WorldCat Identities

Social Science Education Consortium

Works: 244 works in 391 publications in 1 language and 6,942 library holdings
Genres: Conference papers and proceedings  Handbooks and manuals  Periodicals  Bibliographies  Directories  History  Abstracts  Catalogs  Trials, litigation, etc 
Roles: Other
Classifications: H62, 300.7
Publication Timeline
Most widely held works about Social Science Education Consortium
Most widely held works by Social Science Education Consortium
Concepts and structure in the new social science curricula by Purdue University( Book )

3 editions published in 1967 in English and held by 329 WorldCat member libraries worldwide

Social science in the schools; a search for rationale by Irving Morrissett( Book )

2 editions published in 1971 in English and held by 303 WorldCat member libraries worldwide

The focus of the volume is on reasons for selecting or not selecting any particular social science content, including history, for inclusion in the elementary and secondary social studies curriculum. Prominent authors from each of the social sciences--among them, Paul Ward, David Easton, and Ronald Lippitt--describe the nature of their disciplines and their role in the curriculum. Discussants and authors cover a wide range of related topics, including many aspects of history, inquiry, learning how to learn, curriculum construction, cooperative and competitive relationships between social scientists and educators, teacher education, systems analysis, and some radical proposals for reorganization of the educational systems. An introductory chapter deals with the meaning of rationale as applied to curriculum decisions. Three concluding chapters--including one by Kenneth Boulding--deal with approaches to synthesizing the social sciences. The volume is based on a 1967 conference conducted by the Social Science Education Consortium. (Author)
Global issues in the intermediate classroom : grades 5-8 by Jacquelyn Johnson( Book )

8 editions published between 1981 and 1989 in English and held by 195 WorldCat member libraries worldwide

Includes activities to introduce students to other cultures
Tips for social studies teachers : activities from ERIC by Laurel R Singleton( Book )

4 editions published in 1983 in English and held by 191 WorldCat member libraries worldwide

Grade level: 1, 2, 3, 4, 5, 6, 7, 8, p, e, i, s, t
Using microcomputers in the social studies classroom by Robert B Abelson( Book )

5 editions published in 1983 in English and held by 182 WorldCat member libraries worldwide

The purpose of this book is to help teachers feel at ease with microcomputers so that they will begin to think of computers as tools that they themselves might use. There are four chapters. The first chapter provides basic information to help a user understand the computer. Discussed are how the computer is put together and how it works. To help teachers generate ideas about how this new educational aid might be useful in terms of their own teaching objectives, the second chapter describes why and how other educators are using the computer. Chapter 3 is an introduction to software evaluation, I.E., how computer programs that are available for use in the classroom can be judged. Criteria are presented. It is suggested that teachers using computer-assisted instruction should have a feel for some of the broader issues related to computers in education, as well as practical knowledge. The purpose of the fourth chapter, which deals with social and educational issues and directions, is to provide a perspective about these broader issues and a context into which teachers might place their own activities. Most of the book's readings provide a bibliography of references and further resources. In addition, a list of resources available through the eric system is provided. (Rm)
Data book of social studies materials and resources( )

in English and held by 156 WorldCat member libraries worldwide

Lessons on the Constitution : supplements to high school courses in American history, government, and civics by John J Patrick( Book )

6 editions published between 1985 and 1986 in English and held by 156 WorldCat member libraries worldwide

Supplements to high school courses in American history, government, and civics
Social studies in the mainstreamed classroom, K-6 by Anna S Ochoa-Becker( Book )

1 edition published in 1980 in English and held by 148 WorldCat member libraries worldwide

A guide is designed for elementary school teachers with handicapped students in their classrooms. Seven sections comprise the document. Section I discusses the implications of mainstreaming for classroom teachers. Discussed are 1) the physical and social isolation of the handicapped students in the 1960s; 2) the impact of Public Law 94-142 which underscores the rights of these children to public education in a setting which includes children who are not handicapped; 3) practical and ethical considerations; and 4) identification of the handicapped. Section ii lists social studies goals for the handicapped learner relative to knowledge, skills, values, and social participation. Section iii discusses social studies instruction for handicapped students with learning disabilities, hearing impairments, emotional handicaps, visual impairment, speech and language disorders, and physical disabilities, and for those who are mentally retarded. Section iv provides methods of assessing achievement in relation to the goals stated in Section ii. Section v discusses providing for individual differences by listing sources of help for teachers (peer tutors, cross-age tutors, and volunteers) and strategies such as grouping. Section vi suggests teaching "regular students" about handicapping conditions through learning experiences, children's books, films and videotapes, and simulations. A brief list of resources is provided. The final section presents evaluations of social studies textbooks and federally funded curriculum projects for the handicapped. Related resources available from eric and Exceptional Child Education Resources (ecer) are listed. (Kc)
Learning with games : an analysis of social studies educational games and simulations by Cheryl L Charles( Book )

2 editions published in 1973 in English and held by 143 WorldCat member libraries worldwide

Gives overview, materials, cost, time, content and evaluation of 70 social studies games
The current state of social studies : a report of Project SPAN by Inc., Boulder, Co Social Science Education Consortium( Book )

1 edition published in 1982 in English and held by 139 WorldCat member libraries worldwide

This volume, one in a series resulting from Project SPAN (Social Studies/Social Science Education: Priorities, Practices, and Needs), reviews and analyzes the current state of K-12 social studies. A major purpose of the review and analysis was to form a basis for recommendations for future directions that might be taken to improve social studies. The report contains six sections. The first section provides a broad and integrative analysis of the interrelated topics of rationales, definitions, approaches, goals, and objectives of social studies. The second section, "Curriculum Organization in Social Studies," describes the typical pattern of social studies programs from kindergarten through grade 12, stating that despite numerous variations that have occurred, the dominant pattern throughout the nation is one that was established more than 60 years ago. "Social Studies Curriculum Materials," the third section of the volume, describes the great extent to which students, teachers, administrators, and the public accept and rely on curriculum materials as essential aids to teaching, learning, and classroom management. Foremost among curriculum materials being used are textbooks. The topic of the fourth section is "Social Studies Teachers." There is general agreement that the teacher is "the central figure," the "key," or "the magic ingredient" in the learning process. The fifth section, "Instructional Practices in Social Studies," presents a detailed report on what teachers do. The last section, "Barriers to Change in Social Studies," focusing on the fact that the new social studies had relatively little impact on the schools, explores reasons for lack of change in schools. (Author/RM)
Connecting science, technology, and society in the education of citizens by John J Patrick( Book )

5 editions published in 1985 in English and held by 135 WorldCat member libraries worldwide

Designed to help educators address science-related social issues, this publication considers: (1) major challenges associated with science-related social issues; (2) the extent to which these challenges are being met; (3) ways in which educators can improve the education of citizens in science, technology, and social issues; and (4) promising practices that can contribute to building connections between social studies and science curricula. Three challenges outlined in the first of five sections include: (1) informing citizens about complex social issues and decisions, (2) connecting diverse fields of knowledge in school curricula, and (3) resisting antagonists of science and technology. In order to determine the extent to which these challenges are currently being met, the second section examines: goal statements in curriculum reports and major reports in the social studies and the sciences; research findings on student knowledge and attitudes regarding science, technology, and society; and analyses of current curricula and textbooks. The third section describes ways in which "integrative threads" can be used to provide common learning experiences within and between distinct courses in the social studies and sciences. The fourth section presents promising practices that can contribute to this building of connections between social studies and science curricula; the use of "decision trees" and case studies, the use of role play and simulation, and the use of instructional television and microcomputers. Concluding observations in the final section and a bibliography listing over 170 publications conclude the document. (Lh)
Law in the classroom : activities and resources by Mary Jane Turner( Book )

5 editions published in 1984 in English and held by 127 WorldCat member libraries worldwide

Handout 2-5: Judge's Instructions to Jury (Criminal Case)
Preparing to teach economics : approaches and resources by Suzanne W Helburn( Book )

2 editions published between 1971 and 1982 in English and held by 124 WorldCat member libraries worldwide

The purposes of this teaching handbook are to provide building blocks necessary for developing a course of study for secondary students in economics and to present resources and references. It is arranged in seven sections. An introductory section describes some economic organizers--the models structure and methods of analysis--that are useful for high school teaching. Section two gives short summaries of the major approaches and rationales for teaching economics, and of different schools of economic thought. Section three describes different approaches to teaching and highlights the importance of motivating students. A series of teaching strategies involving students in active learning is the focus of section four. Section five offers some guidelines for examining economics curriculum materials and reviews a number of resources that form the basis of an economics teacher's personal library. Organizations that offer resources and services for economic educators are identified in section six. The final section provides a selective list of up-to-date resources in the Educational Resources Information Center (ERIC) data base. (Author/NE)
Guide to selected ethnic heritage materials, 1974-1980 by Frances Haley( Book )

7 editions published in 1982 in English and held by 122 WorldCat member libraries worldwide

Selected materials produced by Title IX Ethnic Heritage Studies Program projects, funded from 1974 through 1978, are evaluated in this catalog. The materials were selected by three panels of evaluators using three areas of criteria: (1) appropriateness for use in learning situations; (2) ethnic authenticity of content, and (3) technical quality for potential dissemination. An introduction describes the purpose of the evaluation project, development of evaluation instruments, selection of panelists who evaluated materials, and process and results of the evaluation. One hundred and two projects (comprised of 438 pieces of materials) are evaluated. These evaluations are organized by state or territory and, within each state or territory, by the institution that received the grant. Headings for each entry include information on the project title and address, name of project director, ethnic group or groups on which the project focused, audience and grade level for the project, the project's subject (curricular) area, the format of the materials developed (i.e., print or nonprint), the amount of funding, the titles of materials accepted, and availability information for each piece of material. The heading information is followed by a description of the project materials. The final and major portion of the entry for each project presents evaluative comments and suggestions made by members of the three panels. Four indexes facilitate use of the analyses--ethnic group, geographic area, subject area, and materials titles. Appendices include evaluation instruments and a list of Ethnic Studies projects. (Author/NE)
Teaching the social sciences and history in secondary schools : a methods book by Social Science Education Consortium( Book )

7 editions published between 1996 and 2000 in English and held by 119 WorldCat member libraries worldwide

This book offers more serious consideration of content in the social studies curriculum by including content-specific chapters written by discipline experts. Interwoven with content coverage are numerous teaching-learning activities. The book is divided into three parts and an introductory chapter by James C. Schott and Laurel R. Singleton. Part 1, "Teaching Social Studies," offers: (1) "The Social Studies: the Civic Process" (Don Bragaw); (2) "Teaching in the Real World" (John P. Zola); and (3) "The Planning Process" (John P. Zola). Part 2, "The Social Sciences and History in School," includes: (1) "Studying and Teaching Psychology" (Michael Wertheimer; Tina Yeager; Virginia L. Jones); (2) "Studying and Teaching Sociology" (J. Ross Eshleman; John P. Zola); (3) "Studying and Teaching Political Science" (Stephen L. Schechter with Jonathan Weil); (4) "Studying and Teaching Economics" (Suzanne Wiggins Helburn; H. Michael Hartoonian); (5) "Studying and Teaching Anthropology" (Roger C. Owen; Jack Zevin); (6) "Studying and Teaching Geography" (A. David Hill); (7) "Studying and Teaching History" (James R. Giese); and (8) "Integrating the Curriculum" (James C. Schott). Part 3, "Planning for Instruction," contains: (1) "Teaching Strategies" (Laurel R. Singleton); (2) "Using Instructional Materials" (Laurel R. Singleton); and (3) "Classroom Assessment" (Laurel R. Singleton). An appendix includes listings of organizations with broad social studies interests, specialized organizations, and social science organizations. (Eh)
Educational reform and social studies : implications of six reports by Fred M Newmann( Book )

4 editions published in 1985 in English and held by 117 WorldCat member libraries worldwide

The implications of six national reports for social studies are examined. These implications are compared with past and present practices in the social studies and the ways in which the reports fail to give useful guidance to teachers are noted. An introductory chapter presents a broad overview of the six reports: "The Paideia Proposal: An Educational Manifesto" (Adler, 1982), "High School: a Report on Secondary Education in America" (Boyer, 1983), "Academic Preparation for College: What Students Need to Know and Be Able to Do" (The College Board, 1983), "a Place Called School: Prospects for the Future (Goodlad, 1983), "a Nation at Risk: The Imperative of Educational Reform" (National Commission on Excellence in Education, 1983), and "Horace's Compromise: The Dilemma of the American High School" (Sizer, 1984). The second section focuses on the effects of these reports on social studies education, specifically regarding the goals of social education, curriculum organization and selection of subject matter, effective forms of teaching, and evaluation of student performance. Implications regarding time alloted for social studies, common core curriculum, specific content to be taught, and the organization of social studies into a meaningful sequence are considered. The final section examines the usefulness of the reports for teachers. While noting that the reports offer little assistance in resolving critical issues on social studies, the document stresses that the calls for quality in education can be used to support continuing work on these issues. A list of 53 references and an annotated list of related resources in eric conclude the document. (Lh)
Evaluating social studies programs : focus on law-related education by G. Dale Greenawald( Book )

4 editions published in 1982 in English and held by 105 WorldCat member libraries worldwide

A general evaluation model and workshop activities to help law-related education (lre) project personnel develop and implement evaluation plans for their projects are provided. The model and activities, however, are applicable to other areas of the social studies as well. The first section of the handbook presents a model for evaluating lre projects, giving an overview of the evaluation process and suggestions for planning and conducting an effective program evaluation. The second, and major, section includes specific activities that can be used to teach the concepts and skills necessary for effective evaluation of lre programs. Detailed lesson plans are provided on a variety of topics, including how to determine priorities, how to state objectives, how to use Likert scales to evaluate student attitudes, how to use interviews to collect teacher and student data, and how to analyze and report data. An annotated bibliography of general evaluation resources concludes the handbook. Appendices contain sample agendas for evaluation workshops and a list of lre projects that have developed instrumentation for use in their own evaluations. This list is keyed to the grade level/purposes for which the instrumentation was developed. (Rm)
Global issues : activities and resources for the high school teacher by Kenneth A Switzer( Book )

1 edition published in 1979 in English and held by 92 WorldCat member libraries worldwide

Increasing student knowledge about other nations and interrelationships with them is the primary goal of this teaching guide. The activities and resources focus on six topics of continuing global importance: (1) trade and economic issues, (2) conflict and armaments, (3) modernization and development, (4) technology and the environment, (5) energy, and (6) human rights. Learning objectives, teaching suggestions, data resources, and duplicating masters for all necessary student materials are provided. Each unit is accompanied by an annotated list of additional resources. The lessons and materials in unit one are designed to help students develop cross-cultural awareness. Activities and resources are provided in unit two to aid student understanding of the complex economic issues confronting the world community. Unit three is designed to heighten student awareness of the complexities of conflict and conflict resolution. Unit four focuses on the progress of traditional, low-technology societies toward modern economic and technological development. Unit five provides material and resources on global environmental deterioration. Students are encouraged to learn the relationship between human existence and the natural environment. Unit six emphasizes the need for new methods of international cooperation in the use and distribution of non-renewable fuels and mineral resources. Unit seven stresses the need for increased awareness of cultural diversity regarding human rights. Sources of additional materials are appended. (SM)
Teaching world history : structured inquiry through a historical-anthropological approach by Douglas D Alder( Book )

1 edition published in 1977 in English and held by 91 WorldCat member libraries worldwide

Suggestions are offered to help K-12 teachers integrate anthropological approaches and content into the world history curriculum. The paper contains nine inquiry lessons which ask students to explore how the various societies have dealt with kinship, decision making, distribution of resources, transmission of values, and other cultural universals. Each lesson provides an introduction, an overview, learning objectives, student activities, evaluation methods, and a bibliography of teacher readings. Various student readings needed to implement the lessons are included. The introductory lesson, "Teaching World History in Cultural Perspective," presents the cultural universals. In Chapter 2 students examine the Pinatubo Negritos, the Netsilik Eskimos, and the King Bushmen as examples of the herding and gathering societies. The third lesson looks at the Bantu-speaking Africans as an example of agri-pastoral people. Chapter 4 focuses on the agricultural societies, presenting material on the ancient middle-American Mayan culture. Students examine the Chinese agricultural society in Chapter 5. Chapters 6 and 7 deal with the rise of industrialism in Europe and in Japan. The eighth lesson examines the post-industrial United States. In Chapter 9 students look at the development of totalitarianism with post-industrial Nazi Germany. The tips paper concludes with a bibliography of pertinent curriculum materials in ERIC. (Author/RM)
Teaching American history : structured inquiry approaches by Glenn M Linden( Book )

2 editions published in 1975 in English and held by 91 WorldCat member libraries worldwide

This paper is one of a series of ERIC/ChESS publications intended to give practical tips on teaching various topics and disciplines in the precollege social studies curriculum. The tips offered in this publication, written by seven authors, are intended to help teacheres deal with both content and teaching strategies in American history. Each of five actual lessons provides examples of how to incorporate nontraditional subject matter using a structured inquiry approach into the regular American history curriculum. The structured inquiry approach requires the teacher, rather than the student, to select the content of the lesson and to predetermine the structure of the learning activity. The teacher does not have final answers but has a framework in which most student inquiry can occur. Chapter 1 introduces the work by examining reasons and processes for teaching history. Chapter 2 uses a role-play activity for examining the social history of American industrialization. Chapter 3 presents an interdisciplinary social science approach to the study of the American Revolution. Chapter 4 uses comparative data from other societies to illuminate the issue of American slavery. Chapter 5 describes several methods for active inquiry into local history. Chapter 6 provides short activities for developing information search skills. Chapter 7 contains an annotated list of American history resources including games, audiovisual materials, collections of documents, journals, and teacher resources. (Author/DE)
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Teaching the social sciences and history in secondary schools : a methods book
Alternative Names

S.S.E.C. (Social Science Education Consortium)


SSEC (Social Science Education Consortium)

English (75)