Looking for social studies adventures to help students find connections to democratic citizenship? Look no further The Field Trip Book: Study Travel Experiences in Social Studies provides just the answer teachers need for engaging students in field trips as researching learners with emphasis on interdisciplinary social studies plus skills in collecting and reporting data gathered from field explorations. This is the book for those educators who want to make social studies field experiences real and meaningful for their students. . These real-world social studies experiences are teacher tested and focus on anthropology, civics, economics, geography, history, and sociology. The Field Trip Book: Study Travel Experiences in Social Studies makes social studies exciting for elementary and middle school students, by introducing them to content in the world around them. This book is perfect for the elementary or middle school teacher, museum educator, or parent looking forward to increasing interaction between students and learning sites.

iLowerSecondary Global Citizenship Workbooks provide structured, yet flexible, support for schools teaching Global Citizenship in the Lower Secondary Years. Written specifically to work alongside iLowerSecondary, the Workbooks additionally provide an effective standalone resource for any school or student wanting to explore this fascinating subject. Key features: * An introduction to the week's teaching which explains what students will be learning, plus objectives and key vocabulary * An activity for every day of the week, designed for students to practise and reinforce their skills and knowledge * Written and developed by subject experts * Aligned to the iLowerSecondary Global Citizenship curriculum and progression, the Workbooks provide explicit progression towards Pearson Edexcel International GCSE Global Citizenship

A volume in Research Methods in Educational TechnologySeries Editor Walter F. Heinecke, University of VirginiaDespite technology's presence in virtually every public school, its documented familiarity and use byyouth outside of school, and the wealth of resources it provides for teaching social studies, there has beenrelatively little empirical research on its effectiveness for the teaching and learning of social studies. In aneffort to begin to fill this gap in research literature, this book focuses on research on technology in socialstudies education. The objectives of this volume are threefold: to describe research frameworks, provideexamples of empirical research, and chart a course for future research endeavors. Accordingly, the volumeis divided into three overarching sections: research constructs and contexts, research reports, and researchreviews.The need for research is particularly acute within the field of social studies and technology. As the primarypurpose of social studies is to prepare the young people of today to be the citizens of tomorrow, it isnecessary to examine how technology tools impact, improve, and otherwise affect teaching and learning insocial studies. Given these circumstances, we have prepared this collection of research conceptualizations, reports, and reviews to achieve three goals.1. Put forward reports on how research is being conducted in the field2. Present findings from well-designed research studies that provide evidence of how specific applications of technology are affectingteaching and learning in social studies.3. Showcase reviews of research in social studiesIt is with this framework that we edited this volume, Research on Technology and Social Studies Education, as an effort to address emerging concernsrelated to theorizing about the field and reporting research in social studies and technology. The book is divided into four sections. The first section ofthe book includes three descriptions of research constructs and contexts in social studies and technology. The second section is focused on researchreports from studies of student learning in social studies with technology. The third section containsresearch reports on teachers' pedagogical considerations for using technology in social studies. In thefourth and final section, we present work that broadly reviews and critiques research in focused areas ofsocial studies and technology. This volume contains twelve chapters, each of which focuses on socialstudies content and pedagogy and how the field is affected and enhanced with technology. The volumeincludes research and theoretical works on various topics, including digital history, digital video, geography, technology use in the K-12 social studies classroom, and artificial intelligence.

The terrorist attacks in the USA and UK on 9/11 and 7/7, and subsequent media coverage, have resulted in a heightened awareness of extremists and terrorists. Should educators be exploring terrorism and extremism within their classrooms? If so, what should they be teaching, and how? Dianne Gereluk draws together the diverging opinions surrounding these debates, exploring and critiquing the justifications used for why these issues should be addressed in schools. She goes on to consider the ways in which educators should teach these topics, providing practical suggestions. Education, Extremism and Terrorism is essential reading for undergraduate and postgraduate education students looking to engage with the philosophical, sociological and political issues that are central to this debate.

Collins Social Studies for the Caribbean is a content and activity-led course set in contexts relevant to the Caribbean and suitable for lower-secondary students everywhere. It has been specially developed to help students develop the skills they need for success in social studies. Collins Social Studies for the Caribbean is a content and activity-led course set in contexts relevant to the Caribbean and suitable for lower-secondary students everywhere. It has been specially developed to help students develop the skills they need for success in social studies. The course provides student's books and accompanying workbooks for Forms 1, 2 and 3 to ensure all students gain a strong foundation in social studies in preparation for their studies in the individual subjects at CSEC level.

iLowerSecondary Global Citizenship Workbooks provide structured, yet flexible, support for schools teaching Global Citizenship in the Lower Secondary Years. Written specifically to work alongside iLowerSecondary, the Workbooks additionally provide an effective standalone resource for any school or student wanting to explore this fascinating subject. Key features: * An introduction to the week's teaching which explains what students will be learning, plus objectives and key vocabulary * An activity for every day of the week, designed for students to practise and reinforce their skills and knowledge * Written and developed by subject experts * Aligned to the iLowerSecondary Global Citizenship curriculum and progression, the Workbooks provide explicit progression towards Pearson Edexcel International GCSE Global Citizenship

The American dream of a single family home on its own lot is still strong, but a different dream of living and prospering in a major city is beginning to take hold. After decades of abandonment by the middle class, a detectable number of people are moving into urban downtown areas. The Intown Living phenomenon is generally powered by people under the age of 40 who are seeking more stimulation than offered in the typical subdivision lifestyle. This book encourages cities and the private development community to team up and expand central city housing opportunities and illustrates the upside of Intown Living to those considering moving to a city. This unique work provides current data on who is buying intown, at what prices, and in what size apartments and condominiums. This piece serves as a firsthand account of what is happening in today's cities and why. It gives details about the financial and programmatic incentives needed to make Intown Living happen, and why they are necessary. Includes 10 detailed maps and an in-depth look at the cities of Atlanta, Dallas, Houston, Memphis, Minneapolis, New Orleans, Portland, Oregon, and Vancouver, B.C.

This is a complete guide to citizenship education which challenges teachers to enable pupils to make a difference to themselves and to society. Citizenship education was introduced into the curriculum as the subject to bring about a change in the political culture of a nation. However, without taking a radical approach to the teaching of this subject, its core values are likely to be lost. "Teaching Citizenship Education" introduces the central themes of the citizenship curriculum and evaluates the success of a number of delivery methods currently being used throughout the UK. Ralph Leighton adopts some of the insights and arguments provided by advocates of the radical and democratic approach to education to demonstrate that citizenship education can become a liberating and empowering force for change. He encourages readers to think about the nature of the subject and the experiences they are providing for their students, and provides a framework for how to go about creating something which really is more than just a subject. A companion website supports the text to ensure that the material remains up-to-date with current thinking and teaching strategies. It is a 'must-have' for all those looking to teach citizenship education with confidence and imagination.

Target success in Edexcel A-level Politics: Global Politics with this proven formula for effective, structured revision. Key content coverage is combined with exam-style tasks and practical tips to create a revision guide that you can rely on to review, strengthen and test your knowledge. With My Revision Notes you can: - Plan and manage a successful revision programme using the topic-by-topic planner - Consolidate your geographical knowledge by working through clear and focused content coverage - Test your understanding and identify areas for improvement with regular 'Now test yourself' tasks and answers - Enhance exam responses using relevant examples and case studies for each topic - Improve your exam technique through practice questions, expert tips and examples of typical mistakes to avoid

This work looks at critical issues in social studies teacher education. It covers such topics as: what social studies teachers need to know; social studies teacher education in an era of globalization; social studies teacher education for urban classrooms; and more.

How do nations make successful transitions to democracies? Our understanding of how democracy functions--and under what circumstances it can be consolidated and strengthened--remains highly uneven. Recent events underscore the critical importance of expanding our understanding of democratic institutions and operations. Here McMahon and his distinguished contributors demonstrate how the dynamic process of democratization is shaped by the specific contexts in which it occurs; how the internal community plays a key role in the development of democracy; and how the ability to understand democratization requires both internal and external perspectives.

The contributors seek to improve the definitions of what constitutes a democracy and to determine how the effectiveness of democratic institutions might best be judged in order to better serve the analysis of and policy approaches to building democratic institutions. With fewer overtly authoritarian states in the post-Cold War world, a wealth of raw information and experience has begun to accumulate. Our understanding of democratic institutional performance requires us to look closely at the performance of the institutions themselves. The book contains chapters on public opinion, civil society, domestic institutions of governance, elections, globalization, international standards of democratic development, international assistance and academic research. A concluding chapter summarizes what democratization processes can teach us about democracy in a broader context.

Establish a solid foundation in Primary Social studies with a new resource, completely up-to-date and designed hand-in-hand with the new curriculum. - Have confidence in a trusted resource offering conceptual content which is relevant to all communities. - Support pupils and develop social studies skills with a guided approach and varied activities. - Reinforce learning and ensure full syllabus coverage and assessment preparation. - Engage pupils with relevant information which relates to their experiences, and colourful, lively illustrations to develop interpretation skills, and reinforce understanding. - Encourage children to express their ideas and work together with many fun activities.

Oxford Suksesvolle Lewensorientering is 'n KABV-gerigte kursus wat deur onderwysers regoor Suid-Afrika gebruik word.

<

Onderwysers vertrou die ryk inhoud en omvattende riglyne vir Lewensorientering. Wanneer onderwysers en leerders eers Oxford Suksesvolle Lewensorientering gebruik het, bly dit hulle keuse vir sukses in die klaskamer.

• Die ryk inhoud, gekombineer met 'n verskeidenheid aktiwiteite, spreek al die kognitiewe vlakke aan en maak voorsiening vir klasse van gemengde vaardighede
• Taalhulp vir leerders sluit in 'n fokus op woorde wat in toetse en eksamens gebruik word, asook moeilike woorde
• Uitstekende beplanning maak voorsiening vir verskillende onderrig- en leerstyle, en vir kreatiewe lesse
• Riglyne vir Liggaamlike Opvoeding in elke eenheid maak dit vir onderwysers moontlik om LO-aktiwiteite te implementeer, selfs al is hulle nie spesialiste nie

A volume in International Social Studies Forum: The Series Series Editors Richard Diem, University of Texas at San Antonio and Jeff Passe, University of North Carolina, Charlotte The purpose of this volume is to provide a review and analysis of the theory, research, and practice related to geospatial technologies in social studies education. In the first section, the history of geospatial technologies in education, the influence of the standards movement, and the growth of an international geospatial education community are explored. The second section consists of examples and discussion of the use of geospatial technologies for teaching and learning history, geography, civics, economics, and environmental science. In the third section, theoretical perspectives are proposed that could guide research and practice in this field. This section also includes reviews and critiques of recent research relevant to geospatial technologies in education. The final section examines the theory, research, and practice associated with teacher preparation for using geospatial technologies in education.