Ringkas dinamika ips

7/23/2019 Ringkas dinamika ips

http://slidepdf.com/reader/full/ringkas-dinamika-ips 1/51

Chapter 1

Dynamic Social Studies:

The Subject You Will Teach

Maxim

Dynamic Social Studies forConstructivist Classrooms, 8 th Edition

Copyright ©200 by !earson "ducation# $nc%&pper Saddle 'i(er# )e* +ersey 0,-./

ll rights reser(ed%



What $s Social Studies

Social Sciences: 'eers to se(eral

multiaceted disciplines that see3

3no*ledge about societies and the

relationships o indi(iduals *ithin societies

Social Studies: $s the title or the school

subject that pro(ides or a systematic

study o the social sciences in acoordinated# integrated ashion

Maxim



ll rights reser(ed%



The Social Sciences

1. Geography: The study o people and

places# the natural en(ironment# and the

capacity o the earth to support lie

2. History: The systematic research#

analysis# and interpretation o the past

3. Civics (Political Science! The study o

the origin# de(elopment# and operation o

political systems and public policy

Maxim



ll rights reser(ed%



The Social Sciences# con4t

". #nthropology! The study o people to ind outabout their physical# social# and culturalde(elopment

$. Sociology! The study o society and socialbeha(ior by e5amining groups and socialinstitutions such as the amily# go(ernment#religion# business# or school

%. &conomics! The study o the production#distribution and consumption o goods andser(ices

Maxim



ll rights reser(ed%



Why $s Social Studies $mportant

6 )"4s 171 initiati(e: helping prepare

youth or constructi(e participation in

society

6 !articipatory Citi8enship

6 !reser(ation o Democracy

Maxim



ll rights reser(ed%



9ajor oals o "lementary Social

Studies

6 'alues and elie)s: help children

understand the core ci(ic principles

6*no+ledge! help children constructmeaning by connecting ne* learning to

pre(ious e5periences

6 ,hin-ing S-ills: help children ac;uire and

process inormation to in(estigate

problems and ma3e inormed decisions

Maxim



ll rights reser(ed%



Dynamic Social Studies

!lacing children in a classroom en(ironment

that encourages<push them to redisco(er

the young social scientists *ithin

1% =unctional content

2% Constructi(ist teaching practices

>% $ntrinsic moti(ation

-% Cross?curricular integration

.% 'espect or di(ersity

Maxim



ll rights reser(ed%



=unctional Content

Curriculum Scope and Se;uence

&xpanding &nvironment Curriculum6 *indergarten! Mysel) and thers6 1st grade! School and /amily

6 2nd grade! 0eighorhood6 3rd grade! Community6 "th grade! egion and State6 $th grade! nited States and Close 0eighors

6 %th grade! &astern Hemisphere6 4th grade! 5estern Hemisphere6 6th grade! ,he nited States History

Maxim



ll rights reser(ed%



=unctional Content

)CSS Curriculum Standards

6 Culture6 ,ime7 Continuity7 and Change6 People7 Places7 and &nvironment

6 8ndividual 9evelopment6 8ndividuals7 Groups7 and 8nstitutions6 Po+er7 #uthority7 and Governance6 Production7 9istriution7 and Consumption

6 Science7 ,echnology7 and Society6 Gloal Connections6 Civic 8deals and Practices

Maxim



ll rights reser(ed%



Constructi(ist Teaching !ractice

6 $nstruction that is child?centered in

approach and ocuses on 3no*ledge

construction# not 3no*ledge reproduction

6 "mphasi8es <Stressing that students

interpret ne* objects and e(ents by trying

to alter or modiy e5isting mental

structures that had ormed as a result otheir pre(ious lie e5periences

Maxim



ll rights reser(ed%



$ntrinsic 9oti(ation

n internal impulse that pro(o3es us to

action or 3eeps us absorbed in certain

acti(ities

=actors

6 8nterest

6 Pleasure6 Competence

6 Sel):determinationMaxim



ll rights reser(ed%



Cross?Curricular $ntegration

6 See3ing *ays to bring together the (arious

subject areas and relating the content to a

central theme

6 Wor3ing *ith ob(ious connections

bet*een the arts# humanities# and physical

sciences

Maxim



ll rights reser(ed%



'espect or Di(ersity

6 dapting instruction to meet the special

needs# talents# and interests o all

students

6 @een a*areness and consideration o

each youngster as a distinct indi(idual

(different with else)

Maxim



ll rights reser(ed%



Chapter 2

Young Aistorians:

Coming =ace to =ace *ith the!ast

Maxim



ll rights reser(ed%



What $s history

6 Aistory is a narrati(e o the past

6 Aistorical method:

1% Bocate pertinent inormation Aeuristi32% "5amine sources or accuracy

CriticEinterpretation

>% Frgani8e inormation into narrati(e

Aistoriograi

Maxim



ll rights reser(ed%



Sources o Aistory

6 !rimary Sources: *ritten and non*ritten

clues produced at the time o the e(ent

6 Secondary Sources: e(idence rom

someone at another time *ho didn4t

*itness the e(ent

Maxim



ll rights reser(ed%



Why Aistory $s $mportant

6 Gy studying the past# young citi8ens *illbe better prepared to judge the presentand uture

6 “Without history, a society shares nocommon memory of where it has been, ofwhat its core values are, or of what

decisions of the past account for our present circumstances )ational Centeror Aistory in Schools 177

Maxim



ll rights reser(ed%



Ao* Should Aistory Ge Taught

6 Aistorical )arrati(es: Chronicles o reale(ents that tell a story

1% Aistorical iction Aistorical roman

2% Giographies

>% =ol3 literature =ol3lore

6 Aistorical narrati(es ha(e the po*er to

e(o3e emotion6 Children must also ha(e opportunity to

*rite their o*n narrati(esMaxim



ll rights reser(ed%



Aistorical =iction

6 Aistorical =iction: 'ealistic story set in the past

6 i(es children opportunity to (icariously

e5perience history

6 Selection uidelines1% $t must tell an interesting story

2% $t should be accurate and authentic

>% $t should relect the spirit and (alues o the times-% $t should contain authentic language

.% $t should pro(ide insight into today4s problems

Maxim



ll rights reser(ed%



Giographies

6 Giographies: Tell the stories o the li(es oreal people

6 Giographies o e5emplary heroes pro(ide

superb models o citi8enship6 Gest biographies characteri8e the main

character as true to lie

6 Should recogni8e indi(iduals as realhuman beings *ith both strengths Hand*ea3nesses ?

Maxim



ll rights reser(ed%



=ol3 Biterature

6 =ol3 literature: =ables# myths# legends# andol3tales

6 Stories handed do*n by storytellers or

generations6 They relect those cultures4 belies# (alues#

liestyles# and histories

6 They help children understand a culture4s past

through its (alues# belies# and customs6 Careully research the story content and place

the story in conte5t *hen using it

Maxim


Copyright ©200 by !earson "ducation# $nc%

&pper Saddle 'i(er# )e* +ersey 0,-./

ll rights reser(ed%



"lements o a )arrati(e

6 Setting: described early in the storyI helps

reader create picture o distincti(e times

6 Characters: the physical and emotional

attributesI loo3# dress# eel6 !lot: se;uence o e(entsI the actionI contains

three parts?

1% problem# conlict# or diiculty

2% 'oadbloc3s

>% Solution

Maxim




ll rights reser(ed%



!rimary Sources

6 Connection *ith the past

6 !o*er to arouse interest

6 Written e(idence (ersus non*rittene(idence

1% Written e(idence: anything *ritten do*n thatgi(es historians clues about people and paste(ents documents# diaries# letters# songsetc%

2% )on*ritten e(idence: artiacts photos#paintings# coins# urniture# tools# etc%

Maxim




ll rights reser(ed%



Children4s Simulated Aistorical

Documents

6 Children should ha(e opportunity to create

simulated *ritten documents

6 Teacher should re(ie* components o the

*riting process beore creating simulated

documents

Maxim




ll rights reser(ed%



Fral Aistories

6 Someone telling stories o personal

e5periences related to particular places or

times

6 Children can also create simulated oral

histories

6 $nter(ie*s: Conducting inter(ie*s is a

superb *ay to introduce children to the

process o collecting oral histories

Maxim




ll rights reser(ed%



)on*ritten Sources: rtiacts

6 rtiacts: photos# paintings# coins#

urniture# tools# clothing# dishes# etc%

6 Aelp historians reconstruct the story o

human lie

6 ssemble a collection o artiacts and

documents related to a historical topic or

theme

Maxim




ll rights reser(ed%



Aistorical $n;uiry

6 Children should engage history the *ay

historians do

6 9eaningul historical in;uiry comes rom

personal ;uestions

6 Children in(estigate historical problems#

oten e5pressed in the orm o ;uestions

Maxim




ll rights reser(ed%



9useums

6 The *orld outside the classroom is a

po*erul learning e5perience

6 $n(estigate museums *ithin your

community

Maxim




ll rights reser(ed%



Chronology

6 Students demonstrate that they

understand chronological organi8ation o

history *hen they can organi8e e(ents

and people into major periods o time ande5plain relationships bet*een those

people and e(ents

6 &se e(ent chains and graphic timelines

Maxim




ll rights reser(ed%



Chapter >

Young eographers:

$n(estigating the !eople<!laceConnection

Maxim




ll rights reser(ed%



What $s eography

6 n integrati(e discipline that brings

together the physical and human

dimensions o the *orld in the study o

people# places# and en(ironments

1% "arth4s surace and processes that shaped it

2% 'elationships bet*een people and

en(ironments>% Connections bet*een people and places

Maxim




ll rights reser(ed%



Why Study eography

6 i(e comprehension<Strong grasp ogeography e;uips people to ma3e better?inormed decisions about ho* to use "arth4s

resources6 $n(estigates the *ays by *hich our land has

inluenced the *ay people li(e

6 Children learn ho* to describe places# e5plainho* these places came to be# and appreciatethe delicate bond relation bet*een humansand their physical en(ironment

Maxim




ll rights reser(ed%



Why Study eography

1% "5istential reason: need to understand

the nature o our home

2% "thical reason: 3no*ledge o ho* to care

or the ragile nature o the "arth

>% $ntellectual reason: 3no*ledge o

interesting people# places# and things

-% !ractical reason: people are better

e;uipped to sol(e issues and problems

Maxim




ll rights reser(ed%



=i(e Themes o eography

1% Bocation: !osition on the "arth4s surace

bsolute Bocation: speciic position on the "arth

'elati(e Bocation: place respecti(e to other landmar3s

2% !lace: !hysical and Auman Characteristics>% 'elationships *ithin !lace: Aumans and

"n(ironments

-% 9o(ement: Aumans $nteracting on the "arth.% 'egions: Ao* They =orm and Change

Maxim




ll rights reser(ed%



Si5 "ssential "lements o

eography

1% World in spatial terms

2% !laces and regions

>% !hysical systems-% Auman systems

.% "n(ironment and society

% &se o geography

Maxim




ll rights reser(ed%



Ao* Should eography be Taught

6 oal: students *ho are 3no*ledgeableand sensiti(e to ma3e *ise judgmentsabout their en(ironmentI caring citi8ens

6 Si5 !hase o eography $nstruction1% Fbser(ing

2% Speculating

>% $n(estigating-% "5tending and reinorcing

.% "(aluating

Maxim



&pper Saddle 'i(er# )e* +ersey 0,-./ ll rights reser(ed%



Fbser(ing

6 Geginning o geographic in;uiry

6 &se direct obser(ations

6 !rimary grades use multiple resourcesphotos# (ideos# maps# globes# atlases#

charts# inormation boo3s#

periodicals<ne*spaper# te5tboo3s# (irtual

ield trips

Maxim






Jirtual =ield Trips

6 Geneits

1% Aands?on learning permits students to interact *ith

real things

2% Students de(elop a greater appreciation or theen(ironment

>% "5amples obser(ed in the ield can be related to

other classroom *or3

6 !rocess1% Ta3e ield notes and ma3e s3etches

2% Discuss obser(ations

Maxim






Speculating

6 Fbser(ations lay the oundation or more

comple5 understandings

6 Boo3 or clues direction in the pictures

and during the ield trips

6 De(elop inerences that *ill be tested

Aipothesis

Maxim






$n(estigating

6 athering inormation about locations and

human characteristics o those places

6 $n early elementary grades# use literature#

(ideos# resource persons# $nternet sites or

other suitable resources

6 $n middle and upper grades# use other

in(estigati(e acti(ities such as ield *or3

or library research

Maxim






"5tending and 'einorcing

6 &se indi(idual or small?group *riting

acti(ities

6 Construct models

6 9a3e maps

6 Study tables# charts# graphs

6 "5amine all types o literature6 &se stimulating data?gathering acti(ities

Maxim






"(aluating

6 9a3ing personal judgments about the

situation

6 s3 children to support personal opinion

*ith sound reasons

Maxim






'eining 9ap S3ills

6 9ap symbols

6 Direction

6 Scale6 The globe

6 Batitude and longitude

Maxim






Chapter -

Young !olitical Scientists:

=uture Citi8ens in ction

Maxim






What $s Ci(ics

6 Study o the political and legal system

6 Study o our rights and responsibilities

6 Study about ho* our go(ernment *or3s

Maxim






Why $s Ci(ics $mportant

6 oal o public education: prepare eecti(e

citi8ens

6 "5pand ci(ic 3no*ledge

6 De(elop participation s3ills

6 Support the belie that in a democracy the

actions o a person ma3e a dierence

Maxim






Ao* Should Ci(ics Ge Taught

6 $normation e5periences: include all the

strategies teachers use to establish a cohesi(e#

supporti(e# democratic classroom

6 =ormal e5periences: content?based instructional

strategies that oster critical thin3ing

Maxim

Dynamic Social Studies for

Constructivist Classrooms, 8 th Edition





=ormal Ci(ics $nstruction

6 oal is to de(elop a greater insight andappreciation or ci(ic lie

6 Ci(ic 3no*ledge must ha(e rele(ance to the

students4 li(es6 Children understand ci(ics more by participatingin the processes they are learning about K "lections and (oting

K Ci(ic responsibility K Ci(ic dispositions and (irtues

K Critical thin3ing

Maxim







Ci(ic 'esponsibility

6 oal: producing citi8ens *ho are committed to ci(icparticipation

6 Bearning to do< "ngage students in community ser(iceprojects

6 @ids round To*n model1% @no*ing the local go(ernment

2% Choosing a local issue to e5plore

>% 'esearching the issue

-% naly8ing the issue

.% Sol(ing the problem

% Ta3ing action

,% ssessing the project

Maxim







Ci(ic Dispositions and Jirtues

6 $n elementary grades# ci(ic dispositions areintroduced *hen students e5perience lie indemocratic classrooms

6 Center or Ci(ic "ducation identiies: K $ndi(idual rights to lie# liberty# and happiness K !ublic or common good K +ustice K ";uality o opportunity

K Di(ersity K Truth K !atriotism

Maxim







Biterature

6 Biterature is a good source or learning

about character

6 =i(e themes o citi8enship

1% Aonesty

2% 'esponsibility

>% Compassion

-% 'espect

.% Courage<!atriots

Maxim

D i S i l St di f Copyright ©200 by !earson "ducation $nc

Ringkas dinamika ips

Documents

Transcript of Ringkas dinamika ips