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Learning and Teaching Social Studies | |
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The Origins and Evolution of the Social Studies | |
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The 1916 Report of the Committee on the Social Studies | |
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The New Social Studies | |
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Social Studies in the 21st Century | |
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Alternative Definitions of the Social Studies | |
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A Working Definition of the Social Studies | |
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Social Studies and Citizenship Education | |
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The Context of Citizenship Education | |
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Alternative Perspectives on Citizenship Education | |
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Classifying Alternative Perspectives | |
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The Enduring Goal of the Social Studies Curriculum: Reflective, Competent, and Concerned Citizens | |
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The Nature of the Effective Citizen | |
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The Exemplary Social Studies Teacher | |
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Characteristics of Exemplary Social Studies Teachers | |
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Summary | |
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Group Activities | |
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Individual Activities | |
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The Sources of Subject Matter and Instructional Resources for the Social Studies | |
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Knowledge Construction and Subject Matter | |
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Schemata and Prior Knowledge in Social Studies Instruction | |
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Selecting Social Studies Subject Matter | |
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The Social Studies and the Social Sciences | |
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Geography | |
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History | |
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Economics | |
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Political Science | |
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Anthropology | |
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Sociology | |
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Psychology | |
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Other Sources of Subject Matter for the Social Studies | |
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Interdisciplinary Studies | |
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The School and the Community Team Together to Help Students to Establish Their Own Sense of Place | |
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The School and the Community as Sources of Social Data | |
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Using Community Resource Persons Effectively | |
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Fieldwork in the Community | |
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Collecting Oral Histories | |
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Conducting Surveys and Interviews | |
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Community Service Projects | |
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Organizational Resources for Social Studies Instruction | |
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Professional Journals | |
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Professional Development Through the Internet | |
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Summary | |
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Group Activities | |
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Individual Activities | |
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Selecting a Social Studies Scope and Sequence | |
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Existing Social Studies Scope and Sequence Patterns | |
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The Curriculum Pattern in the Elementary Grades | |
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The Curriculum Pattern in the Middle and Secondary Grades | |
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The Dominance of Traditional Scope and Sequence Patterns | |
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Basal Textbooks and the Social Studies Curriculum | |
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Use of Basal Texts in the Social Studies | |
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Selection and Adoption of Basal Textbooks | |
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Criticisms of Basal Textbooks | |
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Implication of State Adoption Policies | |
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Alternative Social Studies Scope and Sequence Patterns | |
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The California Model | |
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The National Council for Geographic Education/Association of American Geographers Model | |
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The National Council for the Social Studies Scope and Sequence Initiatives | |
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Selecting a Scope and Sequence Pattern | |
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National Standards | |
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Summary | |
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Group Activities | |
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Individual Activities | |
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Planning for Social Studies Instruction | |
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Basic Issues in Planning Social Studies Instruction | |
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Identifying a Purpose for Citizenship Education | |
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Beginning the Planning Process | |
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Social Studies Goals for Instruction | |
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Identifying and Stating Goals | |
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Social Studies Objectives for Instruction | |
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Identifying and Stating Objectives | |
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Organizing Subject Matter into Units | |
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Unit Planning | |
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Computer-Based and Traditional Sources of Units | |
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Resource Units and Teaching Units | |
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Creating Units | |
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Formats for Unit Planning | |
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Organizing Subject Matter into Lessons | |
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Lesson Plans | |
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Computer-Based and Traditional Sources of Lesson Plans | |
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Formats and Procedures for Lesson Planning | |
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Balance in Instructional Planning | |
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Developmental Considerations in Instructional Planning | |
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Variety in Instructional Planning | |
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Allocation of Time in Planning | |
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Scheduling Social Studies Instruction | |
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Guidelines for Social Studies Program Development | |
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Summary | |
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Group Activities | |
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Individual Activities | |
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Engaging Students in Learning Through Small Groups, Questions, Role-Playing, and Simulations | |
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Grouping Students for Learning | |
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Planning for Small-Group Work | |
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Multipurpose Small-Group Techniques | |
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Cooperative Learning Group Techniques | |
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Cooperative Learning and Student Achievement | |
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Using Structured Questions to Aid Learning | |
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Patterns of Effective Questioning | |
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Effective Use of Time | |
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Selection of Questions | |
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Effective Sequencing of Questions | |
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The Taba Questioning Strategies | |
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Engaging Students in Role-Playing and Simulations | |
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The Nature of Role-Playing | |
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Role-Playing and Puppetry | |
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The Nature of Simulations | |
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Guidelines for Developing and Conducting Simulations | |
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Summary | |
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Group Activities | |
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Individual Activities | |
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Aiding Children in Developing and Applying Concepts, Generalizations, and Hypotheses | |
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Concepts in the Social Studies Curriculum | |
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Personal and Public Dimensions of Concepts | |
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Misconceptions and Stereotypes | |
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Concepts in Social Studies Texts and Materials | |
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The Process of Learning a New Concept | |
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Sources of Difficulty in Concept Learning | |
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Instructional Strategies for Concept Learning | |
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Concept Analyses | |
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Assessing Concept Learning | |
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Instructional Model for Teaching Concepts | |
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Discovery and Expository Approaches in Teaching Concepts | |
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Concept Hierarchies | |
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Concept Teaching Materials and Activities | |
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Facts, Generalizations, and Hypotheses in the Social Studies Curriculum | |
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The Nature of Facts | |
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The Nature of Generalizations | |
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The Nature of Hypotheses | |
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Instructional Strategies for Developing Generalizations | |
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Expository and Discovery Approaches for Teaching Generalizations | |
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Using Data Retrieval Charts | |
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The Reflective Citizen and Problem Solving | |
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Uses of the Term Problem in Instruction | |
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Instructional Strategies for Problem Solving | |
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Problem Springboards | |
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Summary | |
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Group Activities | |
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Individual Activities | |
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Aiding Students in Developing Effective Citizenship Competencies | |
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The Nature of Citizenship Skills | |
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Skills Lists for the Social Studies Curriculum, K-12 | |
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Social Skills | |
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Socially Competent Children | |
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Conflict Resolution Skills | |
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Research and Analysis Skills | |
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Identifying and Using Reference Sources | |
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Interpreting and Comparing Data | |
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Processing Information from Pictures | |
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Chronology Skills | |
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Activities Using Time Lines | |
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Other Chronology Activities | |
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Spatial Skills | |
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The Impact of Spatial Perspectives | |
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Maps and Globes as Spatial Tools | |
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Integrating Maps and Globes into All Social Studies Instruction | |
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Introducing Maps and Globes | |
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Key Spatial Concepts | |
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Using Travel Maps | |
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Summary | |
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Group Activities | |
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Individual Activities | |
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Aiding Students in Developing and Acting on Social Concern | |
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Social Concern and Citizenship Education | |
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The Morally Mature Citizen | |
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The Dimensions of Social Concern | |
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The Nature of Beliefs | |
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The Nature of Attitudes | |
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The Nature of Values | |
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The Nature of Value Judgments | |
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Instructional Strategies for Examining Beliefs, Attitudes, and Values | |
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Strategies for Analyzing Attitudes | |
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Strategies for Analyzing Values | |
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Instructional Strategies for Promoting Ethical Growth | |
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Moral Dilemmas | |
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The Moral Development Theories of Jean Piaget and Lawrence Kohlberg | |
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Alternative Strategies for Moral Education in Public Schools | |
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Social Issues as a Curricular Focus | |
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Social Issues and Controversy | |
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Guidelines for Handling Discussions of Controversial Issues | |
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Academic Freedom in the Classroom | |
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Summary | |
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Group Activities | |
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Individual Activities | |
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Preparing Children to Live in a Global and Culturally Diverse World | |
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Balancing National and Global Concerns | |
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Global Education in an Interconnected World | |
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Multicultural Education | |
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Emerging Issues in Multicultural Education | |
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Multicultural Perspectives in Instruction | |
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Designing Strategies for Multicultural Education | |
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Guidelines for Selecting Appropriate Curriculum Materials for Multicultural Education | |
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Resources for Multicultural Education | |
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Gender Issues and Sex-Role Stereotypes | |
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Women's Perspectives in History | |
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Social Consciousness and Social Action | |
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Social Service Projects | |
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Current Affairs | |
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Introducing Children to Current Affairs | |
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Strategies for Analyzing Current Affairs | |
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Using Newspapers and Print Materials | |
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Using Technology in Teaching Current Affairs | |
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Guidelines for Developing Current Affairs Activities | |
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Summary | |
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Group Activities | |
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Individual Activities | |
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Comprehending, Communicating, and Remembering Subject Matter | |
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Comprehending Social Studies Subject Matter | |
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Building on Existing Knowledge in Reading | |
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Strategies for Improving Reading Comprehension | |
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The Reading-Social Studies Connection | |
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Reading and Social Studies Text Materials | |
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Reading Children's Literature | |
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Reading Newspapers and Periodicals | |
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Integrated Curriculum | |
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Visual Literacy | |
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Metaphors and Others Figures of Speech | |
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Communicating Social Studies Subject Matter | |
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Listening and Speaking | |
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Integrating Writing into the Social Studies Curriculum | |
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Word Processing Tools in Writing | |
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Remembering Social Studies Subject Matter | |
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First-Letter Technique | |
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Keyword Technique | |
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Imagery Technique | |
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Dramatic Narrative Technique | |
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Summary | |
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Group Activities | |
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Individual Activities | |
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Harnessing Technology to the Social Studies Curriculum | |
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Infusing Microcomputer Applications into the Social Studies Curriculum | |
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Telecommunications and Emerging Technologies | |
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The Internet | |
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The World Wide Web and Web Search Agents | |
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Online Databases | |
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Resources for Social Studies Teachers and Students Available over the Internet | |
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Electronic Mail and Newsgroups | |
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Two-Way Videoconferencing over the Internet | |
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Types of Social Studies Software | |
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Simulation Software | |
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Database and Spreadsheet Software | |
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Using Groups with Computer-Based Instruction | |
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Interactive Multimedia in Social Studies Instruction | |
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CD-ROM Software | |
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Distance Learning | |
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Using Videotape and Television in Social Studies Instruction | |
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Cable Programming | |
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Teacher- and Student-Made Video Materials | |
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Using Traditional Media Effectively | |
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Using Technology Effectively: The Challenge of Every Educator | |
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Sounding a Note of Caution | |
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Summary | |
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Group Activities | |
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Individual Activities | |
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Adapting Social Studies Instruction to Individual Needs | |
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Matching Social Studies Instruction to Students' Developing Capabilities | |
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The Nature of Concrete Social Studies Activities | |
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Symbolic, Iconic, and Enactive Social Studies Activities | |
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Constructivist Perspectives on Social and Cognitive Growth | |
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Individualized Instruction and Individual Differences | |
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Individual Differences Among Students | |
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Organizing the Classroom for Individualized Social Studies Instruction | |
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Computers | |
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Multilevel Reading Materials | |
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Learning Contracts | |
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Learning Centers | |
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Using Jackdaws and Teacher-Made Materials for Individualizing Instruction | |
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Individual Styles of Thinking and Learning | |
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Matching Thinking Styles to Instruction | |
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Measures of Thinking Styles | |
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Matching learning Styles to Instruction | |
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Measures of Learning Styles | |
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Individualization and Cultural Diversity | |
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Equity for Those with Disabilities | |
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Public Law 94-142 | |
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Mainstreaming and Inclusion | |
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Strategies for Including Students into Social Studies Instruction | |
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Equity for the Gifted | |
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Societal Perspectives on the Gifted | |
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Identifying the Gifted | |
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Approaches to Gifted Education | |
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Gifted Students in Social Studies Classes | |
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Summary | |
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Group Activities | |
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Individual Activities | |
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Evaluating and Assessing Student Learning | |
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The Dimensions of Evaluation | |
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Grades, Assessments, and Standards | |
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The Use and Misuse of Tests | |
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Norm-Referenced Tests | |
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Criterion-Referenced Tests | |
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The National Assessment of Educational Progress | |
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National Standards and National Testing | |
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Performance Assessments | |
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Social Studies Performance Assessments and Portfolios | |
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Teacher-Made Paper-and-Pencil Tests | |
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Posttests and Pretests | |
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Constructing Essay Test Items | |
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Constructing Objective Test Items | |
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Test Software | |
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Evaluating Reflection, Competence, and Concern | |
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Assessing Reflection | |
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Assessing Competence | |
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Assessing Concern | |
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A Framework for Evaluating the Outcomes of Social Studies Instruction | |
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Matching Evaluation and Instructional Goals and Objectives | |
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Summary | |
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Group Activities | |
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Individual Activities | |
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Social Studies Textbook Evaluation Form: Sample | |
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History Performance Standard | |
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Geography Standards | |
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Civics and Government Content Standards | |
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Essential Skills for Social Studies | |
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Using Children's Literature About African Americans to Address NCSS Thematic Strands | |
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References | |
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Index | |