Real World Investigations for Social Studies : Inquiries for Middle and High School Students Based on the Ten NCSS Standards

This innovative book presents case studies ―called investigations― that combine ready-to-implement middle and high school lessons with complementary guidelines to demonstrate how the principles of Contextual Teaching and Learning (CTL) can be used to meet NCSS social studies curriculum standards. This combination of CTL principles and NCSS standards creates a book that shows teachers-in-training examples of quality social studies instruction while simultaneously illustrating essential teaching methods. KEY TOPICS: Intended to develop the attributes necessary for informed citizenship, each investigation provides a sequence of lessons using the teaching/learning styles that research has shown to be most effective with these age groups. Each investigation requires readers to face problematic issues, research and analyze data, construct meaning and understanding, evaluate competing points-of-view, and, finally, reach and defend conclusions. All coverage keyed to NCSS standards―with an investigation for each of the ten mandated competencies. MARKET: Core or supplemental reading for middle and secondary social studies methods courses.

John D. Hoge is an associate professor of education at the University of Georgia, where he has taught for the past 14 years while engaging in curriculum development projects, research, and publication activities designed to promote effective elementary and middle school social studies education. Regarding the school uniforms case in chapter 6, he states, "It was a natural for me. It touched so many power, authority, and governance issues and related directly to the lives of the children and parents who experienced it."

Sherry L. Field is a Professor of Curriculum and Instruction at The University of Texas at Austin, where she is Program Area Head for Social Studies Education. She has recently served as Chair of the College and University Faculty Assembly of the National Council for the Social Studies, Chair of the Research in Social Studies SIG of the American Educational Research Association, and President of the Society for the Study of Curriculum History. Her research in social studies curriculum and learning has been published in journals such as Theory and Research in Social Education, Social Education, Middle Level Learner, The Educational Forum, and Journal of Supervision and Curriculum. Currently, she is editor of Social Studies and the Young Learner.

Stuart J. Foster is a senior lecturer at the Institute of Education, the University of London. He received his doctorate from the University of Texas at Austin. He has published widely on educational history and the teaching and learning of history and the social studies. His contributions in this book reflect his interest in the teaching of controversial issues, the politics of schooling, and the representation of ethnic groups in American education.

Pat Nickell is a former elementary teacher, school district administrator, and college professor. She served as president of the National Council for the Social Studies, 1996-1997, and has an extensive list of published articles, books, book chapters, and curriculum projects to her credit. She coauthored the NCSS Social Studies standards, Expectations of Excellence. She is currently a social studies consultant in the state of Florida.