Social Studies: Standards, Meaning, and Understanding Book

CONTENTS
Preface
About the Author
Introducing Curriculum Alignment
• Definition of Authentic Instruction
• Criteria for Authentic Assessment
• Other Views of Authentic Instruction and Assessment
Authentic Tasks and Rubrics
• The Limits of Traditional Assessment
• The Benefits of Authentic Performance-Based Assessment
• Reaching Out to Others
• Understanding Curriculum Alignment
• Designing Authentic Performance Tasks & Rubrics
• Communicating with Students and Parents About Grades
• Conclusion
Integrating Performance Tasks and Rubrics
• Will I Be Changing My Whole Course?
• Will This Be Too Much Work?
• Will The Students Want to Work This Hard?
• We Have Standardize State Exams. How Can I Find Time for These Projects?
• How Can I Be Sure My Students Are Really Learning the Content?
• How Do I Adapt the Lessons/Units I Am Currently Using?
• I Am Still Worried About My Students' Willingness to Do This Much Work
• My Technology Skills Are Weak, How Will I Integrate Technology into the Lessons?
• How Will My Special Needs Students Complete These Projects?
• Can I Be Confident That My Grading Is Fair?
Lessons (20 sample lessons focusing on the following themes):
• Culture
• Time, Continuity, and Change
• People, Places, and Environments
• Individual Development and Identity
• Individuals, Groups, and Institutions
• Power, Authority, and Governance
• Production, Distribution, and Consumption
• Science, Technology, and Society
• Global Connections
• Civic Ideals and Practices
• References