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The Language of Social Studies Education
An Expanded Glossary of Key Terms and Concepts
Series: - The Language of Education, Volume: 3
Social studies is a discipline unique to K-12 education and tasked with the preparation of democratic citizens. Social studies educators work with concepts, theories, and ideas from multiple disciplines across the social sciences and humanities, which makes discourse through shared language complex. Specialization in content areas that comprise the social studies can further complicate shared understanding of essential terms.
The Language of Social Studies Education offers essential information for key concepts organized to reflect the contemporary context of K-12 social studies education. The concepts found within this volume reflect the breadth of the discipline while also providing the foundational knowledge needed to develop deeper understanding. Each entry is based on multiple sources that invite the reader to pursue their interests through further inquiry.
This book will appeal to those who are looking for concise information based on respected scholarship from disciplines across the social studies. Even seasoned social studies practitioners will find its entries helpful for incorporating new concepts, ideas, and approaches into their discourses on citizenship education.
The Language of Social Studies Education offers essential information for key concepts organized to reflect the contemporary context of K-12 social studies education. The concepts found within this volume reflect the breadth of the discipline while also providing the foundational knowledge needed to develop deeper understanding. Each entry is based on multiple sources that invite the reader to pursue their interests through further inquiry.
This book will appeal to those who are looking for concise information based on respected scholarship from disciplines across the social studies. Even seasoned social studies practitioners will find its entries helpful for incorporating new concepts, ideas, and approaches into their discourses on citizenship education.
Jason L. Endacott, Ph.D. (2007), University of Kansas, is Associate Professor of Secondary Social Studies Education at the University of Arkansas. His scholarship focuses on epistemologies of history education and students’ engagement in historical empathy.
Michael A. Kopish, Ph.D. (2011), University of Wisconsin-Madison, is Associate Professor of Teacher Education at Ohio University. He is an author or co-author of book chapters and peer-reviewed articles on service learning, global citizenship education, and teacher preparation.
Michael A. Kopish, Ph.D. (2011), University of Wisconsin-Madison, is Associate Professor of Teacher Education at Ohio University. He is an author or co-author of book chapters and peer-reviewed articles on service learning, global citizenship education, and teacher preparation.
Foreword
Wayne Journell
Preface
Action Civics
Active Learning in Economics
Behavioral Geography
Cause and Consequence
Citizenship
Civic Achievement Gap
Civics Classroom Instruction
Civic Dispositions
Civic Empowerment Gap
Civic Engagement
Civic Knowledge
Civic Learning Ecosystem
Civic Opportunity Gap
Civic Skills
Collective Memory
College, Career, and Civic Life (C3) Social Studies Standards
College, Career, and Civic Life (C3) Framework for Civics
College, Career, and Civic Life (C3) Framework for Economics
College, Career, and Civic Life (C3) Framework for Geography
College, Career, and Civic Life (C3) Framework for History
Continuity and Change
Controversial Issues
Council for Economic Education (CEE)
Counter Narratives
Critical History Education
Critical Human Geography
Cultural Geography
Democracy
Democratic Citizenship Education
Digital Citizenship
Disciplinary History
Economic Geography
Economic Literacy
Economic Pedagogical Content Knowledge
Economics Perspectives
Economic Reasoning
Economic Way of Thinking
Extra-Curricular Activities
Financial Literacy
Geographic Information Systems (GIS)
Geographic Reasoning
Geographic Representations
Heterodox and Pluralist Economics
Historical Agency
Historical Argumentation
Historical Concepts
Historical Context
Historical Empathy
Historical Evidence
Historical Inquiry
Historical Interpretation
Historical Judgment
Historical Narrative
Historical Epistemology
Historical Perspective Taking
Historical Reasoning
Historical Representations
Historical Significance
Historical Thinking
Human Rights Education (HRE)
Indigenous Self-Determination and Sovereignty
International Civic and Citizenship Study (ICCS)
National Assessment of Educational Progress – Civics
National Assessment of Education Progress in Economics
National History Standards
National Standards for Civics and Government
National Standards for Financial Literacy
News Media Literacy Education
Physical Geography
PISA Financial Literacy Assessment
Place
Political Geography
Politics of Scale
School Climate Reform
Schools Council History Project
Service-Learning
Simulations of Democratic Processes
Social and Emotional Learning (SEL)
Social Studies Education
Sociocultural History
Space
Spatial Thinking
Student Participation in School Governance
Test of Economic Literacy (TEL)
Voluntary National Content Standards in Economics
Youth-Adult Partnership
Youth Organizing
Youth Participatory Action Research
Youth Voice
Appendix A: Social Studies Organizations
Wayne Journell
Preface
Action Civics
Active Learning in Economics
Behavioral Geography
Cause and Consequence
Citizenship
Civic Achievement Gap
Civics Classroom Instruction
Civic Dispositions
Civic Empowerment Gap
Civic Engagement
Civic Knowledge
Civic Learning Ecosystem
Civic Opportunity Gap
Civic Skills
Collective Memory
College, Career, and Civic Life (C3) Social Studies Standards
College, Career, and Civic Life (C3) Framework for Civics
College, Career, and Civic Life (C3) Framework for Economics
College, Career, and Civic Life (C3) Framework for Geography
College, Career, and Civic Life (C3) Framework for History
Continuity and Change
Controversial Issues
Council for Economic Education (CEE)
Counter Narratives
Critical History Education
Critical Human Geography
Cultural Geography
Democracy
Democratic Citizenship Education
Digital Citizenship
Disciplinary History
Economic Geography
Economic Literacy
Economic Pedagogical Content Knowledge
Economics Perspectives
Economic Reasoning
Economic Way of Thinking
Extra-Curricular Activities
Financial Literacy
Geographic Information Systems (GIS)
Geographic Reasoning
Geographic Representations
Heterodox and Pluralist Economics
Historical Agency
Historical Argumentation
Historical Concepts
Historical Context
Historical Empathy
Historical Evidence
Historical Inquiry
Historical Interpretation
Historical Judgment
Historical Narrative
Historical Epistemology
Historical Perspective Taking
Historical Reasoning
Historical Representations
Historical Significance
Historical Thinking
Human Rights Education (HRE)
Indigenous Self-Determination and Sovereignty
International Civic and Citizenship Study (ICCS)
National Assessment of Educational Progress – Civics
National Assessment of Education Progress in Economics
National History Standards
National Standards for Civics and Government
National Standards for Financial Literacy
News Media Literacy Education
Physical Geography
PISA Financial Literacy Assessment
Place
Political Geography
Politics of Scale
School Climate Reform
Schools Council History Project
Service-Learning
Simulations of Democratic Processes
Social and Emotional Learning (SEL)
Social Studies Education
Sociocultural History
Space
Spatial Thinking
Student Participation in School Governance
Test of Economic Literacy (TEL)
Voluntary National Content Standards in Economics
Youth-Adult Partnership
Youth Organizing
Youth Participatory Action Research
Youth Voice
Appendix A: Social Studies Organizations
Social studies practitioners and teacher educators interested in developing conceptual understanding of the vocabulary and discourse of K-12 economics education, geography education, history education, civic education.