WorldCat Identities

Haas, Mary E.

Works: 48 works in 73 publications in 2 languages and 812 library holdings
Genres: Textbooks  Academic theses  Abstracts 
Roles: Author, Other, Editor
Publication Timeline
Most widely held works by Mary E Haas
Social studies for the elementary and middle grades : a constructivist approach by Cynthia S Sunal( Book )

13 editions published between 2002 and 2011 in English and held by 441 WorldCat member libraries worldwide

Discusses flexible strategies for teaching today's diverse learner the structure of the knowledge to be learned, how to help students reconstruct and present ideas, and how to translate theory and recent research into lesson plans and units. All within a constructivist framework! September 9 2013 - Ingrid Robinson took this book off the CRC shelf and asked that it be added to the Reserve Books Shelf
Social studies and the elementary/middle school student by Cynthia S Sunal( Book )

2 editions published in 1993 in English and held by 126 WorldCat member libraries worldwide

Meeting the standards : social studies readings for K-6 educators by Mary E Haas( Book )

6 editions published between 1997 and 1999 in English and held by 122 WorldCat member libraries worldwide

This volume expands upon the ten thematic strands for social studies standards identified by the National Council for the Social Studies by providing readings for each of thematic strands
Forest, land, and water : understanding our natural resources by Dennis W Sunal( Book )

1 edition published in 1990 in English and held by 20 WorldCat member libraries worldwide

This curriculum consists of a Teacher's Guide and a series of 12 instructional modules, that are centered around concepts important in the study of national resource science. The modules are designed to supplement textbooks with activities for students in primary and middle grades (k-8). The titles of the modules are: (1) Natural History of a Tree; (2) Soils and Plant Growth; (3) The Water Cycle; (4) Recipe for Tree Growth; (5) Tree Growth and the Environment; (6) Appreciation of Natural Beauty; (7) Forest Processes; (8) Growth of a Forest; (9) Interactions of Forest Plants and Animals; (10) Managing Our Forest Resources; (11) Natural Watersheds; (12) Managing Our Natural Resources. The materials are designed to address concerns with the environment and stewardship of the planet via teaching of higher order thought processes, and fostering meaningful learning. The instructional sequence uses the learning cycle approach to teaching. For each module the three phases of the learning cycle are specified: exploration phase, wherein students explore new ideas with minimal expectation of specific accomplishment; the inventing an idea phase, during which the new idea or skill is formally introduced; and the expansion phase, which provides practice and transfer situations. The following information is provided for each module: background information, objectives, three learning phases, evaluation, glossary and figures for transparencies, student handouts and concept maps. (Author/MCO)
Teaching geography in the elementary school by Mary E Haas( Book )

1 edition published in 1989 in English and held by 10 WorldCat member libraries worldwide

Geography helps one understand the physical and cultural characteristics of the world. Geographic education provides the values, knowledge, concepts, and skills to better understand ourselves, our relationship to the earth, and our interdependence with other peoples of the world. There is a great need to increase the quantity and quality of geographic education in elementary schools to overcome ignorance of geography. Place names and locations are stressed in elementary geography, as are map and globe skills and the recognition of physical landforms appearing on maps. Teachers promote the study of geography through one or more teaching strategies: personal experiences, textbooks and printed media, and interactive computer software. Most geography is taught as a part of social studies and only a small portion of the day is spent in the study of these subjects. As a result, students' concepts of geography are severely limited and sometimes non-existent. The Guidelines for Geographic Education provide help in the selection of objectives and organization of geographic knowledge for elementary students. Five geographic themes are recommended for study by students at all levels: location, place, human and environment relationships, movement, and regions. Geography instruction is necessary in elementary schools. Geographers, geographic resources, and teachers must meet at state and district-level workshops to improve instruction. Emphasis must be placed upon understanding the context and importance of the five major themes of geographic education. Teachers must be taught to emphasize questioning, analyzing, verifying, and evaluating geographic information. A 10-item bibliography is included. (GEA)
Evaluating sponsored materials by Mary E Haas( Book )

2 editions published in 1984 in English and held by 9 WorldCat member libraries worldwide

Games for Geography Classes by Mary E Haas( Book )

1 edition published in 2002 in English and held by 3 WorldCat member libraries worldwide

Games are motivating instructional resources that provide opportunities to learn and practice map, group work, and communication skills. Using the designs of popular commercial, folk, or media games, teachers can create games for their classroom that support geographic education. Many games can be used by students on their own before and during the school day, thereby providing additional and flexible opportunities to experience geographic learning. This paper presents a rationale for using geographic games and discusses how teachers can create their own small-group games. The paper crafts guidelines for making or adapting small-group games and describes teacher-made games. The more informal structure of small-group games provides a break from the regimentation of traditional school activities and offers opportunities for students to make choices during the day that serve their individual needs and interests. With forethought and planning, teachers can incorporate games for both large and small groups into the geography class with positive results. (Bt)
Social studies for the elementary and middle grades : a constructivist approach by Cynthia S Sunal( Recording )

3 editions published between 2003 and 2008 in English and held by 3 WorldCat member libraries worldwide

[This text] provides the structure of the knowledge to be learned, strategies to help students attain more control of their own learning, and models for translating theory and recent research into lesson plans and units for teaching 21st century diverse learners. Not only does the text guide pre-service teachers to teach social studies within a constructivist framework, but it also models that framework of guided inquiry in the organization of each chapter. Every chapter begins with an exploratory activity that challenges students to remember and reflect on their prior knowledge on the chapter's topic, moves into the more teacher-guided phase where students find explanations and activities that develop their understanding and social studies pedagogical content knowledge (PCK), and ends in an expansion phase in which students must apply the main ideas of the chapter to other school and life contexts.-Back cover
The perception of institutions by students in the Gary-Hammond-East Chicago SMSA grades five, nine, and twelve by Mary E Haas( )

1 edition published in 1979 in English and held by 3 WorldCat member libraries worldwide

The Perception of Other Nations by Students in Northwestern Arkansas by Mary E Haas( Book )

2 editions published in 1985 in English and held by 3 WorldCat member libraries worldwide

This paper discusses how fourth- and eighth-grade students in rural Arkansas perceive other countries. Students in fourth grade (n=153) chose among 22 terms to describe Canada, China, Egypt, England, France, Israel, Japan, Mexico, Russia, Spain, and the United States. Eighth graders (n=90) were asked to describe separately a set of nations and their people. They were asked about the same countries as the fourth graders except that Canada was omitted and East Germany and India were added to the list. Fourth graders knew more about the United States than about the other countries. Canada was the foreign country they knew the most about and the only one characterized as "like us." The only nation characterized as "warlike" and "unfriendly" was Russia. Eighth graders showed stronger opinions about some countries than did fourth graders, but like them, knew most about the United States. The foreign countries they knew the most about were England, France, and Russia; little was known about Egypt, Israel, East Germany, and Mexico. Concepts associated with geography and economics were discussed more accurately than ones associated with history and political science. (Is)
The Perception of Nigerian Students in Kano State of Other Nations and Other People by Mary E Haas( Book )

2 editions published in 1992 in English and held by 3 WorldCat member libraries worldwide

This study examined the views of three groups of students in Kano, Nigeria concerning other nations and their peoples. The research was designed to test the hypotheses of previous researchers who have speculated that children's attitudes toward other nations can be explained by developmental theories. Specifically, the study sought to answer three questions: How do Nigerian students from Kano State view other nations and their people? What are the source(s) of the Nigerian students' knowledge about other nations and people? And Does the perception of Nigerian students toward other nations and people support the developmental hypotheses proposed by previous researchers? For this study, groups of students in grades 4, 8, and 12 formed the sample. A survey was used in which students were asked to assign various adjectives to nine nations: China, England, France, Japan, the United States, ussr, Nigeria, Saudi Arabia, and Ghana. Eighth and twelfth graders were asked about the sources of their information. From the findings, it was concluded that Kano students at all grade levels had strong, measurable perceptions about their own nation and other nations. Students tended to view nations in a positive and friendly way. It is suggested that since it would appear that young children have distinct views of other nations, an early introduction to learning about other nations and people is both important and appropriate. A 6-item reference list is included. (Db)
How Can Teaching Geography Contribute to the Underst anding of the Common Good? by Mary E Haas( Book )

1 edition published in 1999 in English and held by 3 WorldCat member libraries worldwide

This lesson plan for instruction in geography addresses three social studies standards (People, Places and Environments; Culture; Civic Ideals and Values) and seven geography standards (development of mental maps; physical and human characteristics of places; people create regions to interpret the earth's complexity; patterns and networks of economic interdependence; how human actions modify the physical environment; how physical systems affect human systems; use geography to interpret present and plan for future). The lesson plan includes materials needed, a rationale, seven student objectives, detailed teaching procedures, and assessment guidelines. The lesson can be adapted to younger or older students. The lesson uses geography to illustrate differences among peoples, particularly how terrain and available resources influence cultures. Students match pictures with physical location on a map, classify as either physical or human geography, predict uses and changes of landscapes, and develop a rationale of land usage while identifying the conflicting values and arguments in decisions to preserve or change an area. Contains two handouts. (Bt)
Multiple Strategies for Teaching Current Events by Mary E Haas( Book )

1 edition published in 2002 in English and held by 3 WorldCat member libraries worldwide

Teacher members of the National Council for the Social Studies (ncss) describe the study of current events as essential or very important to the social studies curriculum. Most teachers indicated using current events to provide contemporary examples of abstract historical, social, economic, and political concepts or to illustrate the continuity of social issues over time and across cultures. A number of teachers indicated that current events help to teach inquiry as a process. This paper describes ways that teachers can use the study of current events in the classroom, such as individual student reports, cooperative group reporter strategy, and long-term in-depth study of a single event. The document enumerates readily available media instructional resources for current events, such as c-span, "Time" and "Newsweek," local newspapers, and television networks Web sites. It cites categories for assessing and evaluating student works with current events. (Bt)
Life skills : social sciences and citizenship in South Africa( Book )

1 edition published in 2013 in English and held by 3 WorldCat member libraries worldwide

Teaching the 2000 Election A K-12 Survey by Mary E Haas( Book )

1 edition published in 2001 in English and held by 3 WorldCat member libraries worldwide

The complaint by some youth that major issues of the 2000 presidential campaign were not focused on their concerns, but instead on those of much older citizens, may suggest one reason for the lack of voter participation by youth ages 18-25. Reports of researchers in civic and social studies education over the past 30 years suggest that discussing controversial public policy issues increases the likelihood of greater political interest and efficacy of students. The 2000 presidential election with its inability to declare a winner quickly, accompanied with multiple accusations concerning confusion in election processes and biased media coverage, provided a unique opportunity for teachers to focus on the difficult analysis and interpretation of issues that many teachers advocate and teach as the central focus of the social studies curriculum. This paper addresses three questions: How did teachers plan to teach the 2000 election? How did teachers plan to teach the results of the election? and How did teachers actually teach the election in light of the controversies that resulted? The paper reports results of a survey mailed before November 2000 to a random sample of 600 National Council for the Social Studies members asking how they planned to teach the election. It reports that teachers were committed to addressing the presidential election in their classrooms. It appears that many respondents did not differentiate issues and topics from the political processes or procedures. The paper offers 12 recommendations for instructional improvement regarding elections and the political process. Contains 4 tables and 24 references. (BT)
Promoting Enlightened Political Engagement by Using a Citizenship Scenario with Teacher Candidates and Experienced Teachers by Mary E Haas( Book )

1 edition published in 2003 in English and held by 3 WorldCat member libraries worldwide

This study explored what teacher candidates consider to be good and appropriate citizenship behaviors as they plan to teach young learners. The study also assessed an original case study scenario for its effectiveness for engaging social studies methods students. An original case study focusing on citizenship was developed and presented to teacher candidates in social studies methods classes. The scenario was also used as part of an online course with teachers, and their responses were compared with those of teacher candidates. The scenario describes the selection of a school principal as an outstanding citizen and the identification of the values and actions that made her outstanding, as well as the selection of other activities in which she might participate. The second part of the scenario focuses on the decision of teachers to develop a service learning project for the school. Sixty-one undergraduate teacher candidates, 18 graduate students in education, and 33 online graduate students responded to the scenario. All participants were able to identify the traits that made the scenario's principal a good citizen, and all students were able to suggest an additional activity in which she might participate. Almost all teacher candidates and teachers (graduate students) selected one of three sample projects described in the scenario for the service learning project. Findings also suggest that the case scenario is an effective tool for engaging social studies teacher candidates and graduate students in understanding the importance of enlightened political engagement in the social studies curriculum. (Contains 13 references.) (Sld)
Immigrants and Refugees An Introduction to the Meaning and Means for Justice by Mary E Haas( Book )

1 edition published in 2000 in English and held by 2 WorldCat member libraries worldwide

In this lesson plan students examine the concepts of immigrant and refugee, identifying the similarities and differences in the two concepts and exploring the stories of refugees and the people and organizations that help them. The lesson outlines knowledge objectives for students in grades 2-3 and presents additional objectives for students in grades 4-6. It lists skill objectives, attitudinal objectives, materials needed, and complementary resources. The lesson plan provides a sample step-by-step lesson, outlining objective, procedures, and assessment method and showing how the lesson can be developed, expanded, and applied. (BT)
Die französische Rechtsprechung zum Konflikt zwischen Domain-Namen und Kennzeichenrechten by Mary E Haas( )

2 editions published in 1998 in German and held by 2 WorldCat member libraries worldwide

Genome-wide polygenic scores for common diseases identify individuals with risk equivalent to monogenic mutations by Amit V Khera( )

1 edition published in 2018 in English and held by 2 WorldCat member libraries worldwide

What Are the Characteristics of a Friend? A Resource Unit for Elementary Social Studies Instruction by Mary E Haas( Book )

1 edition published in 1983 in English and held by 2 WorldCat member libraries worldwide

The purpose of this unit is to help elementary students make new friends among their classmates and outside the classroom. The underlying rationale is that primary students especially can benefit from the study of the characteristics of friends because they need to learn how to interact with other children, to assist in overcoming the egocentric nature of the preoperational stage. Social studies concepts encountered during the study are friendship, trust, cooperation, values, self-concept, and loyalty. The unit can serve as an introduction to such closely related concepts studied in elementary social studies as culture, cultural differences, stereotypes, discrimination, ethnic groups, pluralism, race, and prejudice. The unit begins by listing knowledge, skills, and affective objectives. Twelve instructional activities for primary and intermediate level students are described. Examples of activities include having students interview a classmate and use the interview information to introduce the student to the class, reading and discussing stories, and playing the guessing game "Who Is Being Described?" Suggestions for evaluation conclude the unit. (RM)
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Social studies for the elementary and middle grades : a constructivist approach
English (42)

German (2)