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Teaching Social Studies to Multilingual Learners in High School:
Connecting Inquiry and Visual Literacy to Promote Progressive
Learning explores effective strategies for teaching studies to
diverse learners. The centerpiece is a visual literacy framework
that integrates inquiry, primary source analysis, and visual
literacy to provide a progressive learning sequence to meet the
varied needs of learners. The visual literacy framework brings
together related aspects of progressive, sequential learning into a
cohesive whole. It has an adaptable structure that allows teachers
to customize learning activities to meet individual student needs.
The progressive learning sequence has varied modes of learning that
help teachers move students from basic to proficient to advanced
levels of support. The book is organized into two related parts.
The first three chapters provide important content and context on
social studies, multilingual learner education, and the visual
literacy framework. The remaining chapters discuss civics, U.S.
history, world history, geography, and economics and social
sciences. Each chapter defines the subject area, briefly traces its
development as a high school subject over time, and then offers
classroom exercises for using the visual literacy framework in
these disciplines. The exercises are plotted so that differing
levels of the visual literacy framework are explored throughout the
book.
Teaching Social Studies to Multilingual Learners in High School:
Connecting Inquiry and Visual Literacy to Promote Progressive
Learning explores effective strategies for teaching studies to
diverse learners. The centerpiece is a visual literacy framework
that integrates inquiry, primary source analysis, and visual
literacy to provide a progressive learning sequence to meet the
varied needs of learners. The visual literacy framework brings
together related aspects of progressive, sequential learning into a
cohesive whole. It has an adaptable structure that allows teachers
to customize learning activities to meet individual student needs.
The progressive learning sequence has varied modes of learning that
help teachers move students from basic to proficient to advanced
levels of support. The book is organized into two related parts.
The first three chapters provide important content and context on
social studies, multilingual learner education, and the visual
literacy framework. The remaining chapters discuss civics, U.S.
history, world history, geography, and economics and social
sciences. Each chapter defines the subject area, briefly traces its
development as a high school subject over time, and then offers
classroom exercises for using the visual literacy framework in
these disciplines. The exercises are plotted so that differing
levels of the visual literacy framework are explored throughout the
book.
Teaching Social Studies to Multilingual Learners in Middle School:
Connecting Inquiry and Visual Literacy to Promote Progressive
Learning explores effective strategies for teaching social studies
to multilingual learners. The centerpiece is a visual literacy
framework that integrates inquiry, primary source analysis, and
visual literacy to provide a progressive learning sequence to meet
the varied needs of learners. The visual literacy framework brings
together related aspects of progressive, sequential learning into a
cohesive, coherent whole. It has an adaptable structure that allows
teachers to customize learning activities to meet individual
student needs. The progressive learning sequence has varied modes
of learning that help teachers move students from basic to
proficient to advanced levels of support. This book is organized
into two related parts. The first three chapters provide important
content and context on social studies, multilingual learner
education, and the visual literacy framework. The remaining
chapters discuss U.S. history, world history, geography, and
civics/government. Each chapter defines the subject area, briefly
traces its development as a middle school subject over time, and
offers classroom exercises on using the visual literacy framework
in these disciplines. The exercises are plotted so that differing
levels of the visual literacy framework are explored throughout the
book.
Teaching Social Studies to Multilingual Learners in Middle School:
Connecting Inquiry and Visual Literacy to Promote Progressive
Learning explores effective strategies for teaching social studies
to multilingual learners. The centerpiece is a visual literacy
framework that integrates inquiry, primary source analysis, and
visual literacy to provide a progressive learning sequence to meet
the varied needs of learners. The visual literacy framework brings
together related aspects of progressive, sequential learning into a
cohesive, coherent whole. It has an adaptable structure that allows
teachers to customize learning activities to meet individual
student needs. The progressive learning sequence has varied modes
of learning that help teachers move students from basic to
proficient to advanced levels of support. This book is organized
into two related parts. The first three chapters provide important
content and context on social studies, multilingual learner
education, and the visual literacy framework. The remaining
chapters discuss U.S. history, world history, geography, and
civics/government. Each chapter defines the subject area, briefly
traces its development as a middle school subject over time, and
offers classroom exercises on using the visual literacy framework
in these disciplines. The exercises are plotted so that differing
levels of the visual literacy framework are explored throughout the
book.
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