A team of researchers from 35 states across the country developed a survey designed to create a snapshot of social studies teaching and learning in the United States. With over 12,000 responses, it is the largest survey of social studies teachers in over three decades. We asked teachers about their curricular goals, their methods of instruction, their use of technology, and the way they address the needs of English language learners and students with disabilities. We gathered demographic data too, along with inquiries about the teachers' training, their professional development experiences, and even whether they serve as coaches. The enormous data set from this project was analyzed by multiple research teams, each with its own chapter. This volume would be a valuable resource for any professor, doctoral student, or Master’s student examining the field of social studies education. It is hard to imagine a research study, topical article, or professional development session concerning social studies that would not quote findings from this book about the current status of social studies. With chapters on such key issues as the teaching of history, how teachers address religion, social studies teachers’ use of technology, and how teachers adapt their instruction for students with disabilities or for English language learners, the book’s content will immediately be relevant and useful.

This supplemental text is an historical account of the beginning years of the social studies. Using the 1916 Social Studies report as a base, the book outlines the issues, contexts, and individuals that were influential in the genesis of the seminal social studies prototype program. The author explains that many of our present interests such as critical thinking, decision making, inquiry, reflective thinking, foundational studies, and cultural literacy can be found within the texts of the 1916 social studies program. Saxe also shows that the roots of the social studies program are found in the social sciences and not the traditional history curriculum. Included are chronological time lines that serve to illustrate the growth of the social studies, as well as an extensive bibliography of the primary foundational works of the social studies, including the 1916 report. These materials greatly enhance the value of Saxe's work for social studies educators and students.

The author is by turns ironic, facetious, deadpan, sarcastic, wry, and wisecracking.

REA’s TExES Social Studies 7-12 (232) Test Prep with Online Practice Tests Gets You Certified and in the Classroom! Teacher candidates seeking certification to become social studies teachers in Texas public schools must take the TExES Social Studies 7-12 (232) test. Written by Dr. Dean Ferguson, a nationally recognized test-development expert based at Texas A&M University-Kingsville, our prep provides extensive coverage of the exam’s seven domains and 26 competencies. In addition to a thorough review, this test prep features a diagnostic test and 2 full-length practice tests (1 in the book and 1 online at the REA Study Center) that deal with every type of question, subject area, and skill tested on the exam. Our online tests offer timed testing conditions, automatic scoring, and diagnostic feedback on every question to help teacher candidates zero in on the topics that give them trouble now, so they can succeed on test day. REA’s test prep package includes: - Comprehensive review of all content categories tested on the TExES Social Studies 7-12 exam - Online diagnostic that pinpoints strengths and weaknesses to help focus study - 2 full-length practice tests based on actual exam questions - Practice test answers explained in detail - Proven study tips, strategies, and confidence-boosting advice - Online practice tests feature timed testing, automatic scoring, and topic-level feedback REA's TExES Social Studies 7-12 (232) is a must-have for anyone who wants to become a social studies teacher in Texas.

Elementary-aged children are often positioned as not developmentally ready to learn about race, racism, and injustice. Yet, the classroom materials used in most schools misrepresent history, withhold knowledge about racial injustice, or fail to uplift stories of resilience and resistance. For almost a decade, this groundbreaking resource has been one of the most highly used textbooks in justice-oriented social studies methods courses for grades 3-8. The author has thoroughly revised her bestseller to provide additional lessons that are more deeply situated within the current context of converging pandemics--COVID-19, racism, and impending environmental catastrophe. Grounded in the daily realities of public schools, Agarwal-Rangnath shows teachers how to use primary and other sources that will offer students new ways of thinking about history while meeting language arts standards for information text proficiency and critical thinking. Educators will also learn how to teach language arts and social studies as complementary subjects. New for the Second Edition: More concrete connections between theory and practice. Additional lesson examples that are centered in today's context of converging pandemics. Reflection questions that challenge readers to think about ways to navigate curricular constraints and standardization in the classroom.

Teaching Social Studies: A Methods Book for Methods Teachers, features tasks designed to take preservice teachers deep into schools in general and into social studies education in particular. Organized around Joseph Schwab's commonplaces of education and recognizing the role of inquiry as a preferred pedagogy in social studies, the book offers a series of short chapters that highlight learners and learning, subject matter, teachers and teaching, and school context. The 42 chapters describe tasks that the authors assign to their methods students as either in?class or as outside?of?class assignments. The components of each chapter are: > Summary of the task > Description of the exercise (i.e., what students are to do, the necessary resources, the timeframe for completion, grading criteria) > Description of how students respond to the activity > Description of how the task fits into the overall course > List of readings and references > Appendix that supplements the task description