Novel standards framework offers a set of interlocking and mutually reinforcing elements that move from developing questions and planning inquiries to communicating conclusions and taking informed action. Presents a field-tested model based on work done with nearly 90 classroom teachers, university faculty, and state education department personnel. Makes a signature contribution to the field by appealing to both practitioner and academic audiences through the curricular and pedagogical opportunities evident in the Inquiry Design Model.

Novel standards framework offers a set of interlocking and mutually reinforcing elements that move from developing questions and planning inquiries to communicating conclusions and taking informed action. Presents a field-tested model based on work done with nearly 90 classroom teachers, university faculty, and state education department personnel. Makes a signature contribution to the field by appealing to both practitioner and academic audiences through the curricular and pedagogical opportunities evident in the Inquiry Design Model.

Teaching Social Studies: A Methods Book for Methods Teachers, features tasks designed to take preservice teachers deep into schools in general and into social studies education in particular. Organized around Joseph Schwab's commonplaces of education and recognizing the role of inquiry as a preferred pedagogy in social studies, the book offers a series of short chapters that highlight learners and learning, subject matter, teachers and teaching, and school context. The 42 chapters describe tasks that the authors assign to their methods students as either in?class or as outside?of?class assignments. The components of each chapter are: Summary of the task Description of the exercise (i.e., what students are to do, the necessary resources, the timeframe for completion, grading criteria) Description of how students respond to the activity Description of how the task fits into the overall course List of readings and references Appendix that supplements the task description

Teaching Social Studies: A Methods Book for Methods Teachers, features tasks designed to take preservice teachers deep into schools in general and into social studies education in particular. Organized around Joseph Schwab's commonplaces of education and recognizing the role of inquiry as a preferred pedagogy in social studies, the book offers a series of short chapters that highlight learners and learning, subject matter, teachers and teaching, and school context. The 42 chapters describe tasks that the authors assign to their methods students as either in?class or as outside?of?class assignments. The components of each chapter are: Summary of the task Description of the exercise (i.e., what students are to do, the necessary resources, the timeframe for completion, grading criteria) Description of how students respond to the activity Description of how the task fits into the overall course List of readings and references Appendix that supplements the task description

And Action! Directing Documentaries in the Social Studies Classroom provides social studies educators with the background knowledge, conceptual understanding, and tools necessary to design and facilitate classroom documentary projects in the K-12 social studies classroom. The authors have spent more than ten years in classrooms working collaboratively with teachers to design and research classroom documentary projects. Recognizing the challenges of this kind of work, the authors partnered with filmmakers, historians, educational technologists, and classroom teachers with experience in leading documentary projects to refine a production process that more closely mirrors the work of filmmakers. With this book, the authors draw on all of these experiences to assist social studies educators to efficiently and effectively structure and assess documentary projects. Educators will learn ways to transition student learning away from "digital encyclopedia entries" toward a more authentic documentary approach that focuses on disciplined inquiry and the use of evidenced-based arguments.

And Action! Directing Documentaries in the Social Studies Classroom provides social studies educators with the background knowledge, conceptual understanding, and tools necessary to design and facilitate classroom documentary projects in the K-12 social studies classroom. The authors have spent more than ten years in classrooms working collaboratively with teachers to design and research classroom documentary projects. Recognizing the challenges of this kind of work, the authors partnered with filmmakers, historians, educational technologists, and classroom teachers with experience in leading documentary projects to refine a production process that more closely mirrors the work of filmmakers. With this book, the authors draw on all of these experiences to assist social studies educators to efficiently and effectively structure and assess documentary projects. Educators will learn ways to transition student learning away from "digital encyclopedia entries" toward a more authentic documentary approach that focuses on disciplined inquiry and the use of evidenced-based arguments.