Becoming a High School Social Studies Teacher - Methods, Reflection and Best Practice for the Real World (Paperback)

Becoming a High School Social Studies Teacher offers a unique approach to middle and secondary social studies methods courses by actively bridging theory and practice. Verteran teacher educators Monica Cousins Noraian and Fred Walk recognize that developing, becoming, and growing as a teacher leader entrenched in the profession is a deliberate process that takes modeling, content knowledge, reflection, and collaboration. This textbook is grounded in History & Social Sciences content and uses rich discipline-specific examples in every chapter, allowing students to discover, engage, and reflect on the process of teaching. The book's three sections address essential and current components of the field, allowing teachers to provide avenues for their students to become responsible, active, and engaged critical citizens. Through activities, discussion, and reflection, students will see how to create a cooperative, tolerant, and compassionate History & Social Sciences classroom, and how to develop curriculum that makes a difference.

Highlights of the book include:

• Chapters on teaching each of the areas of History & Social Sciences ( U.S. History, World History, Government, Economics, Geography, Sociology, Anthropology, and Psychology) to mirror the way social studies is really taught in schools.
• It is aligned to and integrated with the Common Core Standards through a focus on reading, writing, and critical thinking skills
• A holistic approach to History & Social Sciences teacher development by focusing on a teacher s sense of self at the same time as their sense of purpose in the social studies classroom and sense of place in the profession.
• Essential questions, "What is," Key terms & concepts, Actual classroom application & examples, and student-centered activities and strategies featured in each chapter.

Becoming a High School Social Studies Teacher is the only text available to fully support future middle and high school teachers in a way that is very content and context specific, while still recognizing the realities of their transition from the methods course to student teachers in real-world classrooms, and subsequent emerging novice teachers.