Bloomsburg University

SPECED 557

What subgoal of social studies learning is directed towards feelings and
beliefs?
o Attitudes and Beliefs
 The text author proposes that teachers develop a curriculum planning habit
of applying the ten social studies conceptual themes to the subject matter
topical emphasis at an elementary grade level. Why is this an important
habit?
o The scope of a topic is expanded and deepened so that student
understanding is expanded and deepened
 A curriculum that deals in grade 3 with institutions of a town’s current
system of government- for example, town manager and select persons- would
be said to be part of a spiraled curriculum if grade 4 content covers:
o The current System of government of the state to which the town
belongs
 Of key trends in social studies education today, Jonathan Kozol’s term savage
inequalities applies to:
o The Achievement Gap
 Which of the following is NOT an example of how the social studies should be
taught in the elementary grades?
o The students should be lectured about social studies daily
 What is the practical effect of applying the dame NCSS curriculum standards
(also called conceptual themes) across all grades?
o Students not only learn the topic that isemphasized at one grade but
also organize the topic’s facts into big ideas that they can then apply to
subsequent topics in subsequent years
 How do the authors define the social studies goal of civic competence?
o Having skills, attitudes, and values necessary for democratic
citizenship
 Why do the authors contend that attitudes and values must be taught?
o Democratic government relies in particular dispositions, traits, and
virtues
 Besides learning about human societies (social knowledge), the most
important goal of social studies education is:
o Democratic citizenship
 Which of the following reasons is NOT one, according to the text, that
explains why social studies units are often integrated units?
o Social studies instruction is always thematic instruction
 According to the authors, what is the purpose of culturally responsive
instruction?
o Help children maintain their cultural identities while learning the
school curriculum.
 Which of the following school policies would go the furthest to make new
students who are immigrants, and only know a little English when they come
to their first American School, feel welcome and expect academic success?
o Giving students content-based instruction in their home language and
also providing them supplementary English lesson
 Marilyn, a second-grade girl, goes on weekend outings with her family and
travels far and wide during school vacations. She returns from each trip with
souvenirs that she brings to school to share in front of her classmates.
Although Marilyn is very articulate and her experiences help her classmates
learn more about their country, the teacher would be wise not to:
o Give Marilyn more time on the class stage than her classmates
 Which two teacher actions would most likely make immigrants feel
disrespected in their new middle-grade class, especially if all other students
in the class were born in the United States?
o The teacher converts the students names to their English language
“equivalents” for example, Sandy for Sanjay and expects new students
to learn a list of three new vocabulary words for the new social studies
unit and gives the balance of the class, ten words to learn.
 The text offers two suggestions for accommodating the child with special
gifts and talents. What are they?
o Tiered assignments and independent study
 In a class with students of different abilities and different cultural
backgrounds, a counterproductive practice is:
o Fixed groups