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Teaching the Social Sciences and Humanities in the Australian Curriculum (6e)

By Colin Marsh
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Teaching Humanities and Social Sciences in the Australian Curriculum 6e helps students to understand the world and their place within it. It covers a diverse range of topics from civics and citizenship through to politics and globalism for primary and secondary students.
This text encompasses a learning area that is exciting and challenging. It allows students to examine societal and environmental problems and to develop logical arguments to grapple with present day personal, national and international problems such as terrorism, violent retaliation, censorship, repression and ideological conflicts.

Each chapter includes sound pedagogical planning principles together with a comprehensive range of practical ideas and examples. Questions and activities challenge students to think critically about a variety of social and environmental issues.

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Pearson Australia
Table of contents
1. Exploring the importance and relevance of SOSE to students learning in the 21st century
2. Planning for Learning
3. Resources and Information Literacy
4. Teaching and Learning Strategies
5. Concept Building
6. Learning, Skills and Inquiry in SOSE
7. Values, Controversial Issues and Interfaith Understanding
8. Assessing, Recording and Reporting Student Learning
9. History: Time, Continuity and Change
10. Geography: The World is its Laboratory
11. A Role for Economics Education in 21st Century Curriculum
12. Teaching Aboriginal and Torres Strait Islander Studies: Nunta Benta – look and learn
13. Civics and Citizenship Education
14. Multicultural Education, Global Studies and Studies of Asia
New to this edition

This new edition includes a number of major changes. There is increased attention given to the practical needs of student teachers and every effort has been made to ensure that the latest information is provided about curriculum developments in each state.

  • Chapter 1 explores the nature and purpose of SOSE within the curriculum. Key theoretical approaches are overviewed and relevant practical issues identified.
  • Chapter 2 describes how teaching units and lesson plans can be developed. Special attention is given to the use of curriculum planning models and a number of practical devices, such as checklists, are included to aid the student teacher.
  • Chapter 3 provides a wealth of practical information about resources including additional information about the World Wide Web (WWW) and computer-based products such as laptops, tablet PCs, personal digital assistants (PDAs), blogs and interactive whiteboards.
  • In Chapter 4 a number of teacher-centred and student centred strategies are presented, including a detailed analysis of cooperative learning and constructivism. This chapter provides an overview for subsequent chapters, which focus upon specific teaching techniques.
  • The teaching of concepts and skills and inquiry are presented in Chapters 5 and 6. In each of these chapters, a detailed theoretical analysis, together with numerous practical examples, form the basis for discussion.
  • Chapter 7 focuses upon values and schooling, controversial issues, and interfaith understanding.
  • This is followed by ‘Assessing, Recording and Reporting Student Learning’ (Chapter 8), which not only examines purposes and modes of assessment, but also provides approaches for assessing students’ achievement of outcomes, strands and levels through the use of portfolios and assessment tasks. Extended analysis is provided about outcome-based assessment and portfolios.
  • Chapter 9 – 11 focus on the core SOSE disciplines. In chapter 9, the teaching and learning of history is overviewed.  Core concepts and skills are identified as critical to historical literacy and the broader development of historical consciousness. Chapter 10 demonstrates the importance of geography as a separate teaching subject and highlights the important role of geography I the development of globally aware and responsible young people. Chapter 11 treats the teaching of economics and economic literacy as an important subject in its own right. These chapters provide explicit classroom examples to demonstrate the importance of these disciplines to the teaching of SOSE. Importantly, these chapters also provide a detailed overview of the development of National Curriculum across these disciplines.
  •  In Chapter 12, the case for including Aboriginal and Torres Strait Islander studies is made very convincingly, and various teaching strategies and resources are described.
  • Chapter 13 ‘Civics and Citizenship Education’ has been greatly expanded and revised. The emphasis upon geopolitical contexts is very evident.
  • Chapter 14, ‘Multicultural and Global and Asian Studies’, has a major emphasis upon practical ideas for teachers such as the use of interdisciplinary studies and service learning.

For all chapters, web sources, questions and activities are provided that have the potential to challenge readers and to encourage them to read further from the extensive and up-to-date reference list and glossary included at the end of the book

Features & benefits
  • Web sources, questions and activities for each chapter provide the potential to challenge students and to encourage them to read further from the extensive and up-to-date reference list and glossary included at the end of the book.
  • Case studies are included to give students a look at different society and environment based perspectives.
  • As the editor of the journal "Curriculum Perspectives " Colin has access to cutting edge reports and articles. Up-to-date material from the journal is incorporated across the chapters in Colin’s own writing and from contributions by journal article authors. You will find that every chapter includes the very latest information.
Author biography

Angelina Ambrosetti
Chapter 6
Angelina Ambrosetti is a lecturer in the School of Education at CQUniversity.  Angelina teaches SOSE and pedagogy courses with undergraduate students.  Angelina is an experienced primary school teacher who has taught a diverse range of learners.  Angelina’s research interests include learning design and mentoring in pre-service teacher education.

Dr Susan Bliss
Chapter 10
Dr. Susan Bliss is the Director of Global Education in NSW, was past President of the Geography Teachers' Association NSW and past Director and Business Manager for the Australian Geography Teachers' Association. She has written eleven geography textbooks and chapters in over 50 textbooks and refereed journals. Susan won an excellence teaching award at Sydney University and the McDonalds Holmes Medal for geography. She has recently been on ACARA.

Dr Anita Forsyth
Chapter 11
Anita Forsyth is currently a senior lecturer in teacher education in the Education Faculty at Monash University and she is director of the Faculty’s Victorian DEECD School Review unit.  Major research and teaching interests are in: curriculum and pedagogy related to economics, business, enterprise and civics and citizenship education and leadership, school accountability and school improvement.

Dr Catherine Hart
Chapters 1 and 9
Catherine Hart has worked as a teacher educator for ten years across a number of NSW and Victorian Universities. Her research interests focus on the work of history and humanities teachers. Keen to re-engage with the work of teaching and learning in the humanities, Catherine has recently returned to the secondary school classroom.

Dr Deborah Henderson
Chapters 5, 7 and 14
Dr Deborah Henderson is a senior lecturer at Queensland University of Technology where she teaches History Curriculum and Social Education Curriculum for secondary pre-service teachers. Deborah’s transdisciplinary research interests include: values, cross-cultural understanding and critical inquiry in the history and social education curriculum; politics and policy making for Asia literacy; teacher leadership and professional development.

Harry Van Issum
Co-author, Chapter 12
Harry Van Issum is a Wappa-burra man who has worked as a secondary teacher with Education Queensland. He has also been a lecturer in Indigenous education in the higher education sector for over 15 years. He has completed a Masters in Education and is currently completing his PhD. He is also a current member of the Queensland Indigenous Education Consultative Committee.

Professor Kerry Kennedy
Chapter 13
Kerry Kennedy is Chair Professor of Curriculum Studies at The Hong Kong Institute of Education. He researches in the areas of curriculum policy and theory and citizenship education. He has recently published the 4th edition of Curriculum Construction (with Laurie Brady) and Routlledge has just released the paperback edition of his Changing Schools in Asian Societies: Schools for the Knowledge Society (with John Lee). He is the General Series Editor of the Routledge Series on Schools and Schooling in Asia.

Dr Dale Kerwin
Co-author, Chapter 12
Dale Kerwin is a proud Goori from the Worimi Nation, New South Wales. He has been awarded a Diploma of Primary Teaching, Graduate Diploma of Museum Studies and Cultural Heritage Management, Masters of Philosophy, and a PhD. He remains committed to furthering knowledge about Aboriginal cultural heritage and inscribing Aboriginal ontology on the body of Australian history.

Professor Colin Marsh
Chapters 1-4, 8 and 14
Colin Marsh is an Adjunct Professor at Curtin University. He has had extensive teaching experience as a primary school teacher, secondary school teacher and university lecturer in a number of countries. He is a prolific writer and has published over 35 books. His latest book is Becoming a Teacher (2010) 5th edition, Pearson Education, Sydney.

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