Social Studies on the Internet / Edition 2

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Overview

The third edition of Social Studies on the Internet houses over 500 gateway websites to advance the technology of K-12 social studies teachers.  The URLs are categorized by major social studies content strands with web sites linked to the NCSS Themes. Each web site selected by the authors was reviewed and had to meet 4 criteria: Comprehensiveness, to insure a breath and depth of information and resources, durability, to insure its long-term usefulness, self-renewing, to insure up-to-date information and improvements to the web site, credibility, to insure lack of bias and accuracy. K-12 social studies teachers.

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Product Details

  • ISBN-13: 9780131108080
  • Publisher: Prentice Hall
  • Publication date: 4/28/2003
  • Edition description: Older Edition
  • Edition number: 2
  • Pages: 176
  • Product dimensions: 5.90 (w) x 8.90 (h) x 0.50 (d)

Read an Excerpt

PREFACE:

Preface

This technology is destined to revolutionize our educational system and . . . in a few
years it will supplant largely, if not entirely, the use of textbooks.

—Thomas Edison, 1922, statement on the invention of film

Claims of the importance of new technologies by the inventors are not limited to our current cultural advancements. Society's pundits have customarily proclaimed that advances in technology will reshape the face of the human experience. Historians point to the "Gutenberg revolution" as having reshaped the knowledge base, access to information, and learning process of Western civilization. Perhaps not as apparent, subsequent advances such as the chalkboard, ballpoint pen, mass production of paper, mimeograph machine, public library, overhead projector, radio, and television also have changed how we learn. The Internet, as a societal force, might prove to be surpassed in its significance for the learning process only by the invention of a written language. Marshall McLuhan's declaration—that the problem today isn't that we don't have the answers, but that we don't have the questions—prophesied the new world of information created by the technology we call the Internet.

Social Studies on the Internet is an annotated collection of web sites for use by current and future teachers of social studies at the elementary, middle, and high school levels. It is a new doorway to the best practices, content, and original ideas that are essential to the success of social studies teachers. Mastery of the Internet and its resources can greatly enhance the quality of the learningexperience in social studies classrooms.

Chapter 1 is an introduction to the terminology of the Internet, various ways to use the Internet's resources, and sites that can provide a tutorial for novices.

Chapter 2 deals with Internet safety, legal and ethical issues regarding use of Internet material, and the integration of the Internet into social studies instruction.

Chapters 3 through 10 contain a wide range of social studies resources that social studies teachers at every level will find invaluable as they begin to use the Internet for their professional development, introduce the Internet into their classroom learning experiences, and change the way they teach. The web sites are organized into chapters based on content topics for ease of use by teachers when they prepare unit and lesson plans.

Chapters 11 and 12 offer social studies teachers a number of resources that will assist them on a variety of fronts, from planning and setting goals to accommodating diverse student populations. Chapter 13 provides resources that will allow teachers to grow professionally and to respond to the classroom management challenges they face.

SELECTION OF SITES

In selecting the various web sites, four criteria were used:

  1. Comprehensiveness. We generally selected web sites that offer the most comprehensive information and resources on topics of importance to social studies teachers.
  2. Durability. It takes time, effort, and creativity to integrate the Internet into unit and lesson plans, and teachers need to have some reasonable assurance that their efforts will be usable in future years. Sponsoring organizations of national or regional reputation that serve as patrons of web sites will more likely provide the long-term stability and permanence that will make it possible for teachers to put forth the effort to prepare lessons integrating technology.
  3. Self-Renewal. We selected web sites that have a history of improvements and innovations to make the sites more usable, accurate, and up to date.
  4. Credibility. Content on the Internet is fluid and without assurance that it is accurate. As in any evaluation of information in any medium, the source is a major consideration in evaluating its accuracy. The Internet has made it possible for content to be published in such an inexpensive manner that availability is no longer an adequate screening device. The volume of information in relation to the areas of expertise of reviewers has made it impossible for individuals to validate content Therefore, emphasis was placed on sites whose, patrons have reputations for service to the public good and are affiliated with well-respected organizations.

ORGANIZATION OF THE BOOK

In organizing the social studies content chapters (chapters 3 through 10), we have identified gateway sites, specialized sites, the kinds of information provided, and connections to NCSS themes. These identifiers will further assist you in determining the suitability of each site for your specific educational goals.

Sites

  • Gateway web sites typically offer the most comprehensive access to information, multiple links to related web sites, and/or multiple applications (such as information, lessons, simulations, and virtual field trips). These gateway web sites will appear first in each chapter or section of a chapter. Chapter 6's National Geographic web site, ...
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Table of Contents

Ch. 1 Internet basics and multidiscipline sites 1
Ch. 2 Before you begin 14
Ch. 3 United States history and cultures 25
Ch. 4 World history and cultures 35
Ch. 5 Government and law 49
Ch. 6 Citizenship education and political science 65
Ch. 7 Geography 73
Ch. 8 Economics 80
Ch. 9 Anthropology, sociology, and psychology 89
Ch. 10 Teaching about controversial issues, tolerance, and equity 99
Ch. 11 Teaching in a pluralistic society 112
Ch. 12 Standards-based lesson planning with the Internet 131
Ch. 13 Teacher's tool kit 137
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Preface

PREFACE:

Preface

This technology is destined to revolutionize our educational system and . . . in a few
years it will supplant largely, if not entirely, the use of textbooks.

—Thomas Edison, 1922, statement on the invention of film

Claims of the importance of new technologies by the inventors are not limited to our current cultural advancements. Society's pundits have customarily proclaimed that advances in technology will reshape the face of the human experience. Historians point to the "Gutenberg revolution" as having reshaped the knowledge base, access to information, and learning process of Western civilization. Perhaps not as apparent, subsequent advances such as the chalkboard, ballpoint pen, mass production of paper, mimeograph machine, public library, overhead projector, radio, and television also have changed how we learn. The Internet, as a societal force, might prove to be surpassed in its significance for the learning process only by the invention of a written language. Marshall McLuhan's declaration—that the problem today isn't that we don't have the answers, but that we don't have the questions—prophesied the new world of information created by the technology we call the Internet.

Social Studies on the Internet is an annotated collection of web sites for use by current and future teachers of social studies at the elementary, middle, and high school levels. It is a new doorway to the best practices, content, and original ideas that are essential to the success of social studies teachers. Mastery of the Internet and its resources can greatly enhance the quality of thelearningexperience in social studies classrooms.

Chapter 1 is an introduction to the terminology of the Internet, various ways to use the Internet's resources, and sites that can provide a tutorial for novices.

Chapter 2 deals with Internet safety, legal and ethical issues regarding use of Internet material, and the integration of the Internet into social studies instruction.

Chapters 3 through 10 contain a wide range of social studies resources that social studies teachers at every level will find invaluable as they begin to use the Internet for their professional development, introduce the Internet into their classroom learning experiences, and change the way they teach. The web sites are organized into chapters based on content topics for ease of use by teachers when they prepare unit and lesson plans.

Chapters 11 and 12 offer social studies teachers a number of resources that will assist them on a variety of fronts, from planning and setting goals to accommodating diverse student populations. Chapter 13 provides resources that will allow teachers to grow professionally and to respond to the classroom management challenges they face.

SELECTION OF SITES

In selecting the various web sites, four criteria were used:

  1. Comprehensiveness. We generally selected web sites that offer the most comprehensive information and resources on topics of importance to social studies teachers.
  2. Durability. It takes time, effort, and creativity to integrate the Internet into unit and lesson plans, and teachers need to have some reasonable assurance that their efforts will be usable in future years. Sponsoring organizations of national or regional reputation that serve as patrons of web sites will more likely provide the long-term stability and permanence that will make it possible for teachers to put forth the effort to prepare lessons integrating technology.
  3. Self-Renewal. We selected web sites that have a history of improvements and innovations to make the sites more usable, accurate, and up to date.
  4. Credibility. Content on the Internet is fluid and without assurance that it is accurate. As in any evaluation of information in any medium, the source is a major consideration in evaluating its accuracy. The Internet has made it possible for content to be published in such an inexpensive manner that availability is no longer an adequate screening device. The volume of information in relation to the areas of expertise of reviewers has made it impossible for individuals to validate content Therefore, emphasis was placed on sites whose, patrons have reputations for service to the public good and are affiliated with well-respected organizations.

ORGANIZATION OF THE BOOK

In organizing the social studies content chapters (chapters 3 through 10), we have identified gateway sites, specialized sites, the kinds of information provided, and connections to NCSS themes. These identifiers will further assist you in determining the suitability of each site for your specific educational goals.

Sites

  • Gateway web sites typically offer the most comprehensive access to information, multiple links to related web sites, and/or multiple applications (such as information, lessons, simulations, and virtual field trips). These gateway web sites will appear first in each chapter or section of a chapter. Chapter 6's National Geographic web site, ...
Read More Show Less

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