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Curriculum & Instruction
Q:
Hollis L.Caswell and Doak S. Campbell viewed curriculum as:
a. school-directed experiences
b. a group of courses
c. a plan for learning
d. a set of objectives
Q:
Of the following curriculum writers the earliest was:
a. Herbert M. Kliebard
b. Franklin Bobbitt
c. Dwayne Huebner
d. Robert M. Gagn
Q:
Curriculum may be interpreted as:
a. a set of subjects
b. a set of materials
c. a sequence of courses
d. all of the above
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:
A WebQuest template is available for:
a. Avoiding lawsuits from other users.
b. Properly crediting sources used in developing the quest.
c. Using quests exactly as one finds them at the WebQuest site.
d. Structuring the design of the quest and students' learning.
Q:
A technologist is quoted who laments the overuse of classroom computers for what kinds of tasks?
a. Learning.
b. Skills application.
c. Communication.
d. Presentations.
Q:
When using technology in social studies lessons and units the teacher is challenged to:
a. Adapt the use of the technology to the ongoing instructional goals of the classroom.
b. Allow the technology to dictate the instructional goals of the classroom.
c. Use only technology that students find highly interesting.
d. Teach only technology skills.
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:
Teachers use community resources to bring some portion of the community into the classroom. They may also use community resources to:
a. Take the place of instructional objectives.
b. Take students on field trips or engage them in "fieldwork."
c. Provide a break from normal social studies instruction.
d. Help students understand the world of work.
Q:
Which of the following is true about elementary textbook programs?
a. Most contain only textbooks.
b. They usually include only primary documents.
c. They usually include only charts and maps.
d. They are a resource of resources.
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:
What do teachers need to keep uppermost in their minds when selecting an instructional resource?
a. Student learning styles.
b. The objectives to be achieved.
c. Utilization of technology.
d. Integration with other disciplines.
Q:
To learn social studies students need:
a. Non-fiction texts.
b. Access to technology.
c. Multiple sources of information.
d. Primary resources.
Q:
What is a generalization?
a. An idea with limited scope.
b. A statement that meaningfully links two or more concepts.
c. A new idea that arises out of cooperative groupwork.
d. A concept.
Q:
The text author suggests that original biography writing infuses:
a. Stories with new ideas.
b. Literacy instruction and practice into social studies curriculum.
c. Broad social understandings into writing.
d. Generalizations into subject matter.
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:
The text provides a detailed example and rationale for students creating an original biography. Through its creation students are invited to:
a. Limit their historical understanding through concentrating on only one figure.
b. Learn about what a biography is.
c. Read, write, and discuss their way to an in-depth understanding of a historical figure.
d. Have experience going through the writing process using social studies content.
Q:
What is the objective of the fusion approach to curriculum integration?
a. To give students experiences with generalizations.
b. To combine two or more subject areas so students are able to create their own curricular connections.
c. To provide students with more time to work on specific skills.
d. To help students create big ideas that cannot be created without joining two or more subject areas.
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 accomplished by the supportive approach to curriculum integration?
a. Teachers require less time to do their instructional planning.
b. Skills are used to achieve valued content goals.
c. Skills are strengthened by being engaged with content.
d. Both B and C.
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:
What is the greatest pitfall of curriculum integration according to the text?
a. To treat curriculum integration as a goal.
b. To think of curriculum integration as a tool.
c. To use curriculum integration as a teaching strategy.
d. To use social studies as the only means of curriculum integration.
Q:
Which is NOT true of the Explore unit?
a. Social studies and science curricula are joined to help students build a powerful generalization.
b. The teaching strategies concept formation and inquiry are both emphasized.
c. Skills from the science curriculum, such as observation, are used to support learning in social studies.
d. The unit objective is that students will build a big idea, that the decisions made by human beings influence the survival of other living things.
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:
What is the purpose, according to the text author, for using children's trade books in social studies?
a. To launch a unit.
b. To help students gather information from multiple perspectives.
c. To take the place of a textbook, maps and globes, and primary resources.
d. Both A and B.
Q:
Which of the following is NOT something a teacher can do to enhance what a student brings to a reading situation?
a. Increasing a child's intellectual aptitude.
b. Capitalizing on the child's knowledge and cultural experience that is brought to the reading situation.
c. Building the child's knowledge of important components of the reading process.
d. Establishing clear purposes for reading tasks.
Q:
How do seminars deepen students' comprehension of texts?
a. By having them make semantic maps of the text's main idea.
b. By involving them in interpretation and discussion.
c. By teaching them to preview and skim.
d. By teaching them to summarize.
Q:
Why should parts of a textbook (text structure) be taught?
a. So students can better comprehend what they are reading.
b. So students can write a textbook themselves.
c. A literate person must know them.
d. This is a good way to teach spelling and grammar.
Q:
Graphic organizers, such as the data-organization chart emphasized throughout the text, plus foldables, semantic maps, etc., are especially helpful to ELs because:
a. ELs' learning style is not linguistic.
b. Some especially fortunate ELs are working on their 3rd or 4th language.
c. Imagery can capture and simplify a bunch of confusing words.
d. ELs tend to be drawers rather than writers.
Q:
The special reading skills unique to the social studies should be taught:
a. In relation to the subject matter under study.
b. Exclusive of content.
c. Through individualized instruction.
d. None of the above.
Q:
What is informational literacy?
a. Reading or writing texts in order to function in everyday life.
b. Reading or writing texts to gather data about the world.
c. Reading or writing texts for pleasure.
d. Reading or writing texts to gain self understanding.
Q:
Which of the following is NOT a characteristic of apprenticeships?
a. Learners enter into a new task "on their own."
b. Learners are coached by a more capable person.
c. Practice occurs as learners accomplish all or part of a task with assistance.
d. Coaching decreases as the learner's capability increases.
Q:
In the socials studies children read and write to:
a. Encourage self expression.
b. Practice handwriting.
c. Create maps and globes.
d. Build and express understanding.
Q:
According to the text, what are the two main ingredients of cooperative learning?
a. Student independence and group accountability.
b. General tasks and open directions.
c. Positive interdependence and individual student accountability.
d. Reading and listening skills.
Q:
Which of the following is NOT a purpose of asking questions according to the author?
a. Assessment.
b. Giving directions.
c. Guiding thinking.
d. Facilitating participation.
Q:
Why does the text's author suggest teacher's questions are so powerful?
a. They direct the intellectual work of students.
b. They are recommended by teacher's manuals.
c. They are a form of instructional objectives.
d. They are a skill students need to learn.
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:
Students who have developed inquiry skills are able to:
a. Read texts and write summaries.
b. Draw conclusions based on evidence.
c. Judge whether conclusions are based on evidence.
d. Both B and C.
Q:
Inquiry is the chief method historians and scientists use to:
a. Develop new knowledge and correct mistaken knowledge.
b. Understand concepts.
c. Organize existing information.
d. Create scaffolds for learning.
Q:
What is the connection between Pluto's demotion from planetary status and the teaching strategies called concept formation and classifying? The case of Pluto demonstrates that:
a. Concepts are facts.
b. Concepts are social agreements.
c. Physical concepts like planet are stable while social concepts like democracy change.
d. Classifying is more relevant to the social sciences than to the natural sciences.
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 concept formation?
a. Studying examples of a concept and grasping the critical similarities among them.
b. Deciding whether something is an example or a nonexample.
c. A teaching strategy that relies upon forming cooperative learning groups.
d. Providing experiences for students in which they must discern the common aspects of examples and non-examples by themselves.
Q:
Concepts are:
a. Facts.
b. Ideas.
c. Illustrations.
d. Examples.
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:
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:
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:
An objective's "scope" should be:
a. Neither too small nor too great.
b. Unmeasurably small.
c. Unmeasurably large.
d. Large enough to include everything you plan to teach.
Q:
Organizing subject matter involves deciding on the focus of study and:
a. Integration with other content areas.
b. Determining the particular ideas and skills that have priority.
c. Creating a corresponding theme.
d. Providing a rationale for the study.
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:
Well-stated objectives allow teachers and students to:
a. Create a unit of study as it unfolds.
b. Develop units based upon individual interests.
c. Clearly understand how instructional activities relate to the purpose of study.
d. Create a scope and sequence of learning activities over the elementary grades.
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:
Planning for social studies instruction asks teachers to take on what roles?
a. Curriculum planner and assessment planner
b. Activity planner and resource planner.
c. Skill planner and knowledge planner.
d. Both A and B.
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:
The author suggests that the work samples saved in social studies portfolios be:
a. Chosen by the teacher.
b. Related to essential learnings and desired outcomes.
c. Examples of handwriting.
d. Chosen for their quality of artwork.
Q:
Performance assessments help the teacher:
a. Find out how well students can translate knowledge into action.
b. Plan for instruction in subsequent school years.
c. Allow students to create their own assessments.
d. Take a break from paper and pencil tests.
Q:
Most of the assessment done during social studies instruction involves:
a. Formal multiple-choice tests.
b. Informal methods and simple observation.
c. Paper and pencil tests.
d. Student self-assessment.
Q:
An assessment needs to capture:
a. The diverse characteristics of the students in the class.
b. The ten themes of social studies.
c. The scope and sequence of social studies.
d. What students are actually learning.
Q:
Assessments should focus on:
a. Essential subject matter.
b. Facts and dates.
c. Resources taken from the community.
d. Student interests.
Q:
What kind of assessments are conducted during instruction?
a. Diagnostic.
b. Summative.
c. Formative.
d. Creative.
Q:
Instructional planning is the primary purpose of assessment for whom?
a. The parent.
b. The student
c. The teacher.
d. The principal.
Q:
Which of the following is NOT a purpose for assessment outlined in the text?
a. Student placement.
b. Behavioral modification.
c. Instructional planning.
d. Public accountability.
Q:
Evaluation involves comparing a student's present understanding with:
a. The other students in the class.
b. Their technological skills.
c. The unit goals in a textbook program.
d. The desired outcome of instruction.
Q:
Assessment means finding out:
a. What students know and are able to do.
b. How students are likely to do on a test.
c. How to challenge students.
d. What the objectives will be for a unit.
Q:
Which one of the following statements accurately explains the connection between current events and controversial issues?
a. All current events contain controversial issues.
b. Current events that involve an enduring public issue are controversial issues.
c. All controversial issues are current events.
d. Small rural communities rarely have current events that are also controversial issues.
Q:
What is the instructional goal for units based upon an enduring public issue?
a. To have students participate in discussions.
b. To have students discuss, read, and write on the issue.
c. To have students understand that people have not been able to resolve this issue.
d. To integrate social studies and language arts.
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:
What, according to the author, is one of the best ways to teach current events?
a. To play videos of news clips each day in class.
b. To select events that students will agree on to promote common understanding.
c. To select events that are controversial.
d. To summarize each day's current events for the students in a one-page handout.
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:
What is a disadvantage, according to the text author, to using current events as a basis for social studies instruction?
a. Social studies subject matter cannot be found in current events.
b. It is difficult to plan for because events may not relate directly to the social studies curriculum and resources may be difficult to gather.
c. Current events do not stimulate student interest or discussion.
d. Current events do not create a bridge between school learning and life outside of school.
Q:
What, according to the text author, is a disadvantage to using current events to supplement social studies instruction?
a. Teachers cannot create connections between events from long ago and those of the present.
b. Teachers are not able to bring current events into the classroom that connect to the present social studies unit of study.
c. The range of news stories that are appropriate may be restricted due to lack of connection with current social studies units of study.
d. Time is taken away from other disciplines.
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:
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:
What is one way that elementary teachers can cultivate the virtue of civic-mindedness?
a. By developing a regular, ongoing program of instruction involving daily news and issues.
b. By requiring students to watch the local news on TV everyday.
c. By requiring students to recall the name of each president since Abraham Lincoln.
d. By telling the students what is most important in the community's current events.
Q:
What is an advantage of a data-organization chart?
a. It allows teachers to understand student comprehension of data.
b. It allows students to understand the points that teachers think are important in a unit of study.
c. It allows students and teachers to keep track of information across several examples.
d. It is a way for students to keep track of their assignments.
Q:
What is one way the text proposes content in graphs be made less abstract for younger students?
a. Through the use of bar graphs.
b. Through the use of pie graphs.
c. Through the use of pictorial representations.
d. Through the use of circle graphs.
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:
To comprehend map scale, students must understand that:
a. Maps can be representative of many different places and landmarks.
b. Maps are smaller than the area they represent and everything on them is smaller in the same amount.
c. Maps are small enough to be carried in a backpack or put in a car's glove compartment.
d. Maps enable us to comprehend relative distance between places.
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 a chief advantage that globes have over maps?
a. Globes show size and shapes of areas as they appear on the earth's surface.
b. Globes capture students' attention better than maps.
c. Maps are limited in the amount of earth they can show.
d. Maps have less physical relief than globes.
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.