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Question
Which of the following concepts is NOT central to the study of economics?a. Production.
b. Distribution.
c. Consumption.
d. Location.
Answer
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Related questions
Q:
A WebQuest is:
a. a teacher-created inquiry using the Internet.
b. a student-created inquiry using the Internet.
c. a kind of concept-formation that omits classifying.
d. a routine for teaching the skills of searching the Internet.
Q:
As a matter of principle it is advisable to take elementary students into the community only when:
a. The field trip is of little or no cost.
b. The field trip is an extension of previous field trips.
c. The field trip provides for experiences that cannot be duplicated in the classroom.
d. The field trip challenges students physically.
Q:
What strategy does the author suggest students and teachers use to become familiar with the school library (resource/multimedia center)?
a. Orienteering.
b. Inquiry.
c. Concept formation.
d. Exploration.
Q:
To learn social studies students need:
a. Non-fiction texts.
b. Access to technology.
c. Multiple sources of information.
d. Primary resources.
Q:
Which of the following is NOT a criterion in the selection of subjects for children's biographies?
a. The person chosen brings students in contact with powerful ideas of the social studies disciplines.
b. Students should have some understanding of the subject's life prior to beginning the biography.
c. There is likelihood the children will be captivated by the subject's life.
d. Materials should be readily available.
Q:
According to the author, a well-balanced Social Studies program ensures the development of skills through:
a. Identifying the skills to be taught.
b. Systematic instruction.
c. Assessing the skills students possess.
d. Teaching strategies.
Q:
The text states three objectives-related instructional movements that are part of every lesson plan. Which of the following is NOT one of them?
a. Getting ready.
b. Work-study.
c. Summary and assessment.
d. Building group relationships.
Q:
Which of the following is an initial step in planning a social studies unit?
a. Studying the curriculum guide.
b. Developing learning activities.
c. Reflecting upon personal histories and developing a unit around them.
d. Creating a list of all the social studies topics to be studied.
Q:
The text author suggests that well-planned social studies units are almost always integrated units. Why is this?
a. Social studies learning almost always requires reading and writing.
b. Social studies integrates history, the social science disciplines, and sometimes the humanities.
c. Many social studies units are animated by inquiry.
d. Both A & B.
Q:
What, according to the text author, is a disadvantage to using current events in addition to social studies instruction?
a. Time is allotted each day for the discussion of current events.
b. Students do not share responsibility for bringing current events to the class.
c. Students are not encouraged to read newspapers and magazines.
d. Current events are isolated from the social studies and other parts of the school program.
Q:
How are map and globe-reading skills best learned?
a. Through creating different kinds of maps and globes.
b. Through seeing many different maps and globes over an extended period of time.
c. Through directed inquiry into the need for and uses of maps and globes.
d. Through direct teaching and application in situations where map and globe-reading skills are used.
Q:
What is one of the fundamental skills in learning to read a map?
a. Knowing how to fold and care for a map.
b. Knowing that elevation can be determined on certain maps.
c. Knowing that symbols represent real and actual things.
d. Knowing that cities and towns can be found on certain maps.
Q:
What is the chief value of using globes in elementary grades one, two, and three?
a. To familiarize students with the basic roundness of the earth.
b. To begin to develop a global perspective.
c. To see that the earth is mostly covered with water.
d. Both A and B.
Q:
History teaches students to investigate what has happened in the past by teaching them to:
a. Orally communicate the chronological order of events.
b. Interpret evidence and produce a credible account.
c. Create research reports about their favorite event in history.
d. Interview family members who were a part of the historical events being studied.
Q:
The author urges social studies teachers to make religion:
a. A natural part of topics studied.
b. Disappear from the curriculum.
c. A separate course of study.
d. The major goal of instruction.
Q:
Deliberation informs and empowers voting. Voting should be seen as:
a. A preliminary activity that comes before deliberation.
b. Impossible without deliberation.
c. A culminating activity.
d. None of the above.
Q:
What is the fusion approach to curriculum integration?
a. Two or more subject matters are synthesized in way that a new, unified idea is formed.
b. One course of study is created through instructional strategies.
c. The creation of generalizations for students to learn.
d. Two or more subject matters are joined together so that each is studied in depth.
Q:
What is the supportive approach to curriculum integration?
a. Many disciplines are infused together to create one course of study.
b. Aspects of one subject are infused into another to enhance the learner's grasp of the second.
c. Two disciplines are infused together to create a new discipline.
d. Two or more subjects are joined together for the purposes of instructional planning and assessment.
Q:
The author recommends that multiple perspectives be routinely examined in the social studies classroom. What teaching strategy becomes a routine part of this?
a. Direct instruction.
b. Classifying.
c. Compare and contrast.
d. Story boards.
Q:
Classifying as part of the concept-formation procedure is:
a. A teaching strategy that emphasizes understanding the impact of students' social class membership.
b. An organizational structure for placing students into ability groups.
c. A creative way for students to organize their materials.
d. A method for students to apply the concept they have formed.
Q:
What is a simulation as defined by the text?
a. A teaching strategy that relies on direct instruction.
b. A way to organize student thinking about a concept.
c. A strategy designed to reconstruct some characteristics of a real situation through experience.
d. A learning theory that relies on limiting student discourse and activity.
Q:
What is formative assessment as defined by the text?
a. Finding out what students are (and aren"t) learning as the unit goes along.
b. Assessment used to form an evaluation.
c. Informal assessment used to make final judgments about student performance.
d. Performance based assessments used for grading student progress.
Q:
Objectives should not describe the activity students will engage in but the:
a. Ways in which students will experience the social studies unit.
b. Purpose for having students engage in the activity.
c. Skills students must demonstrate in order to engage in the activity.
d. Knowledge students must have in order to complete the activity.
Q:
An enduring public issue is:
a. An issue lacking controversy that citizens enjoy discussing.
b. An issue that is created by the people involved in a discussion
c. A controversial issue that does not go away when the current event ends.
d. An issue composed of several different current events.
Q:
Which of the following is NOT a special responsibility a teacher has when teaching a controversial issue?
a. Helping to control the conversation through allowing only certain students to speak.
b. Helping students develop the disposition to be civil and open-minded.
c. Helping students to evaluate sources of information.
d. Encouraging students to pursue multiple perspectives on a single issue.
Q:
Which of the following is NOT a purpose provided in the text for teaching current events/public issues at the elementary level?
a. Promoting the habit of interest in current events and social problems.
b. Promoting the growth of skills to rationally analyze current events.
c. To help students relate learning to life outside of school.
d. To encourage students to get information from encyclopedias and textbooks.
Q:
According to an anthropological point of view, what is a uniquely human creation that distinguishes humans from animals?
a. Creativity.
b. Culture.
c. Social organizations.
d. Diversity.
Q:
Geography is composed of five themes according to the National Geographic Alliance. Each theme is a.:
a. Concept that students should form as they work through multiple examples.
b. Way of thinking about the world that appeals to students.
c. Strategy for understanding how to go from one place to another.
d. Process for constructing multiple types of maps and scale drawings.
Q:
According to the text, at what grade level should students begin learning about the power a citizen exercises in the act of voting?
a. Kindergarten.
b. Second Grade.
c. Fourth Grade.
d. Sixth Grade.
Q:
The text offers two suggestions for accommodating the child with special gifts and talents. What are they?
a. Tiered assignments and independent study.
b. Classwork and homework from the next grade level.
c. Extra credit for peer tutoring and mentoring younger students.
d. Planning lessons for the teacher and monitoring other students' behavior.