The Social Studies Curriculum

Yanulada

Description

The newly revised edition of The Social Studies Curriculum presents the definitive overview of the primary issues facing teachers creating learning experiences for students in social studies. The book connects the diverse elements of the social studies curriculum—global education, social issues-centered education, and the roles of history, and the arts and sciences—thereby offering a unique and contemporary perspective, one that separates it from other texts used in today's social studies classrooms. Thoroughly updated, this edition includes new material on the use of literature in social studies classrooms, inclusive education, citizenship education, and the impact of standards and high stakes testing on social studies curriculum and pedagogy.
Acknowledgments

Introduction to the Revised Edition

Social Studies Teachers and Curriculum
E.Wayne Ross

Part I: Purposes of the Social Studies Curriculum

1. The Struggle for the Social Studies Curriculum
E.Wayne Ross

2. Why the Study of History Should Be the Core of Social Studies Education
Michael Whelan

3.Oppression, Anti-Oppression, and Citizenship Education
Kevin D. Vinson

Part II: Social Issues and the Social Studies Curriculum

4. Defining the Social Studies Curriculum: The Influence of and Resistance to Curriculum Standards and Testing in Social Studies
Sandra Mathison, E.Wayne Ross, and Kevin D. Vinson

5. Whole Schooling: Implementing Progressive School Reform
Rich Gibson and J. Michael Peterson

6. Multicultural Social Studies: Schools as Places for Examining and Challenging Inequality
David W. Hursh

7. Racism, Prejudice, and the Social Studies Curriculum
Jack L. Nelson and Valerie Ooka Pang

8. Social Studies and Feminism
Nel Noddings

9. Gender in the Social Studies Curriculum
Jane Bernard-Powers

Part III: The Social Studies Curriculum in Practice

10. Crafting a Culturally Relevant Social Studies Approach
Gloria Ladson-Billings

11. Assessment in Social Studies: Moving Toward Authenticity
Sandra Mathison

12. Social Studies and the Arts
Terrie Epstein

13. Reclaiming Science for Social Knowledge
Stephen C. Fleury

14. Decolonizing the Mind for World-Centered Global Education
Merry M. Merryfield and Binaya Subedi

15. Teaching Social Issues: Implementing an Issues-Centered Curriculum
Ronald W. Evans

Part IV: Conclusion

16. Remaking the Social Studies Curriculum
E.Wayne Ross

Contributors

Indexes

Index

Sujets

• EDUCATION

Informations

• Publié par: State University of New York Press
• Date de parution: 12 avril 2001
• Nombre de lectures: 0
• EAN13: 9780791490600
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

The Social Studies Curriculum

SUNY series, Theory, Research, and Practice in Social Education

Peter H. Martorella, Editor

The Social Studies Curriculum

Purposes, Problems, and Possibilities

Revised Edition

EDITED BY

E. Wayne Ross

S TATE U NIVERSITY OF N EW Y ORK P RESS

Published by State University of New York Press, Albany

© 2001 State University of New York

All rights reserved

Printed in the United States of America

No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a re- trieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, record- ing, or otherwise without the prior permission in writing of the publisher.

For information, address State University of New York Press, 90 State Street, Suite 700, Albany, NY 12207

Production by Diane Ganeles Marketing by Michael Campochiaro

Library of Congress Cataloging-in-Publication Data

The social studies curriculum : purposes, problems, and possibilities / edited by E. Wayne Ross.—Rev. ed. p. cm.—(SUNY series, theory, research, and practice in social education) Includes bibliographical references (p.) and indexes. ISBN 0-7914-4961-0 (alk. paper)—ISBN 0-7914-4962-9 (pbk. : alk. paper) 1. Social sciences—Study and teaching (Elementary)—United States— Curricula. 2. Social sciences—Study and teaching (Secondary)—United States—Curricula. 3. Curriculum planning—United States. I. Ross, E. Wayne, 1956- II. Series.

LB1584 .S6373 2001 372.83’043—dc21

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For Mom and Dad Who taught me the value of education and the importance of standing up for what you believe.

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4. Defining the Social Studies Curriculum: The Influence of and Resistance to Curriculum Standards and Testing in Social Studies Sandra Mathison, E. Wayne Ross, and Kevin D. Vinson

Part I: Purposes of the Social Studies Curriculum

Contents

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2. Why the Study of History Should Be the Core of Social Studies Education Michael Whelan

1. The Struggle for the Social Studies Curriculum E. Wayne Ross

Part II: Social Issues and the Social Studies Curriculum

Introduction to the Revised Edition

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5. Whole Schooling: Implementing Progressive School Reform Rich Gibson and J. Michael Peterson

Social Studies Teachers and Curriculum E. Wayne Ross

3. Oppression, Anti-Oppression, and Citizenship Education Kevin D. Vinson

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Acknowledgments

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Contents

6. Multicultural Social Studies: Schools as Places for Examining and Challenging Inequality 127 David W. Hursh

7. Racism, Prejudice, and the Social Studies Curriculum Jack L. Nelson and Valerie Ooka Pang

8. Social Studies and Feminism Nel Noddings

9. Gender in the Social Studies Curriculum Jane Bernard-Powers

Part III: The Social Studies Curriculum in Practice

10. Crafting a Culturally Relevant Social Studies Approach Gloria Ladson-Billings

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11. Assessment in Social Studies: Moving Toward Authenticity 217 Sandra Mathison

12. Social Studies and the Arts Terrie Epstein

13. Reclaiming Science for Social Knowledge Stephen C. Fleury

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14. Decolonizing the Mind for World-Centered Global Education 277 Merry M. Merryfield and Binaya Subedi

15. Teaching Social Issues: Implementing an Issues-Centered Curriculum 291 Ronald W. Evans

Part IV: Conclusion

16. Remaking the Social Studies Curriculum E. Wayne Ross

Contributors

Indexes

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Acknowledgments

Thanks to each of the scholars who wrote chapters for this vol- ume. Each contribution reflects cutting edge thinking about the con- founding issues of curriculum work in social studies education. In working on the revised edition of this book, once again I found that I have much more to learn from these individuals about social stud- ies, curriculum, and pedagogy. Over the years, I have always counted on the insight, advice, and support of Jeff Cornett, Steve Fleury, David Hursh, and Perry Marker. I value their scholarship and leadership, but most of all their friendship. In recent years I have had the opportunity to work with a growing number of educators committed to action for social justice and democracy: Rich Gibson, Kevin Vinson, Susan Noffke, Valerie Ooka Pang, Ceola Ross Baber, Michael Peterson, Jane Bernard-Powers, Michael Whelan, Gloria Ladson-Billings, Amber Goslee, and Judy Depew to name a few. Many of these folks are members of the Rouge Forum—a group of people committed to learning about equality, democracy, and social justice as they simul- taneously struggle to bring into practice present understandings of what these are (http://www.pipeline.com/rgibson/rouge_forum). At SUNY Binghamton I have the pleasure and privilege to work with some truly wonderful colleagues—Joe Devitis, Linda Irwin, Larry Stedman, and Ken Teitelbaum—each of whom under- stands the connections between educational theory and practice and works to make a difference in the lives of others. I learn lots about life, love (and school) from John Colin Mathi- son Ross and Rachel Layne Ross. I love them dearly and they both make me a proud dad. Sandra Mathison is the love of my life. She gives me everything I need and much, much more. E. Wayne Ross

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