Social Studies for the Twenty-First Century: Methods and Materials for Teaching in Middle and Secondary Schools

By Jack Zevin | Go to book overview
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CHAPTER 1
The Social Studies: Definition, Organization, and Philosophy

When a superior man knows the causes which make instruction successful, and those which make it of no effect, he can become a teacher of others. Thus in his teaching, he leads and does not drag; he strengthens and does not discourage: he opens the way but does not conduct to the end without the learner's own efforts. Leading and not dragging produces harmony. Strengthening and not discouraging makes attainment easy. Opening the way and not conducting to the end makes the learner thoughtful. He who produces such harmony, easy attainment, and thoughtfulness may be pronounced a skillful teacher.

-- Confucius


OVERVIEW OF CONTENTS
Main Ideas
What Is (Are) the Social Studies?: Defining Discipline
The Origins of Differing Social Studies Perspectives
Fusion or Fission Approach?
Goals as a Bridge Between Theory and Practice
Theory
Practice
Recapping the Three Dimensions of Social Studies Instruction
Summary
Notes
For Further Study: Definition, Organization, and Philosophy

MAIN IDEAS

Educators have never agreed on a common definition of social studies. We have not yet decided whether the subject is singular or plural, a unity or a collection.

-3-

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Social Studies for the Twenty-First Century: Methods and Materials for Teaching in Middle and Secondary Schools
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