Social Studies Education Mini Catalog 2011 (US)

R o u t l e d g e e d u c at i o n

New Titles and Key Backlist 2011

www.routledge.com/education

Social Studies education

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complimentary exam copy e-inspection new in Paperback companion Website

NEW4th Edition

Doing HistoryInvestigating With Children in Elementary and Middle Schools

Linda S. Levstik, University of Kentucky, USA and Keith C. Barton, Indiana University, USA

Now in its fourth edition, this popular text offers a unique perspective on teaching and learning history in the elementary and middle grades. Through case studies of teachers and students in diverse classrooms and from diverse backgrounds, it shows children engaging in authentic historical investigations, often in the

context of an integrated social studies curriculum.

The central assumption is that children can engage in valid forms of historical inquiry-collecting and data analysis, examining the perspectives of people in the past, considering multiple interpretations, and creating evidence-based historical accounts. In each chapter, the authors explain how the teaching demonstrated in the vignettes reflects basic principles of contemporary learning theory, thus providing specific examples of successful activities and placing them in a theoretical context that allows teachers to adapt and apply them in a wide variety of settings.

New in the Fourth Edition:

• expanded coverage of world history in two new chapters

• integration of new technologies to support history instruction

• updated classroom examples, bibliographies, and references.

December 2010: 8-1/2 x 11: 240ppPb: 978-0-415-87301-7: $42.95eBook: 978-0-203-83493-0

For more information, visit: www.routledge.com/9780415873017

Welcome to Routledge

Social Studies educationNew Titles and Key Backlist 2011

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conSideRing bookS foR couRSe uSe?Books marked with are available as complimentary exam copies for lecturers or faculty considering them for course adoption. To obtain your copy visit the URL listed beneath the title in the catalog and select your choice of print or electronic copy. Visit www.routledge.com or in the US you can call 1-800-634-7064.

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This is a small selection of our Curriculum and Instruction books. Request a copy of our new 2011 Curriculum and Instruction Catalog!


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Social StudieS education

NEW2nd Edition

Teaching U.S. History as MysteryDavid Gerwin and Jack Zevin, both at Queens College, City University of New York, USA

Presenting US history as contested interpretations of compelling problems, this text offers a clear set of principles and strategies, together with case studies and ”Mystery Packets” of documentary materials from key periods in American history, that teachers can use with their students to promote and sustain problem-finding and

problem-solving in history and social studies classrooms. Structured to encourage new attitudes toward history as hands-on inquiry, conflicting interpretation, and myriad uncertainties, the whole point is to create a user-friendly way of teaching history ”as it really is” with all its problems, issues, unknowns, and value clashes. Students and teachers are invited to think anew as active participants in learning history rather than as passive sponges soaking up pre-arranged and often misrepresented people and events.

New in the Second Edition: New chapters on Moundbuilders, and the Origins of Slavery; expanded Gulf of Tonkin chapter now covering the Vietnam and Iraq wars; teaching tips in this edition draw on years of teacher experience in using mysteries in their classrooms.

December 2010: 7 x 10: 256ppHb: 978-0-415-99226-8: $135.00Pb: 978-0-415-99227-5: $34.95eBook: 978-0-203-85604-8


NEW

Teaching World History as MysteryJack Zevin and David Gerwin, both at Queens College, City University of New York, USA

Offering a philosophy, methodology, and examples for history instruction that are active, imaginative, and provocative, this text presents a fully developed pedagogy based on problem-solving methods that promote reasoning and judgment and restore a sense of imagination and participation to classroom learning. It is designed to draw readers into the detective process that

characterizes the work of professional historians and social scientists sharing raw data, defining terms, building interpretations, and testing competing theories. An inquiry framework drives both the pedagogy and the choice of historical materials, with selections favoring the unsolved, controversial, and fragmented rather than the neatly wrapped up analysis of past events.

Teaching World History as Mystery:

• provides a balanced combination of interestingly arranged historical content, and clearly explained instructional strategies

• features case studies of commonly and not so commonly taught topics within a typical world/global history curriculum using combinations of primary and secondary documents

• discusses ways of dealing with ethical and moral issues in world history classrooms, drawing students into persisting questions of historical truth, bias, and judgment.

December 2010: 7 x 10: 256ppHb: 978-0-415-99224-4: $135.00Pb: 978-0-415-99225-1: $36.95eBook: 978-0-203-85605-5


NEW

Teaching Economics in Troubled TimesTheory and Practice for Secondary Social Studies

Edited by Mark C. Schug, University of Wisconsin-Milwaukee, USA and William C. Wood, James Madison University, USA

In the Great Recession of 2007-2010, Americans watched their retirement savings erode and the value of their homes decline while the unemployment rate increased and GDP sank. New demands emerged for unprecedented government intervention into the economy. While these changes have a dramatic impact on society at large, they also have serious implications for the

content and teaching of economics.

Teaching Economics in Troubled Times is a one-stop collection that helps pre- and in-service social studies teachers to foster an understanding of classic content as well as recent economic developments. Part I offers clear and teachable overviews of the nature of today’s complex economic crisis and the corollary changes in teaching economics that flow from revising and updating long-held economic assumptions. Part II provides both detailed best practices for teaching economics in the social studies classroom and frameworks for teaching economics within different contexts including personal finance, entrepreneurship, and history. Part III concludes with effective strategies for teaching at the elementary and secondary school levels based on current research on economic education. From advice on what every economics teacher should know, to tips for best education practices, to investigations into what research tells us about teaching economics, this collection provides a wealth of contextual background and teaching ideas for today’s economics and social studies educators. Additional information and resources can be found at the authors’ website www.neweconteaching.com

November 2010: 6 x 9: 232ppHb: 978-0-415-87771-8: $130.00Pb: 978-0-415-87772-5: $36.95eBook: 978-0-203-83887-7


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NEW iN 2011

Making CitizensTransforming Civic Learning for Diverse Social Studies Classrooms

Beth C. Rubin, Rutgers University, USA

Can social studies classrooms be effective ”makers” of citizens if much of what occurs in these classrooms does little to prepare young people to participate in the civic and political life of our democracy? Making Citizens illustrates how social studies can recapture its civic purpose through an approach that incorporates meaningful civic learning into middle and high school classrooms. The book explains why social studies teachers, particularly those working in diverse and urban areas, should infuse civic education into their teaching, and outlines how this can be done effectively.

Directed at both pre-service and in-service social studies teachers and designed for easy integration into social studies methods courses, this book examines the experiences of students and teachers in social studies classrooms as they experience a new approach to the traditional, history-oriented social studies curriculum, using themes, essential questions, discussion, writing, current events and action research to explore enduring civic questions. Following the experiences of three teachers working at three diverse high schools, Beth C. Rubin considers how social studies classrooms might become places where young people study, ponder, discuss and write about relevant civic questions while they learn history. She draws upon the latest sociocultural theories on youth civic identity development to describe a field-tested approach to civic education that takes into consideration the classroom and curricular constraints faced by new teachers.

July 2011: 6 x 9: 160ppHb: 978-0-415-87461-8: $125.00Pb: 978-0-415-87462-5: $32.95


NEW

Instructional Strategies for Middle and Secondary Social StudiesMethods, Assessment, and Classroom Management

Bruce E. Larson and Timothy A. Keiper, both at Western Washington University, USA

Instructional Strategies for Middle and Secondary Social Studies is an exciting methods-based text that integrates appropriate management and assessment techniques with seven distinct teaching strategies. Writing explicitly for pre-service social studies teachers, veteran teacher educators Bruce E. Larson and Timothy A. Keiper offer detailed descriptions of a

range of teaching techniques, from lectures to role plays to student-directed investigations. It provides a practical guide for considering when to use what strategy, how to determine that students meet learning objectives with a particular strategy, and how to keep the learning environment positive.

Special features include:

• clear, step-by-step descriptions of the seven categories of instructional strategies that social studies teachers need most to engage all students and promote student learning

• practical ways to manage the learning environment and assess student learning for each of the instructional strategies

• rich, detailed and social studies-specific examples to illustrate each concept or teaching method described

• guidelines for deciding how each strategy might allow for diverse learners and differentiated learning environments

• clear and concrete guidelines for setting course goals and objectives as well as writing unit plans and lesson plans.

For any aspiring social studies teacher who wants to make the most informed decisions about day-to-day instructional strategies, the unique integration and contextualization of curriculum, instruction, assessment, and classroom management that this textbook offers will make this an invaluable resource.

February 2011: 7 x 10: 312ppHb: 978-0-415-87705-3: $135.00Pb: 978-0-415-87706-0: $46.95eBook: 978-0-203-82989-9


NEW iN 2011

Gaming the PastUsing Video Games to Teach Secondary History

Jeremiah McCall, Cincinnati Country Day School, USA

Despite the growing number of books designed to radically reconsider the educational value of video games as powerful learning tools, there are very few practical guidelines conveniently available for prospective history and social studies teachers who actually want to use these teaching and learning tools in their classes. As the games and learning field continues to grow in

importance, Gaming the Past provides social studies teachers and teacher educators help in implementing this unique and engaging new pedagogy. This book focuses on specific examples to help social studies educators effectively use computer simulation games to teach critical thinking and historical analysis. Chapters cover the core parts of conceiving, planning, designing, and implementing simulation based lessons. Additional topics covered include:

• talking to colleagues, administrators, parents, and students about the theoretical and practical educational value of using historical simulation games

• selecting simulation games that are aligned to curricular goals

• determining hardware and software requirements, purchasing software, and preparing a learning environment incorporating simulations

• planning lessons and implementing instructional strategies

• identifying and avoiding common pitfalls

• Developing activities and assessments for use with simulation games that facilitate the interpretation and creation of established and new media.

Also included are sample unit and lesson plans and worksheets as well as suggestions for further reading. The book ends with brief profiles of the majority of historical simulation games currently available from commercial vendors and freely on the Internet.

May 2011: 6 x 9: 192ppHb: 978-0-415-88759-5: $125.00Pb: 978-0-415-88760-1: $34.95eBook: 978-0-203-83183-0


Rel

ated

jo

uR

na

l The Social StudiesEditors: Ronald A. Banaszak, Ronald H. Pahl, and Chara H. Bohan

Volume Number: 102

For more information on The Social Studies, or to access an online sample copy, please visit:

http://www.tandf.co.uk/journals/vtss

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NEW iN 2011

Teaching Global HistoryA Social Studies Approach

Alan J. Singer, Hofstra University, USA

Teaching Global History challenges prospective and beginning social studies teachers to formulate their own views about what is important to know in global history and why. It explains how to organize the curriculum around broad social studies concepts and themes and student questions about humanity, history, and the contemporary world. All chapters include lesson ideas, a sample lesson plan with activity sheets, primary source documents, and helpful charts, graphs, photographs, and maps. High school students’ responses are woven in throughout. Additional material corresponding to each chapter is posted online at http://people.hofstra.edu/alan_j_singer.>

The traditional curriculum tends to highlight the Western heritage, and to race through epochs and regions, leaving little time for an in-depth exploration of concepts and historical themes, for the evaluation of primary and secondary sources, and for students to draw their own historical conclusions. Offering an alternative to such pre-packaged textbook outlines and materials, this text is a powerful resource for promoting thoughtful reflection and debate about what the global history curriculum should be and how to teach it.

June 2011: 7 x 10: 240ppHb: 978-0-415-87548-6: $145.00Pb: 978-0-415-87549-3: $54.95eBook: 978-0-203-83236-3


The Challenge of Rethinking History EducationOn Practices, Theories, and Policy

Bruce A. VanSledright, University of Maryland, College Park, USA

Every few years in the United States, history teachers go through what some believe is an embarrassing national ritual. A representative group of students sit down to take a standardized U.S. history test, and the results show varied success. Sizable percentages of students score at or below a ”basic” understanding of the country’s history. Pundits seize on these results to argue that

not only are students woefully ignorant about history, but history teachers are simply not doing an adequate job teaching historical facts. The overly common practice of teaching history as a series of dates, memorizing the textbook, and taking notes on teachers’ lectures ensues.

In stark contrast, social studies educators like Bruce A. VanSledright argue instead for a more inquiry-oriented approach to history teaching and learning that fosters a sense of citizenship through the critical skills of historical investigation. Detailed case studies of exemplar teachers are included in this timely book to make visible, in an easily comprehensible way, the thought processes of skilled teachers. Each case is then unpacked further to clearly address the question of what history teachers need to know to teach in an investigative way. The Challenge of Rethinking History Education is a must read for anyone looking for a guide to both the theory and practice of what it means to teach historical thinking, to engage in investigative practice with students, and to increase students’ capacity to critically read and assess the nature of the complex culture in which they live.

July 2010: 6 x 9: 232ppHb: 978-0-415-87378-9: $135.00Pb: 978-0-415-87379-6: $36.95eBook: 978-0-203-84484-7


Storytelling for Social JusticeConnecting Narrative and the Arts in Antiracist Teaching

Lee Anne Bell, Barnard College, USA

Through accessible language and candid discussions, Storytelling for Social Justice explores the stories we tell ourselves and each other about race and racism in our society. Making sense of the racial constructions expressed through the language and images we encounter every day, this book provides strategies for developing a more critical understanding of how racism

operates culturally and institutionally in our society. Using the arts in general, and storytelling in particular, the book examines ways to teach and learn about race by creating counter-storytelling communities that can promote more critical and thoughtful dialogue about racism and the remedies necessary to dismantle it in our institutions and interactions. Illustrated throughout with examples drawn from high school classrooms, teacher education programs, and K-12 professional development programs, the book provides tools for examining racism as well as other issues of social justice. For every teacher who has struggled with how to get the ”race discussion” going or who has suffered through silences and antagonism, the innovative model presented in this book offers a practical and critical framework for thinking about and acting on stories about racism and other forms of injustice.

March 2010: 6 x 9: 144ppHb: 978-0-415-80327-4: $140.00Pb: 978-0-415-80328-1: $29.95eBook: 978-0-203-85223-1


NEW iN 2011

The Political ClassroomEvidence and Ethics in Democratic Education

Diana E. Hess, University of Wisconsin, Madison, USA and Paula McAvoy, Illinois State University, USA

Series: Critical Social Thought

Most people agree that schools should prepare young people for democratic life. Yet in the United States there has never been agreement on what types of skills, dispositions, and knowledge ought to be taught, nor even agreement on how they should be taught. Grounded in thick empirical description and rich in ethical debate, The Political Classroom is the first book to focus on how democratic education is actually taught in real schools with real teachers and students.

Based on one of the largest, mixed-methods studies of civic education ever undertaken, award-winning author Diana Hess and Paula McAvoy provide a systemic analysis of various approaches to teaching young people about democracy and democratic participation that exist in high schools throughout United States. By bringing the tools of social science and philosophy into conversation, this book engages readers in an examination of some persisting, important, and challenging dilemmas that are inherent in the process of educating young people to actively participate in political and civil society. Both clear and thoughtful in their presentation, Hess and McAvoy promote a coherent plan for improving the quality of classroom-based democratic education.

December 2011: 6 x 9: 224pp • Hb: 978-0-415-88098-5: $140.00 • Pb: 978-0-415-88099-2: $36.95


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Teaching History with FilmStrategies for Secondary Social Studies

Alan S. Marcus, University of Connecticut, USA, Scott Alan Metzger, Pennsylvania State University, USA, Richard J. Paxton, Pacific University, USA and Jeremy D. Stoddard, College of William & Mary, USA

“The book is a valuable resource of ideas and possibilities when contemplating how to teach history in the secondary classroom. The authors do a fine job of including real teachers’ thinking around approaching their curriculum. In advocating for the thoughtful use of film to help students learn about

broad themes, big issues, and pertinent topics spanning the passage of time, Marcus et al. show how history has the power to connect us all, past and present.”–Teachers College Record, June 2010

Visit any school in the United States and chances are that you will find at least one of the social studies teachers showing a film about history. Along with the textbook, movies are one of the most prominent teaching aids in the history classroom. Yet, when middle and high school history teachers look for models of the effective use of motion pictures in history classrooms, the cupboard is surprisingly bare. Teaching History with Film provides a fresh, engaging, and clear overview of teaching with film to effectively enhance social studies instruction. Using cases of experienced teachers to illustrate accomplished history teaching through the use of movies, this text provides pre- and in-service teachers with ideas for implementing film-based lessons in their own classrooms and offers a deeper understanding of the thorny issues involved in using film to teach history.

Each section of the book focuses on how teachers can effectively support the development of students’ historical film literacy through topics such as using film to develop historical empathy, to develop interpretive skills, and to explore controversial issues. By developing the skills students need to think critically about the past or what they think they know about history, the lessons in this book illustrate how to harness the pedagogical power of film to provide the tools necessary for rigorous inquiry and democratic citizenship.

Special features include:

• ”Reflection on the Case,” following each chapter, analyzing and discussing the strengths and limitations of the teacher’s approach as well as providing strategies for using and choosing films specific to the educational outcome

• sample unit outlines, descriptions of class texts and films, worksheets, essay questions, viewer guides, and exercises for the classroom throughout

• discussion of the practical considerations facing classroom teachers, including juggling time restraints, issues of parental permission, and meeting standards.

January 2010: 7 x 10: 208ppHb: 978-0-415-99954-0: $135.00Pb: 978-0-415-99956-4: $40.95eBook: 978-0-203-86299-5


Teaching U.S. HistoryDialogues Among Social Studies Teachers and Historians

Edited by Diana Turk, New York University, USA, Rachel Mattson, The State University of New York, USA, Terrie Epstein, Hunter College, City University of New York, USA and Robert Cohen, New York University, USA

Teaching U.S. History offers an innovative approach to social studies teaching by connecting historians to real-world social studies classrooms and social studies teachers. In an unusual, even unprecedented, dialogue between scholars and practitioners, this book weds historical theory and practice with social studies pedagogy.

Teaching U.S. History is a must read for any aspiring or current teacher who wants to think critically about how to teach U.S. history and make historical discussions come alive in the school classrooms where the nation’s students learn.

2009: 7 x 10: 232ppHb: 978-0-415-95469-3: $135.00Pb: 978-0-415-95470-9: $38.95eBook: 978-0-203-86369-5


2nd Edition

The School in the United StatesA Documentary History

Edited by James W. Fraser, New York University, USA

In this second edition of The School in the United States James W. Fraser once again provides the essential primary documents for a study of the history of education in the United States.

Comprehensive enough to be used as a main text, but brief enough to be used alongside another, The School in the United States remains an ideal

resource and textbook for any student and teacher of the history of education in the United States.

2009: 7 x 10: 432ppHb: 978-0-415-80210-9: $150.00Pb: 978-0-415-80211-6: $56.95


Social Studies and Diversity EducationWhat We Do and Why We Do It

Edited by Elizabeth E. Heilman, Ramona Fruja, and Matthew Missias, all at Michigan State University, USA

This one-of-a-kind resource features ideas from over one hundred of our nationís most thoughtful teacher educators reflecting on their best practices and offering specific strategies through which future teachers learn to teach.

2009: 6-3/4 x 9-3/4: 432ppHb: 978-0-415-99671-6: $145.00Pb: 978-0-415-99672-3: $49.95eBook: 978-0-203-87144-7


History as Art, Art as HistoryContemporary Art and Social Studies Education

Dipti Desai and Jessica Hamlin, both at New York University, USA with Rachel Mattson, The State University of New York, USA

History as Art, Art as History pioneers methods for using contemporary works of art in the social studies and art classroom to enhance an understanding of visual culture and history. The fully-illustrated interdisciplinary teaching toolkit provides an invaluable pedagogical resource – complete with theoretical background and practical

suggestions for teaching US history topics through close readings of both primary sources and provocative works of contemporary art.

2009: 7 x 10: 288ppHb: 978-0-415-99375-3: $150.00Pb: 978-0-415-99376-0: $48.95eBook: 978-0-203-87030-3


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Social Studies TodayResearch and Practice

Edited by Walter C. Parker, University of Washington, USA

Social Studies Today inspires educators to think freshly and knowingly about social studies education in the early years of the twenty-first century. Written by the field’s leading scholars, this collection provokes readers to consider the relationship of research and practice as they think through some of the most interesting challenges that animate social studies education today.

Contributors to this volume include luminaries like James Banks, Carole Hahn, Keith Barton, Geneva Gay, Steve Thornton, Linda Levstik, Sam Wineburg, Fred Newmann and more. Each chapter tackles a specific issue and includes discussion of topics such as teaching history, learning tolerance, assessment, globalization, children’s literature, culturally relevant pedagogy, and teaching about genocide. Walter Parker not only pulled these chapters together but also contributes two of his own – both of which are sure to be cited as key works of this era.

Accessible, compelling, and full of rich examples and illustrations, this collection showcases some of the most original thinking in the field and offers pre- and in-service teachers alike new ways to improve social studies instruction.

2009: 6 x 9: 280ppHb: 978-0-415-99286-2: $135.00Pb: 978-0-415-99287-9: $33.95eBook: 978-0-203-84127-3


The Teaching American History ProjectLessons for History Educators and Historians

Edited by Rachel G. Ragland, Lake Forest College, USA and Kelly A. Woestman, Pittsburgh State University, USA

This collection of essays and research reports from participants in the Teaching American History Project provides models for historians, teachers, teacher educators, and others interested in the teaching and learning of American History, and presents examples of lessons learned from a cross-section of TAH projects.

2009: 6 x 9: 352ppHb: 978-0-415-98881-0: $140.00Pb: 978-0-415-98882-7: $40.95eBook: 978-0-203-87820-0


Controversy in the ClassroomThe Democratic Power of Discussion

Diana E. Hess, University of Wisconsin, Madison, USA

Series: Critical Social Thought

Through rich empirical research from real classrooms throughout the nation, Controversy in the Classroom demonstrates why schools have the potential to be particularly powerful sites for democratic education.

2009: 6 x 9: 216ppHb: 978-0-415-96228-5: $130.00Pb: 978-0-415-96229-2: $37.95eBook: 978-0-203-87888-0


Social Justice, Peace, andEnvironmental EducationTransformative Standards

Edited by Julie Andrzejewski, St. Cloud State University, USA, Marta Baltodano, Loyola Marymount University, USA and Linda Symcox, California State University, Long Beach, USA

Based on collaborative work devoted to social justice issues, this collection provides a broad-ranging and thoughtful discussion of what standards developed from an inclusive social justice perspective might look like.

2009: 6 x 9: 344ppHb: 978-0-415-96556-9: $160.00Pb: 978-0-415-96557-6: $48.95eBook: 978-0-203-87942-9


Young Citizens of the WorldTeaching Elementary Social Studies Through Civic Engagement

Marilynne Boyle-Baise, Indiana University, USA and Jack Zevin, Queens College, City University of New York, USA

This text takes a clear stance: Social studies is about citizenship education – citizenship not only as a noun, but as a verb, something one does. Based on this clear curricular and pedagogical purpose, it lays out a holistic and multicultural three-part process for civic preparation: becoming informed, thinking it through, and taking action. Six outstanding teaching strategies

and teaching/learning projects throughout bring this framework life.

2009: 7 x 10: 304ppHb: 978-0-8058-8042-7: $145.00Pb: 978-0-415-99941-0: $52.95eBook: 978-0-203-88060-9


Social Studies as New Literacies in a Global SocietyRelational Cosmopolitanism in the Classroom

Mark Baildon, National Institute of Education, Singapore and James S. Damico, Indiana University, USA

Series: Routledge Research in Education

This book reconceptualizes social studies teaching and learning in ways that will help prepare students to live in ”new times” – prepared for new forms of labor, equipped to handle new and emerging technologies and function, and able to understand different perspectives to participate in an increasingly diverse, multicultural global society.

This book reconceptualizes social studies teaching and learning in ways that will help prepare students to live in ”new times” – prepared for new forms of labor in the post-industrial economy, equipped to handle new and emerging technologies and function in the new media age, and prepared to understand different perspectives to participate in an increasingly diverse, multicultural global society. Mark Baildon and James Damico offer an integrated theoretical framework and corresponding set of web-based technology tools to guide a reconceptualized social studies education and provide concrete examples of teachers and students wrestling with core challenges involved in doing inquiry-based investigations with web-based texts. The authors also lay out a range of suggestions for social studies and literacy teachers, curriculum developers, teacher educators, and researchers interested in enacting and researching social studies as new literacies for living in the global society in the twenty-first century.

August 2010: 6 x 9: 218ppHb: 978-0-415-87367-3: $95.00eBook: 978-0-203-84000-9


Winner of the 2009 NCss Exemplary Research in social studies Award

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Global Perspectives in theGeography CurriculumReviewing the Moral Case for Geography

Alex Standish, Western Connecticut State University, USA

2008: 6-1/4 x 9-1/4: 224ppHb: 978-0-415-46895-4: $145.00Pb: 978-0-415-47549-5: $42.95eBook: 978-0-203-89083-7


Interpreting National HistoryRace, Identity, and Pedagogy in Classrooms and Communities

Terrie Epstein, Hunter College, City University of New York, USA

2008: 6 x 9: 192ppHb: 978-0-415-96083-0: $150.00Pb: 978-0-415-96084-7: $38.95eBook: 978-0-203-89096-7


3rd Edition

Social Studies for Secondary SchoolsTeaching to Learn, Learning to Teach

Alan J. Singer, Hofstra University, USA and The Hofstra New Teachers Network

2008: 8-1/2 x 11: 448ppPb: 978-0-8058-6446-5: $62.95eBook: 978-0-203-89187-2


Teaching Social Studies toEnglish Language LearnersBárbara C. Cruz and Stephen J. Thornton, both at University of South Florida, USA

2008: 7 x 10: 256ppHb: 978-0-415-95760-1: $145.00Pb: 978-0-415-95761-8: $36.95eBook: 978-0-203-89434-7


Inside the Social Studies ClassroomJere Brophy and Janet Alleman, both at Michigan State University, USA with Barbara Knighton, Winans Elementary School, USA

2008: 6 x 9: 320ppHb: 978-0-8058-5571-5: $150.00Pb: 978-0-8058-5572-2: $47.95eBook: 978-0-203-92945-2


Handbook of Research in Social Studies EducationEdited by Linda S. Levstik, University of Kentucky, USA and Cynthia A. Tyson, Ohio State University, USA

2008: 7 x 10: 424ppHb: 978-0-8058-5535-7: $275.00Pb: 978-0-8058-5536-4: $109.95eBook: 978-0-203-93022-9


Researching History EducationTheory, Method, and Context

Linda S. Levstik, University of Kentucky, USA and Keith C. Barton, Indiana University, USA

2008: 6 x 9: 440ppHb: 978-0-8058-6270-6: $160.00Pb: 978-0-8058-6271-3: $56.95eBook: 978-1-4106-1676-0


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Social Studies Education Mini Catalog 2011 (US)