| Description |
1 online resource (424 pages) |
| Contents |
TEACHING THE SOCIAL SCIENCES AND HUMANITIES IN THE AUSTRALIAN CURRICULUM 6TH EDITION; Half Title Page; Title Page; Copyright; CONTENTS; PREFACE; ACKNOWLEDGMENTS; CONTRIBUTORS; NEW FEATURES SUMMARY; CHAPTER 1: EXPLORING THE IMPORTANCE AND RELEVANCE OF THE SOCIAL SCIENCES AND HUMANITIES TO STUDENT LEARNING IN THE 21ST CENTURY; 1.1 INTRODUCTION; 1.2 WHAT IS SOCIAL EDUCATION?; 1.2.1 How is social education organised across Australian states and territories?; 1.2.2 When, where and how was social education developed?; 1.2.3 Transmission or transformation?; 1.2.4 The United States |
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1.2.5 The United Kingdom1.3 THE TEACHING OF SOCIAL EDUCATION IN AUSTRALIA AND THE SUBSEQUENT CREATION OF A NEW SUBJECT, SOSE; 1.3.1 Analysis of the strands (concepts) of SOSE; 1.3.2 Time, continuity and change; 1.3.3 Place and space; 1.3.4 Culture; 1.3.5 Resources; 1.3.6 Natural and social systems; 1.3.7 Investigation, participation and communication; 1.4 CURRENT ISSUES IN THE TEACHING AND ORGANISATION OF SOCIAL EDUCATION; 1.5 WHY IS SOCIAL EDUCATION IMPORTANT TO THE EDUCATION OF YOUNG PEOPLE?; 1.6 WHAT ARE THE DOMINANT THEORETICAL PERSPECTIVES FOR UNDERSTANDING SOCIAL EDUCATION? |
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1.7 HOW SHOULD SOCIAL EDUCATION BE ORGANISED?1.7.1 Disciplinary curriculum frameworks: The case for separate disciplines; 1.7.2 Integrated curriculum structures; 1.7.3 Multidisciplinary curriculum frameworks: The promise of Key Learning Areas; 1.7.4 Interdisciplinary curriculum structures; 1.7.5 Transdisciplinary curriculum structures; 1.8 HOW IS THE AUSTRALIAN CURRICULUM LIKELY TO IMPACT ON SOCIAL EDUCATION?; WEB RESOURCES; CONCLUDING COMMENTS; QUESTIONS AND ACTIVITIES; REFERENCES; CHAPTER 2: PLANNING FOR LEARNING; 2.1 INTRODUCTION; 2.1.1 Why plan?; 2.2 PLANNING PRINCIPLES |
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2.3 HOW USEFUL ARE CURRICULUM PLANNING MODELS AND THEORIES?2.3.1 Ralph Tylerâ#x80;#x99;s model; 2.3.2 Grant Wiggins and Jay McTigheâ#x80;#x99;s Understanding by Design model (UBD); 2.4 SOURCES TO ASSIST WITH PLANNING; 2.5 LEVELS OF PLANNING; 2.5.1 Units; 2.5.2 Lesson plans; 2.5.3 Checklist to use prior to giving the lessons; 2.5.4 Checklist for evaluating lessons; 2.5.5 Lesson study; WEB RESOURCES; CONCLUDING COMMENTS; QUESTIONS AND ACTIVITIES; REFERENCES; CHAPTER 3: RESOURCES AND INFORMATION LITERACY; 3.1 INTRODUCTION; 3.2 THE INTERNET AND THE WORLD WIDE WEB (WWW); 3.3 USING THE WORLD WIDE WEB |
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3.3.1 Computers3.3.2 Tablet PCs; 3.3.3 Personal digital assistants (PDAs); 3.3.4 Blogs (or weblogs) and email; 3.3.5 Twitter; 3.3.6 Wiki and Web 2.0; 3.3.7 CD -ROMs; 3.3.8 Television, videotapes and DVDs; 3.3.9 Films; 3.3.10 Radio; 3.3.11 Overhead projectors and visual projectors; 3.3.12 PowerPoint projectors; 3.3.13 Interactive whiteboards (IWBs); 3.3.14 MP3 players; 3.4 PRINT MATERIALS; 3.4.1 Textbooks; 3.4.2 Reference books; 3.4.3 Trade books; 3.4.4 Project kits; 3.4.5 Pamphlets and inexpensive materials; 3.4.6 Study prints and posters; 3.4.7 Simulation games; 3.4.8 Maps, globes and models |
| Summary |
Teaching Humanities and Social Sciences in the Australian Curriculum 6e helps students to understand the world and their place within it. It covers a diverse range of topics from civics and citizenship through to politics and globalism for primary and secondary students. This text encompasses a learning area that is exciting and challenging. It allows students to examine societal and environmental problems and to develop logical arguments to grapple with present day personal, national and international problems such as terrorism, violent retaliation, censorship, repression and ideological con |
| Notes |
3.5 CHECKLISTS FOR EVALUATING AND SELECTING PRINT MATERIALS |
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Print version record |
| Form |
Electronic book
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| Author |
Bliss, Susan
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Forsyth, Anita
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Hart, Catherine
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Henderson, Deborah
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Issum, Harry Van
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| ISBN |
9781488679827 |
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1488679827 |
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