Professional curriculum standards for social studies were developed by

• The National Council of Teachers of Social Studies.

• The National Council for the Social Studies.

• The American Association of Social Studies Educators.

• The Consortium of Social Studies Advocates.

According to the author, the overriding goal of social studies is to

• ensure students understand critical historical content.

• ready students for the office of citizen.

• prepare young people to understand complex ideas.

• instill principles of fairness for all.

Most often, social studies curriculum at the elementary level follows an approach of

• expanding history of humans from earliest civilizations to current events.

• expanding environment of the child from self, family, community, state,   

        world.

• expanding geography from the neighborhood, city or town, state, country,        

        world.

• expanding concepts from each social studies discipline from concrete to

  abstract.

According to NCSS, powerful social studies teaching is

• skills and technology based.

• challenging, student-centered, and standards focused.

• meaningful, integrative, value-based, challenging and active.

• consistent, teacher-directed, well-planned.

.     The most basic responsibility of a teacher in a constructivist classroom is to

• facilitate.

• explain.

• lecture.

• direct.

Constructivist learning environments are based on the belief that

• learning is demonstrated by the random actions of the child which should be

      encouraged.

• adults and children learn in different ways and therefore children’s learning   

      must be structured and monitored.

• teachers and children must collaborate about what and is to be learned and    

  taught and how teaching and learning should occur.

• children build their own knowledge of the world as they attempt to establish

       connections between what they already know and what is new to them.

According to the text, social studies units are most often based  on

• topics of high interest.

• curriculum guides.

• national standards.

• state curriculum standards.

In backward design, a broad response to the question, what do I want my students to take with them after the unit is completed is a(n)

• instructional objective.

• standard.

• established goal.

• benchmark.

Authentic assessment

• makes sure elements are easy to grade.

• is only given at the end of units.

• replaces testing for public accountability.

• analyzes students ability to apply learning.

. Informal observations commonly called “kidwatching” does not include

        

          

           

           

•     checklists.

•   anecdotes.

• quizzes.

• listening to student conversations.