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| a field of study to help us understand people, places, and environment, and how they affect each other. |
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Definition
1. location
2. place
3. human/environment interaction
4. movement
5. regions |
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position on earth's surface
ex. map, globe, distance, absolute-streets, longitude, latitude |
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Definition
physical and human characteristics
ex. topography, climate, population, human elements- who lives there |
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| Human/environment interaction |
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Definition
relationships within places
ex. ecology, environment, technology, pollution- how do we affect the environment. |
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humans interacting on earth
ex. migration, transportation, needs, wants- why we move. |
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how they form and change
ex. urban, rural, community, land usage- what makes the area unique. |
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Definition
-Requires visualization abilities
-The supreme test of map understanding
4 steps:
Collect or observe data
Organize or simplify data
Plan the map in terms of scale
Draft or draw the map |
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Definition
| the legend or key explains what symbols mean. These symbols help you to read the map. |
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| Rationale for teaching children economics |
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Definition
| it will help students to make better decisions in our modern global economy. |
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| The stages for economic reasoning: |
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Definition
Identify the question or problem
List the alternatives
Identify the advantages and disadvantages of each alternative
Choose the best alternative
Reevaluate the consequences of the decision |
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| Strategies to teach Economics: |
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Definition
Literature
Case studies
Skits, Dramatic Reenactments, Simulations
Video games
Computer games
Websites |
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Definition
| The study of people making choices in the allocation of scarce resources. |
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Definition
| the ability to identify, analyze, and evaluate the consequences of individual economic decisions and public policy |
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| Six approaches to improve civic education: |
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Definition
-Classroom instruction in government, history, law, and democracy
-Discussion of current events
-Service learning
-Extracurricular activities
-Student voice in school governance
-Student simulations of democratic processes and procedures |
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| advantages of service learning |
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Definition
Improves academic achievement
Meets real community needs
Promotes seeing the problem as an issue
Improves self-esteem of students |
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| The integration of community service with academic learning. |
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p 240 para. 3
needed for citizens to to be able to participate in meetings and take part in community-based efforts. |
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p 240 para. 3
needed for citizens to to be able to participate in meetings and take part in community-based efforts. |
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| Recommendations in teaching time, chronology, history |
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Definition
Most children acquire the concept of time by gradually recognizing that events fall into patterns. Connect at first to home life-time to get up, to eat, to play, etc.
Chronology-a more mature time sense that allows us to move away from personal experiences and extend our understanding of time backward and forward. |
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| understanding of historical fiction |
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Definition
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| three approaches to teaching history |
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Definition
Authentic learning
Active learning
Direct learning/ transmission |
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Term
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Definition
Fragments from the past that can serve as evidence for understanding more complete interpretations of the past.
Examples include a letter from a soldier in the Civil War, government documents, historical photographs.
These resources are given meaning by the learners who are using them as the seek to learn about and from the past. |
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Term
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Definition
Focus more on learning activities that require students to reorganize or re-represent background material.
Students assign meaning to facts through inquiry learning.
Students make connections between otherwise disconnected information. (Ex. Making a replica of a historical building)
This approach helps students possess historical knowledge that has meaning and context. |
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| Direct learning/transmission |
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Definition
The teacher is in possession of some knowledge and can effectively transfer the understanding to learners using direct instructional methods.
A fixed body of knowledge is being transferred as a whole, without critical examination.
Focus on low-level forms of knowledge such as dates of events and names of important characters in history. |
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