom?

Talking effectively about controversial issues with young children is a challenge facing every primary school teacher. Tackling Controversial Issues in the Primary School provides teachers with support and guidance as you engage with the more tricky questions and topics you and your pupils encounter.

Illuminated with case studies and examples of how teachers and children have confronted issues together, this book helps you understand your own perspectives and provides fresh approaches for the primary classroom.

It considers how best to work with parents and carers, whole-school policies for tackling issues, and ideas for circle time, setting up international links, school councils and buddying systems. The range of challenging topics covered includes:

• family values
• racism in mono and multi-cultural settings
• democracy and citizenship
• the environment and sustainability
• consumerism, finances and media advertising
• gender, health and identity
• grief and loss.

For all student and practising primary teachers, Tackling Controversial Issues in the Primary School provides much needed support as you help your learners face complicated ideas, find their voice and get involved in the issues that they feel make a difference.

Exam Board: CCEA Level: GCSE Subject: Learning for Life First Teaching: September 2017 First Exam: June 2019 Enable students to critically engage with the new content and assessment requirements with this fully updated edition of the market-leading Student's Book for CCEA GCSE Learning for Life and Work - Provides complete coverage of the new content and assessment requirements with support at every stage from experienced teachers and subject experts David McVeigh, Michaella McAllister and Amanda McAleer - Prepares students for assessment with skills-building activities, practice questions and structured guidance on how to approach questions successfully - Helps engage students through accessible diagrams, research activities and a bank of up-to-date case study material - Develops subject knowledge through clear and detailed coverage of the key content structured around the specification

Place- and community-based education an approach to teaching and learning that starts with the local addresses two critical gaps in the experience of many children now growing up in the United States: contact with the natural world and contact with community. It offers a way to extend young people 's attention beyond the classroom to the world as it actually is, and to engage them in the process of devising solutions to the social and environmental problems they will confront as adults. This approach can increase students engagement with learning and enhance their academic achievement.

Envisioned as a primer and guide for educators and members of the public interested in incorporating the local into schools in their own communities, this book explains the purpose and nature of place- and community-based education and provides multiple examples of its practice. The detailed descriptions of learning experiences set both within and beyond the classroom will help readers begin the process of advocating for or incorporating local content and experiences into their schools.

This text offers 6th - 12th grade educators guided instructional approaches for including young adult (YA) literature in the social sciences and humanities classroom in order to promote literacy development while learning content. Chapters are co-authored, pairing content experts with literacy experts, to ensure that both content and literacy standards are met in each approach. Each chapter spotlights the reading of one YA novel, and offer pre-, during-, and after reading activities that guide students to a deeper understanding of the content while increasing their literacy practices. While each chapter focuses on a specific content topic, readers will discover the many opportunities reading YA literature in the content area has in encouraging cross-disciplinary study.

The preparation of social studies teachers is crucial not only to the project of good education, but, even more broadly, to the cultivation of a healthy democracy and the growth of a nation's citizens. This one-of-a-kind resource features ideas from over 100 of the field's most thoughtful teacher educators reflecting on their best practices and offering specific strategies through which future teachers can learn to teach, thus illuminating the careful planning and deep thinking that go into the preparation of the social studies teachers. While concentrating on daily teaching realities such as lesson planning and meeting national, state, or provincial standards, each contributor also wrestles with the most important current issues on educating teachers for today's increasingly diverse, complex, and global society.

Features of this unique teaching resource include:

A much-needed addition to the field, this comprehensive volume will be of value to any teacher interested in social studies or diversity education across age groups and educational contexts.

The preparation of social studies teachers is crucial not only to the project of good education, but, even more broadly, to the cultivation of a healthy democracy and the growth of a nation's citizens. This one-of-a-kind resource features ideas from over 100 of the field's most thoughtful teacher educators reflecting on their best practices and offering specific strategies through which future teachers can learn to teach, thus illuminating the careful planning and deep thinking that go into the preparation of the social studies teachers. While concentrating on daily teaching realities such as lesson planning and meeting national, state, or provincial standards, each contributor also wrestles with the most important current issues on educating teachers for today's increasingly diverse, complex, and global society.

Features of this unique teaching resource include:

A much-needed addition to the field, this comprehensive volume will be of value to any teacher interested in social studies or diversity education across age groups and educational contexts.

This book examines the processes of economic and political reform in Tunisia, placing the current policies of Zine el Abidine Ben Ali within their historical context. The book develops a theoretical understanding of the relationship between economic liberalisation and political change in the Arab world, developing the concept of the disarticulation of the corporatist state and concluding that, despite efforts at democratization, an authoritarian political system is a more likely successor in the era of economic transformation.

This essential overview gives teachers all the content knowledge they need to teach social studies. A great supplement for students who need to prepare for teacher certification content exams, this concise yet comprehensive reference book provides all of the necessary elementary school content information on history, geography, economics, and government. It is a must-have for all pre-service and in-service elementary and middle school teachers who may not be experts in the field of social studies. The history chapter is arranged chronologically within regions of the world and covers early humans through the twenty-first century. The book ends with substantial resource lists for teachers and students, as well as a thorough index. Noteworthy features of the book include:

• Provides valuable resources for planning content lessons
• Updates the Internet resources for each content area for easily researched and accurate information
• Gives teachers at-a-glance social studies information in the user-friendly and complete index
• ""Educational Resources"" for each content area, located at the end of each chapter, provide pedagogical grounding for the content covered in the chapter.
• ""Student Resources"" at the end of each content chapter offer suggestions for further research.

Penelope Fritzer is a former public school teacher who is an Associate Professor at Florida Atlantic University. She earned a B. A. in History at Connecticut College, a B.A. in Education and an M.A. in English at Florida Atlantic University, and the Ph.D. in English at the University of Miami. She is the author of numerous articles on education and many books, including "Math Content forElementary and Middle School Teachers "and "Science Content for Elementary and Middle School Teachers," both from Allyn & Bacon. Ernest Andrew Brewer is a Visiting Assistant Professor at Florida Atlantic University. He earned a B.A. and an M.E. in Elementary Education from the University of Florida, Gainesville, and an Ed.D. in Curriculum and Instruction from the University of Central Florida, Orlando. He has written many articles on social studies education in the elementary schools. He is a member of the American Bar Association and was a nominee for the national Sallie Mae Award for Outstanding First Year Teacher in 1995.

This unique workbook provides step-by-step procedures for completing an agency-based research study. Extremely user friendly, it includes concrete instructin and a fully annotated sample literature review with spaces for students to respond.

Globalisation and global human rights are the two major forces in the twenty-first century which are likely to shape the sort of learner citizen created by the educational system. Schools will be expected to prepare young men and women for national as well as global citizenship. Male and female citizens will need to adapt to new social conditions, only some of which will encourage gender equality. This book offers a unique introduction to the contribution that sociological research on the education of the citizen can make to these national and global debates. It brings together for the first time a selection of influential new and previously published papers by Madeleine Arnot on the theme of gender, education and citizenship. It describes feminist challenges to liberal democracy, the gendered construction of the 'good citizen' and citizenship education; it explores the implications of social change for the learner citizen and offers alternative gender-sensitive models of global citizenship education. Reaching right to the heart of current debates, the chapters focus on: feminist democratic values in education teachers' constructions of the gendered citizen European languages of citizenship the inclusion of women's rights into English citizenship textbooks gender struggles for equality in school pedagogy and curriculum the implications of personalised learning for the individualised learner citizen globalisation and the construction of a global ethic for citizenship education . It will be an invaluable text for all those interested in citizenship education, gender studies, sociology of education, educational policy studies, critical pedagogy and curriculum studies and international or comparative education.