How to Visualize the Work of Historical Understanding and Thinking: Introductory History Lesson “Morning Glory Boom in the Edo Period” with Thinking Tools

The aim of this research is to answer the following questions: “How should we teach historical understanding and thinking and visualize the work of historical understanding and thinking?” This research focuses on instruction that encourages students to engage in understanding and thinking. To achieve this, this research developed three principles for teaching. Based on these, we developed an introductory history lesson “Morning Glory Boom in the Edo Period”. This lesson was taught to first year students at a junior high school. The results show that by using appropriate thinking tools in the process of forming historical recognition, we can understand the steps involved in a student’s historical understanding and thinking. In addition, as result of visualizing the student’s historical understanding and thinking, we can improve lessons, taking into account their limitations

The Principal of Inquiry-based Social Studies Curriculum for Developing Children’s Competency and Its Example Units: A Case of “The College, Career, and Civic Life (C3) Framework” by NCSS

This paper aims at answering the following two questions; one is “How can social studies move from contents-focused to contents-skill-balanced?” and the other is “How can social studies’ unique skills and competency that extend beyond the boundary of individual subject be cultivated simultaneously?” To answer these questions, authors analyzed “The College, Career, and Civic Life (C3) Framework” and its four example units, which are designed by NCSS to promote inquiry-based curriculum and cultivating competency within social studies. The four example units were based on the “Inquiry Arc,” which is the core of the framework: (a) developing questions and planning inquiries, (b) applying disciplinary tools and concepts, (c) evaluating sources and using evidence, and (d) communicating conclusions and taking informed action. After the analysis, authors could discover the framework’s three characteristics. (1) C3 Framework integrates social science disciplines into social studies by using them as lenses to understand society. (2) The framework also achieves a good balance between doing social studies and developing competencies that goes beyond a subject through adapting Inquiry Arc. (3) The framework gives discretionary power to curriculum designers including teachers, so they should be in charge of their curriculum as gatekeepers

The method of lesson study based on the structure of the subject: the case of primary social studies classroom

This study presents the case study of the lesson study in a primary social studies classroom in Japan. The result indicates to propose a new method of social studies lesson study. While previous method tended to pay less attention to the context of school and children because of the focus of generalization, this study highlights the reality of diverse children in a classroom settings. Throughout the study, we compared the two items: The structure of the subject, namely, triangle relation of goals, contents, and methods and learner 's learning structure. Comparing the two items, we could see the effect of the process of teaching and learning on the children. It means that we can propose the new method by focusing on the reality of the classroom

A Report on Overseas Teaching Practicum by Graduate Students in Elementary/Secondary Schools in the United States（Ⅹ）

This short paper reports on the 10th overseas teaching practicum in the United States by 8 graduate students of Hiroshima University， Japan， partly organized by Hiroshima University Global Partnership School Center (GPSC). This year marks the 10-year anniversary of this project since its start. This year’s participants were students of Graduate School of Education and Graduate School for International Development and Cooperation (IDEC). They observed and conducted lessons in English in four local public schools in North Carolina. This project had the following three aims: 1) to self-develop practical instructional competence by teaching pupils with different cultural backgrounds; 2) to enhance the abilities in developing teaching materials through hands-on teaching experiences in English; and 3) to acquire the abilities to design， implement and evaluate programs for promoting global partnership. Like previous years， their teachings were very positively covered by the local newspapers and websites. Later， the project was followed by cross-cultural field study visits to NC State Capitol， Raleigh and the U.S. Capitol， Washington， D.C. It is hoped that this intensive experience will raise the prospective teachers’ global awareness and confidence in teaching

Geographical Contents in Primary School : An Analysis of the English Geography Textbook “Collins Primary Geography”

In this study, we have analyzed the English geography textbook “Collins Primary Geography”, in order to clarify the characteristics of geographical contents in primary school. Results of this study are as follows: age (grade)-appropriate teaching through different process of leaning (awareness, understanding, cognition and value judgement) and physical, human, environmental geography and topography as a content. However, there are no contents across physical and human geography, one of the features of geography, in the textbook.本稿は，2016年度前期開講の地理認識内容学特講（由井担当）の一部をもとに，加筆・修正を加えたものである