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49 Cards in this Set

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What are the key terms of this section
INTERGRATED CONTENT
PRIMARY AND SECONDARY SOURCES
PROBLEM-SOLVING PROCESSES
COLLOBORATIVE LEARING
INQUIRY BASED LEARNING
IST DISCRIPTOR
UNDERSTANDS HOW S.S. ATTRACTS SOCIETY
2ND DISTRIBUTOR
UNDERSTANDS HOW THE SS DISCIPLINES RELATE TO EACH OTHER
3RD DISTRIBUTOR
UNDERSTANDS THE PRACTICAL APPS OF SOCIAL STUDIES
4TH DISTRIBUTOR
UNDERSTANDS PRIMARY AND SECONDARY SOURCES
5TH DISTRIBUTOR
KNOWS HOW TO FORMULATE RESEARCH QUESTIONS AND HOW TO CONDUCT SOCIAL SCIENCE RESEARCH
6TH DISTRIBUTOR
EVALUATES SOURCES FOR BIAS, POINT-OF-VIEW AND PROBPAGANDA
7TH DISTRIBUTOR
EVALUATES SOURCES FOR BIAS, POINT-OF-VIEW, AND PROPAGANDA
8TH DISTRUBTOR
COMMUNICATES SOCIAL SCEINCES INSTRUCTION IN A VARIETY OF WAYS, INCLUDING THROUGH THE USE OF TECHNOLOGY
9TH DISTRTPTOR
USES AND DEMONSTRATES PROBLEM SOLVING PROCESSES AND DECISION-MAKING PROCESSES
10TH DISTRIBUTOR
CAN CREATE MAPS AND GRAPHICAL REPRESENTATIONS TO COMMUNICATE SOCIAL SCIENCES INFORMATION
11TH D
ANALYZES SOCIAL SCIENCES DATA USING BASIC MATHMATICS AND STATISTICAL SKILLS
12 D
CAN APPLY CONFLICT RESOLUTION SKILLS, INCLUDING PERSUASION, DEBATE, AND NEGOTIATION,
13D
UNDERSTANDS AND USES SOCIAL STUDIES TERMINOLOGY CORRECTLY
INTERGRATED CONCEPTS-CONNECT THE SOCIAL STUDIES DISCIPLINES
HISTORY, GEOG., ECON, GOVERNMENT, CITIZENSHIP, CULTURE, SOCIAL STUDIE SKILLS, AND TECHNOLGY
THE 5 MAKES CONNECTIONS ACROSS THE CURRICULUM 1ST POINT
LINKING SUBJECT AREAS PROVIDE MEANINGFUL LEARNING EXPERIECNES THT DEVEOP SKILLS AND KNOWLEDGE, WHILE LEADING TO AN UNDERSTAND OF CONCEPETUAL RELATIONSHIPS
THE 5 MAKES CONNECTIONS ACROSS THE CURRICULUM POINT 2
EFFECTIVE SOCIAL STUDIES INSTRUCTION CREATES INTERDISCPLINARY CONNECTIONS BETWEEN CORE AND ENRICHMENT CURRICULM
THE 5 MAKES CONNECTIONS ACROSS THE CURRICULUM POINT 3
WITH INTEGRATED CURRICULUM, SKILLS AND KNOWLEDGE ARE DEVLOPED AND APPLIED IN MORE THAN ONE ARE OF STUDY
THE 5 MAKES CONNECTIONS ACROSS THE CURRICULUM POINT 4
EDUCATIONAL PROGRAMMING IS FOCUSED ON THE LEARNER
THE 5 MAKES CONNECTIONS ACROSS THE CURRICULUM POINT 5
MAKE MULTIPLE LINKS AMONG: THE HUMANITIES, COMMUNICATION ARTS, NATURAL SCIENCES, MATHMATICS, SOCIAL STUDIES, MUSIC, AND ART
THE 5 MAKES CONNECTIONS THE 5 MAKES CONNECTIONS ACROSS THE CURRICULUM
OF TOPICS RELATED TO A MJOR TOPIC OR UNIT AND ARE EXCELLENT METHOD OF DESIGNING LESSONS THAT MEET THIS OBJECTIVE
THE 5 MAKES CONNECTIONS ACROSS THE CURRICULUM

EXAMPLE
FOR EXAMPLE, A UNIT ON AFRICAN ART COULD INCLUDE HISTORICAL AND CULTURAL TRADITIONS, INVESTIGATIONS OF THE LANDFORMS AND GEOGRAPHY OF AFRICA, AND A VIDEO PRESENTATION (TECHNOLOGY) THT DEPICTS HOW AFRICAN ART IS USED
THE USE OF AFRICAN ART
PRACTICAL APPLICATIONS OF SOC. SCIENCE STUDIES POINT 1
A NUMBER OF TEXES TEST QUESTIONS ARE INTERDISCIPLINARY, REFLECTING THE COMPLEX RELATIONSHIPS AMONG THE SOCIAL STUDIES FIELDS IN THEIR REAL-WORLD APPLICATION
PRACTICAL APPLICATIONS OF SOC. SCIENCE STUDIES POINT 2
2) ANSWERING THE QUESTIONS CORRECTLY REQUIRES KNOWING, INTERPRETING AND INTEGRATING HISTORY AND SOCIAL SCIENCE FACTS AND CONCEPTS
PRACTICAL APPLICATIONS OF SOC. SCIENCE STUDIES POINT 3
TEXAS TEACHERS MUST UNDERSTAND AND APPLY SOCIAL STUDIES KNOWLEDGE, CONCEPTS, METHODOLIGIES, AND SKILLS ACROSS THE FIELDS OF:
US HISTORY
WORLD HSITORY
TEX HISTORY
GOVERMENT/CIVICS/POLICITACAL SCIENCE
GEOGRAPY, ECONOMICS AND TECHNOLOGY
THE FOLLOWING ARE PART OF THIS:US HISTORY
WORLD HSITORY
TEX HISTORY
GOVERMENT/CIVICS/POLICITACAL SCIENCE
GEOGRAPY, ECONOMICS AND TECHNOLOGY
HOTS
HOt HIGH ORDER THING QUESTIONS, WHERE YOU INTERPET INFORMATION FROM WRIT PASSAGES, MAPS, CHARTS, GRAPHS, TABLES, CARTOONS, DIAGRAMS, AND PHOTOGRAPHS
PRIMARY SOURCES OF STUDING HISTORY ACTUAL RECORDS AND FIRST HAND ACCOUNTS OF HISTORICAL EVENTS,
PRIMARY SOURCES OF STUDING HISTORY ACTUAL RECORDS AND FIRST HAND ACCOUNTS OF HISTORICAL EVENTS,
SECOND SOURCES OF STUDING
SECOND SOURCES OF STUDING HISTORY RETELLINGS, DESCRIPTIONS, AND EXPLANATIONS CREATED AFTER THE EVENT, AND EXPLANATIONS CREATIED AFTER THE EVENT USUALLY BASED ON PRIMARY SOURCES
iN ADDITION, THERE ARE QUESTIONS RELATING TO THE DIVERSE EXPERIENCES OF PEOPLE IN THE US AS RELATED TO:
GENDER
CULTURE, AND/OR
RACE
RESEARCH, EVALUATION, COMMUNICATION AND ANALYZING DATA 1) PROBLEM SOLVING SKILS
ASK QUESTIONS
COLLECT INFO
ORGANIZE INFO
ANALYZE INFO
ANSWER QUESTIONS
RESEARCH, EVALUATION, COMMUNICATION, AND ANALYZING DATA
1) problem-solving/research skills
ask questions
collect info
analyze info
answer questions
reaearch questions are fromulated thorut the study
textbooks, scholarly books, and articles
autobiographies
eyewitness accounts
lette, diaries and journals
news reports
official documents
historic sites and artifacts
works of art
fieldwork types
distribute questionaires
taking photographs
record observations
interview citizens
collecting samples
bias, pioint of view, propoganda point 1
INFORMATION IS RARLY NEUTRAL
bias, pioint of view, propoganda point 2
WRITERS USE INFORMATION SELECTIVIEY TO PROVE THEIR POINT OF VIEW
bias, pioint of view, propoganda point 3
IT IS THEREFORE IMPORTANT TO EXAMINE WHO IS PORVIDING INFORMATION AND WHAT MIGHT BE THEIR POINT OF VIEW OR BIAS
bias, pioint of view, propoganda point 4
YOU NEED TO DETERMINE WHETER THE INFORMATION IS FACT, OPINION, OR PROPAGANDA
bias, pioint of view, propoganda point 5
REMEMBER THAT THE INTERNET IS A PERFECT VEHICLE FOR COMMERICAL AND SOCIAPOLITICAL PUBLISHING AND THESE AREAS ARE OPEIN TO HIGHLY "INTERPRETIVE" USES OF DATA
CONFLICT RESOULUTION-STUDENDTS STUDYING THE SOCIAL SCIENCS SHOULD EXPLORE POINT 1
KEY CONSCEPTS SURRONDING CONFLICT
CONFLICT RESOULUTION-STUDENDTS STUDYING THE SOCIAL SCIENCS SHOULD EXPLORE POINT 2
POSITIVE METHODS OF CONFLICT RESLOUTION
CONFLICT RESOULUTION-STUDENDTS STUDYING THE SOCIAL SCIENCS SHOULD EXPLORE POINT 3
IDENTIFY The NEGATIVE RESULTS OF SOLVING CONFLICT BY VIOLENCE
CONFLICT RESOULUTION-STUDENDTS STUDYING THE SOCIAL SCIENCS SHOULD EXPLORE POINT 4
IDENTIFHY THE NEGATIVE RESULTS OF SOLVING CONFLICT BY VIOLENCE
CONFLICT RESOULUTION-STUDENDTS STUDYING THE SOCIAL SCIENCS SHOULD EXPLORE POINT 4
PROBLEM-SOLVING TECHNIQUES SUCH AS: EMPATHY
APPROPRIATE ASSERTIVENESS
SHIFING ATITUDES AND ISSUES TO CREAT A WIN^2 SITUATION
COOP POWER
EMOTIONAL CONTROL
OPTION DEVELOPMENT AND BRANSTORMING FOR SLUTIONS
NEGOTIATIONS
ARBRITRATIONS
MEDICATION
COMMUNCIATION HANDS ON ACITIVITES POINT 1
PROVIDE STUDENTS WITH A VARIEY OF MATERIALS AND HANDS ON ACTIVITES IS NOT ONLY HIGHLY ENGAGING: IT WILL HELP THEM ANLYZE, SYNTHESIZE, AND InterpeT SOCIAL STUDIES ISSUES
USES BLOOMS
COMMUNCIATION HANDS ON ACITIVITES POINT 2
EFFECTIVE INSTRUCTION SHOULD INCLUDE OPPORTUNTIES TO WORK COLLABRATIVEILY AND EXPLORE CONCEPTS SUCH AS COOP AND SHARING, RESPECT FOR SELF AND OTHERS: AND RESPONSIBLE IN ONE'S FAMILY AND COMMUITY
COMMUNCIATION HANDS ON ACITIVITES POINT 3
STUDENTS SHOULD EXPERIENCE SOCIAL STUDIES, THOURGH A VARIETY OF ACTIVITES SUCH PLAYS, DRAMATIZATIONS, VIDEOS, FIELD TRIPS, HANDS-ON ACTIVITEIS, SIMULATIONS, AND GUEST SPEAKERS
COMMUNCIATION HANDS ON ACITIVITES POINT 3/PART 2
STUDENTS SHOULD OBTAIN INFORMATION FORM A VARIEY ORAL AND VISUAL SOURCES INCLUDING PRIMARY AND SECONDARY RESOURCES, INTERVIEWS, AND CONVERSATIONS: CULTURALLY DIVERSE TEXTS
BIOG.
FOLKTALS AND LEGENDS
PICTURES AND MAPS
POIETRY, SONGS, DANCE, AND ARTWORKS
MOITVIATING RESOURCES ARE ALSO AVAILABLE FROM MUSEUMS, HISTORICAL SITES, PRESENDITAIL LIBRAIRES, AND LOCAL AND STATE PRESERVATION SOCITES
COMMUNCIATION HANDS ON ACITIVITES POINT 3/PART 3
STUDENTS SHOULD CREATE AND INTERPRET VISUAL REPRESENTATIONS SUCH AS ILLUSTRAIONS AND MAPS
STUDENTS SHOULD BE ABLE TO USE A VARIEY OF TECHNOLOGY AND RESOURCES
OVERHEAD IMAGES
COMPUTER SOFTWARE
THE INTERNET
VIDEO PROGRAMS
AUDIO PROGRAMS AND MUIC
HUMAN RESOURCES (GUEST SPEAKERS)