Author: Stephanie Steffey, Wendy J. Hood
Date Released: 1994
Page Count: 248
Isbn10 Code: 1571100032
Isbn13 Code: 9781571100030
Review Reading this book was like having the luxury of time to visit with some hard-working colleagues who were willing to sit down and share some of their philosophical and educational ideas. I thoroughly enjoyed the conversation. -- Middle Ground, Spring 1997 From the Back Cover The provocative title of this book plays on a too-familiar response from teachers and students alike. But now many teachers have begun to seek an approach to social studies that takes account of the ways children learn and that builds on their own knowledge and the strengths. The authors in this book have found ways to do this. Wendy Hood writes in the Introduction that they have ". . . not only rediscovered social studies education in general, they have also found themselves exploring the many disciplines of the social sciences that combine to make social studies . . . The issues of the disciplines are visible, the content of the disciplines is visible, and the questions central to each discipline are central in these classrooms. While the studies described began in one discipline, they branched out or melted into one or more of the others." In this contributed collection, twenty-three teachers explain their successful strategies for teaching the social studies disciplines in a whole language context. If This Is Social Studies covers contemporary subjects (the Gulf War), traditional topics (students as historians), well-known projects (Scottish Storyline), social studies in the community, and multicultural matters. Teachers at elementary through middle and high school levels will find this book's holistic approach to social studies a refreshing departure and a source of new, practical ideas. Indeed, the diversity of ideas and styles is as broad as the book's subject! AUTHOR BIO: Stephanie Steffey taught in the primary grades for a number of years and is also a university instructor in teacher education. She works towards being a whole language teacher in both settings and is particularly interested in the teaching of social studies. While teaching social studies methods courses at San Jose State University, she began to seek out classroom examples of the teaching of social studies consistent with whole language. The gathering and sharing of these stories eventually led the way to this book. Wendy Hood is a bilingual primary teacher from Tucson, Arizona. She has been very active in her local whole language support group and worked on curriculum development within her school district where she strives to establish a democratic learning community with her young students. She was featured as an outstanding teacher in The Whole Language Catalog, and edited both The Whole Language Evaluation Book and Organizing for Whole Language with Ken and Yetta Goodman. She received a Masters of Reading degree from the University of Arizona and is the mother of three children.
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