Teaching Social Studies to English Language Learners (Hardcover, 3 ed)

List of Figures

List of Tables

Acknowledgements

Introduction

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PART 1 ? English Learners

1.1? ? Orientation

Key Judicial Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?

The Rise of Mainstreaming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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1.2? ? Not All ELs and Families Are the Same

Stages of Cultural Adjustment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .?

Cultural Practices at School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Effective Home-School Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Ideas: On Fostering Access . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .?

Ideas: On Fostering Approachability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .?

Ideas: On Achieving Good Follow-Through . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .?

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1.3. ? English Learners with Exceptionalities

Teacher Approaches. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Gifted EL Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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1.4 ? The Process of English Language Learning in the Social Studies Classroom and What to Expect

Principle 1: Give ELs Many Opportunities to Read, to Write, to Listen to, and to Discuss Oral and Written English Texts Expressed in a Variety of Ways . . . . . . . . . . . . . . . . . .?

Principle 2: Draw Attention to Patterns of English Language Structure . . . . . . . . . . . . . . . . . .?

Principle 3: Give ELs Classroom Time to Use Their English Productively . . . . . . . . . . . . . . .?

Principle 4: Give ELs Opportunities to Notice Their Errors and to Correct Their English . . . . . . .

Principle 5: Construct Activities that Maximize Opportunities for ELs to Interact with Others in English . . . . . . . . . . . . . . . . . . . . . .

Constructing a Curriculum with Language Needs in Mind. . . . . . . . . . . . . . . . . . . . . . . . . . . . .?

Language Learning in the Social Studies Classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . .

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PART 2 ? Social Studies Teaching and Learning

2.1 ? Principles of Social Studies Teaching and Learning

Elements of an Instructional Program. . . . . . . . . . . . . . . . . . . . . . .

Subject Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .?

Foregrounding Concepts and Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Interdisciplinary Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .?

Social Studies and the Common Core Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Intellectual Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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2.2 ? Social Studies-Focused ELL Research

The Classroom Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Content-Centered Language Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Best Language Practice in Social Studies Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Discussion and Questioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .?

Discovery and Exploration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .?

Language Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sheltered Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .?

Individualized and Differentiated Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Technology-Based Instruction and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Cooperative Learning Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Bilingual Education and Translanguaging. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Culturally Responsive Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Importance of Reflective Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Promising Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .?

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2.3 ? Pathways for Enacting the Social Studies Curriculum

Textbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Visual Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Graphic Organizers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .?

Alternative “Texts” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Demonstrations and Total Physical Response. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Role Playing and Simulations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .?

Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Some final reminders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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PART 3 ? Teaching Social Studies

3.1 ? Introduction

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3.2 ? Geography

Looking into Classrooms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Kinesthetic Learning and Stratified Questioning: The Concept of Scale (Levels 1?4) . . . . . . .?

Kinesthetic Learning and Visual Aids: Africa: Physical Geography and Population Distribution (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .?

K?W?L?Q?H, Visual Aids, Guided Imagery, and Stratified Questioning: Women’s Work in Southern India (Levels 2?4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .?

Discovery Exercise Using Visual Aids and Stratified Questioning: Adaptation to the Environment: Place Where Native Americans Lived (Levels 1?4) . . . . . . . . . . . . . . . . . . . .?

Discussion Dyads, Vocabulary Development, Map Interpretation: Sharing the Colorado River (Levels 2?4) . . . . . . .?

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3.3 ? U.S. History

Looking into Classrooms . . . . . . . . . . . . .

Introduction . . . . . . . . . . . . .

Visual Aids, Stratified Questioning: Lewis and Clark Expedition (Levels 1?4) . . . . . . . . . . . . .?

Visual Aids, Cartography, and Critical Thinking: Lewis and Clark Activity 2: Cartography (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Dioramas, Kinesthetic Learning, and Cooperative Learning: Lewis and Clark Extension Activity: Creating a Diorama (Levels 1?4). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Cooperative Learning, Peer Teaching, and Primary Documents: Lewis and Clark Activity 3: Primary Documents Using Cooperative Learning (Levels 3 and 4) . . . . . . . . . . . .

Political Cartoon, Critical Analysis, Questioning and Discussion: Immigration in U.S. History (Levels 1?4) . . . . . . . . . . . . .

Timelines and Stratified Questioning Strategy: Woodrow Wilson (Levels 1?4) . . . . . . . . . . .?

Modified Text, Visual Aids, Picture Books, Stratified Questioning, and Music: Women in WWII (Levels 1?4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .?

Visual Aids, Role Playing, Guided Reading, and Stratified Questioning: Japanese Americans During WWII (Levels 1?4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .?

Eisenhower’s Military?Industrial Complex Speech, 1961: Simplifying Text and Role Playing (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .?

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3.4 ? World History

Looking into Classrooms . . . . . . . . . . . . .

Introduction . . . . . . . . . . . . .

Culturally Sensitive Pedagogy, Visual Aids, Stratified Questioning, and Research Skills: World Origins of Our Class (Levels 1?4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .?

Visual Aids, Guided Observation, Word Wall, and Stratified Questioning: The Agricultural Revolution (Levels 1 and 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Realia, Word Wall, and Visual Aids: The Renaissance (Levels 1?4) . . . . . . . . . . . . . . . . . . . . .

Visual Aids and Primary Source Documents: Cultural Encounter and Exploration (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Simplified Text and Concept Map: The Enlightenment (Levels 2?4) . . . . . . . . . . . . . . . . . . . .?

Visual Aids, Stratified Questioning, and Guided Discussion: The Industrial Revolution in Great Britain (Levels 1?4) . . . . . . . . . . . . . . . . . . . . . . . .?

Role Playing and Cooperative Learning: Factory Life in Twentieth Century Mexico (Levels 2?4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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3.5 ? Government and Civics

Looking into Classrooms . . . . . . . . . . . . .

Introduction . . . . . . . . . . . . .

Graphic Organizers and Visuals: The Duties, Responsibilities, and Rights of United States Citizens (Levels 1 and 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Using Peer Teaching, Translanguaging, and Visual Aids: Political Cartoons (Levels 2?4) . . . . . .

Teaching with Primary Sources: National Heritage Documents (Levels 2?4) . . . . . . . . . . . . . . . . .

Using Bilingual Dictionaries and Graphic Organizers: Voting Rights (Levels 3 and 4). . . . . .?

Supporting Language Development by Simplifying Complex Text and Using Visual Aids: Women’s Suffrage (Levels 3 and 4). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Visual Aids and Graphic Organizers: Executive Powers (Levels 1?4) . . . . . . . . . . . . . . . . . . . .

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3.6 ? Economics

Looking into Classrooms . . . . . . . . . . . . .

Introduction . . . . . . . . . . . . .

Simplified Text, Visuals, and Foldables: Developing Key Vocabulary (Levels 1 and 2) . . . . . . . .

Visual Aids, Realia, Expressive Demonstration, and Stratified Questioning Strategy: Goods, Services, Needs, and Wants (Levels 1?4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .?

Cooperative Learning: Setting Priorities and Making Choices: Personal Budgeting. (Levels 3 and 4) . . . . . . . .

Graphic Organizers and Cooperative Learning: Consumer Credit and Debt (Levels 2?4) . . . .?

Visual Aids and Stratified Questioning Strategy: Advertising (Levels 1?4) . . . . . . . . . . . . . . .

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3.7 ? Behavioral Sciences: Sociology, Anthropology, and Psychology

Looking into Classrooms . . . . . . . . . . . . .

Introduction . . . . . . . . . . . . .

Cooperative Learning, Drawing, and Visual Aids: Perspective Consciousness through Mental Cartography (Levels 1?4) . . . . . . . . . . . . . . .

Visuals, Graphic Organizers, Artifacts, and Modified Assessment: Religions of the World (Levels 1 and 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Visual Aids, Realia, Object-Based Learning: Archaeological Artifacts (Levels 1 and 2). . . . . .

Guided Visual Analysis, Graphic Organizers, and Cooperative Learning: Social Institutions and Elements of Culture (Levels 1-4) . . . . . . . . . . . . . . . . . . . . .

Alternative Assessments: Sociology: Surveys and Opinion Polls (Levels 2-4)

Visual Art, Graphic Organizer, and Effective Closure: Psychology: Identity Formation (Levels 1?4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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3.8 ? Social Issues in the Social Studies Classroom

Looking into Classrooms . . . . . . . . . . . . .

Introduction . . . . . . . . . . . . .

Cooperative Learning, Kinesthetic Activities, and Stratified Questioning Strategy: The Paper Chase (Levels 1?4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Using Technology, Audio-Visual Materials, and Cooperative Learning: Contemporary Social Issues at Home and Abroad (Levels 2?4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .?

Kinesthetic Learning and Critical Thinking: Taking a Stand (Levels 2?4) . . . . . . . . . . . . . . . .

Infographics, Critical thinking, and Discussion: World Population Trends (Levels 3 and 4) . . . . .

Critical Visual Analysis, Student Research, and Discussion: Social Media and Hashtag Activism (Levels 1?4) . . . . . . . . . .

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Index