Personally responsible citizens:

obey the rules, act responsibly, and help others in times of crisis

know how government agencies and community agencies work; they utilize what they know to get things done.

work to get to the underlying problem in our society, understanding why things are the way they are and working to change those things.

Participatory citizens

know how government agencies and community agencies work; they utilize what they know to get things done.

obey the rules, act responsibly, and help others in times of crisis

work to get to the underlying problem in our society, understanding why things are the way they are and working to change those things.

Social justice oriented citizens

work to get to the underlying problem in our society, understanding why things are the way they are and working to change those things.

know how government agencies and community agencies work; they utilize what they know to get things done.

obey the rules, act responsibly, and help others in times of crisis

The Bill of Rights includes:

The first 10 amendments of the Constitution

All of the amendments to the Constitution

During a naturalization ceremony participants must:

Recite the Oath of Allegiance and the Pledge of Allegiance

Promise loyalty to the United States

The decision making process can be taught to students using

Awareness, analysis, modeling, and practice

Direct instruction on voting should include: Select ALL that apply

People have different ideas and can make different choices

Everyone abides by the outcome of the vote

Direct instruction on voting should include: Select ALL that apply

Voting can be used to elect leaders

Voting is best when we evaluate our options

Voting is not important in a democracy

According to the authors, students must be provided examples of behaviors that illustrate the general values of society. To do that teachers should provide: Select ALL that apply

A classroom community that focuses on consideration of others, equality, independence of thought, responsibility for one’s actions, and the dignity of human beings

Biographies of individuals whose lives reflect the general values of our nation

Lessons focused on the history of the United States

According to the authors, students must be provided examples of behaviors that illustrate the general values of society. To do that teachers should provide: Select ALL that apply

Celebrating holidays that reinforce the values of our nation

Opportunities to analyze the meaning of the Pledge of Allegiance, the Bill of Rights, the Declaration of Independence, the Preamble to the Constitution

Their opinions on candidates in an election

Teaching of religion during Social Studies should NOT include:

The teaching that certain religions are true or better than others

Teaching about religion and its role in history and culture

The inclusion of multiple religions

Respect of the religious diversity in their classroom and school

You are teaching fifth-grade students when immigration officers announce the deportation of several undocumented immigrants from a neighboring state. Which of the following describes an assumption the authors believe should inform you as you decide how to discuss this current event with your students:

You should assume that at least one student in your class is the child of undocumented immigrants.

You should assume that your students will hold differing opinions about the event.

You should assume that students have heard about the event.

You should assume that your students will benefit from learning to understand this event.

According to the authors, what is a disadvantage of using current events as a basis for social studies units?

Current events might require resources that are difficult to gather.

Current events rarely relate to the social studies curriculum.

Current events can distract students from the social studies curriculum.

Current events might only interest a portion of the class.

You have decided to engage your fourth-grade students in talking about a controversial issue. According to the criteria established by the authors, which of the following topics is best suited to a controversial issue discussion?

A local municipal zoo’s decision to give their elephants to another zoo

A student’s decision to live with his father after his parents’ divorce

A teacher’s decision to keep the class in from recess

A student’s decision to steal food for her little brother

As a fourth-grade teacher, you have invited a local police officer to talk to your class about problems in the community. Which of the following goals would the authors suggest you share with the police officer to make her visit best serve your students?

Students should understand how a system of laws and justice benefits society.

Students should understand why police officers arrest people.

Students should understand the difficulties police officers face when trying to solve crimes.

Students should understand how the Constitution works.

Which of the following is NOT a reason the authors give for helping students gain geographical knowledge?

Geographical knowledge helps us understand that there is no perfect place to live.

Geographical knowledge helps us get to where we want to go.

Geographical knowledge helps us understand daily events in relation to their settings.

Geographical knowledge helps us understand the wants and needs of people in different places.

Which of the themes of geography relies on the understanding that all places on earth have advantages and disadvantages for people living there?

Human–environment interaction

What is a basic reason, according to the authors, why students want to understand geography?

Students want to know the nature of the world and their place in it.

Students want to be able to use maps well.

Students want to know their home address.

Students want to write letters to friends in other geographical locations.

Which of the following is NOT an essential map-reading skill according to the National Council for Social Studies?

Orient a map and note directions.

Use scale and compute distances.

Which of the following is one of the fundamental skills in learning to read a map?

Knowing that symbols represent real and actual things

Knowing how to fold and care for a map

Knowing that cities and towns can be found on certain maps

Knowing that elevation can be determined on certain maps

Which of the following is an example of relative location?

At the corner of 23rd and Pine.

According to the authors, what is a chief advantage that globes have over maps?

Globes more accurately represent the size and shapes of areas as they appear on the earth’s surface.

Globes capture students’ attention better than maps.

Maps are limited in the amount of earth they can show.

Maps have less physical relief than globes.

What do cartographers mean by projection?

Transferring information from a round globe to a flat map

The process of representing the earth accurately

Transferring an image from a flat surface to a wall or screen

Transferring information back and forth between maps and globes

Which of the following is key to understanding both maps and symbols?

Both are needed for finding your way around.

Both are unfamiliar to young children.

Both come in a variety of forms.

When teaching mapping skills to young children, where should teachers begin?

Start by mapping big maps of small places.

Teaching history provides students multiple opportunities to do which of the following two things?

Reason historically and gain historical knowledge.

Write biographies about prominent historical figures and sequence important events into timelines.

Be exposed to primary and secondary sources and utilize them in research.

Recite names and dates of historically important people and events and use them to answer multiple-choice questions.

Which of the following do the authors give as a reason for having students examine multiple perspectives of a historical event?

Students understand how perspectives are shaped where people stand.

Students understand that U.S. history is largely one of progress.

Students understand how people come to have different perspectives.

Students understand the reasons why historical events happened.

What do the authors suggest should happen after students have examined primary and secondary sources of a historical event?

Students should create their own account of the event.

Students should create a timeline to present to an authentic audience.

Students should create a time machine to simulate time travel.

Students should dramatize the event.

Which of the following is NOT a priority when teaching time and chronology in social studies?

Technical concepts of time (e.g., century, score)

Time spans that separate historical events

References to indefinite units (e.g., many years ago)

Which of the following is NOT an aspect of historical reasoning?

Drawing conclusions about causes and effects

Recognizing multiple perspectives

Why do the authors argue that history cannot be a matter of teaching children what happened?

Interpretations of events always vary.

Students need to be able to think about history.

Both secondary and primary sources need to be consulted.

Primary sources take different perspectives.

What do the authors say is the result of a focus on a single story?

Students develop simplistic understandings of history.

Students understand history more easily.

Students find history more relevant and relatable.

Students can go in greater depth about history.

What do the authors claim is a key advantage of a snapshot autobiography for young children?

It relies on drawings and brief descriptions.

It follows a format young children understand.

It doesn’t try to cover too much.

It includes materials that are readily available in most schools

What do the authors list as a key reason for engaging students in historical role-playing?

Role playing develops historical empathy.

Role playing generates interest.

Role playing evokes vivid descriptions.

Role playing gets closer to the real story.

Match terms with definitions: Assessment

means finding out what students know and are able to do.

involves value judgment: comparing what is with what ought to be

means the test is designed to be administered and scored in the same way wherever it is given.

means that the results will be used to compare one student or group of students to another group

means that students’ answers are compared to criteria that describe a successful response, and students are judged proficient or not based on those predetermined standards

Match terms with definitions: Norm-referenced

means that the results will be used to compare one student or group of students to another group

means finding out what students know and are able to do.

involves value judgment: comparing what is with what ought to be

means the test is designed to be administered and scored in the same way wherever it is given.

means that students’ answers are compared to criteria that describe a successful response, and students are judged proficient or not based on those predetermined standards

Match terms with definitions: Standardized

means the test is designed to be administered and scored in the same way wherever it is given.

means finding out what students know and are able to do.

involves value judgment: comparing what is with what ought to be

means that the results will be used to compare one student or group of students to another group

means that students’ answers are compared to criteria that describe a successful response, and students are judged proficient or not based on those predetermined standards

Match terms with definitions: Criterion-referenced

means that students’ answers are compared to criteria that describe a successful response, and students are judged proficient or not based on those predetermined standards

means finding out what students know and are able to do.

involves value judgment: comparing what is with what ought to be

means the test is designed to be administered and scored in the same way wherever it is given.

means that the results will be used to compare one student or group of students to another group

Which are examples of informal assessments?

Facilitation of group discussion

EDE4226C - ELA/SS Midterm Review

Authored by Ana Tomblin

Education

University

CCSS covered

Used 5+ times

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58 questions

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MULTIPLE CHOICE QUESTION

45 sec • 1 pt

Social studies has two goals:

Social understanding and civic competence

Teaching how to make informed and reasoned decisions

Standards and curriculum

Tags

CCSS.RI.11-12.5

CCSS.RI.8.5

CCSS.RI.9-10.5

CCSS.RI.6.5

CCSS.RI.7.5

MULTIPLE CHOICE QUESTION

45 sec • 1 pt

True or False: Social studies standards are determined by state education policies and vary widely across states.

True

False

MULTIPLE CHOICE QUESTION

45 sec • 1 pt

The five characteristics of social studies education are:

Using and making timelines and maps, locating information, writing reports, distinguishing between primary and secondary sources, forming hypotheses

Meaningful, integrative, value-based, challenging, and active

Being responsible, loyal, fair, committed, and connected

MULTIPLE CHOICE QUESTION

45 sec • 1 pt

How many language groups are present in the United States?

More than 100

Tags

CCSS.RI.9-10.7

CCSS.RL.9-10.7

CCSS.RI.8.7

CCSS.RI.11-12.8

CCSS.RL.11-12.8

MULTIPLE CHOICE QUESTION

45 sec • 1 pt

How long does it take to learn a second language well enough to learn subject matter in that language?

2 years

3 years

4 years

6 years

Tags

CCSS.RL.8.1

CCSS.RI.8.1

CCSS.RI.8.8

CCSS.RL.11-12.1

CCSS.RL.9-10.1

MULTIPLE SELECT QUESTION

45 sec • 1 pt

How do teachers model high expectations?

Call on all genders and language learners equally

Praise everyone for their intellectual work

Lowering curriculum standards for all students

Do not tolerate name calling from students

Show students you care about them and show you expect their best behavior and academic work

Tags

CCSS.RL.5.6

MULTIPLE SELECT QUESTION

45 sec • 1 pt

Democratic citizenship education includes:

Community service and action

Deliberation

History

Voting

Tags

CCSS.RL.5.6

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