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| Planning for the Social Studies | |
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| These Are the Social Studies | |
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| Past Approaches to the Social Studies | |
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| Progressive Education and the Here-and-Now Curriculum | |
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| Social-Living Curriculum | |
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| Holiday Curriculum | |
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| Social Forces and Theories Affecting the Curriculum | |
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| Social Studies Today | |
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| Active Learning | |
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| Integrated | |
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| Meaningful | |
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| Of High Interest | |
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| Standards for Knowledge, Skills and Attitudes | |
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| Scope and Sequence | |
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| Curriculum Models for Early Childhood Education | |
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| Summary | |
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| Extend Your Knowledge | |
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| Resources | |
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| Planning and Assessment | |
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| Knowledge of Children | |
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| Children Are Alike | |
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| So Alike, So Different | |
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| Special Needs | |
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| Knowledge of the Community | |
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| The Child's Physical World | |
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| Cultural Knowledge and Values | |
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| Knowledge of the Social Studies | |
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| Short- and Long-Term Planning | |
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| Involving the Children | |
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| Planning for the Spontaneous | |
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| Lesson Plans | |
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| Units, Projects and Thematic Learning | |
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| Assessment of the Social Studies Curriculum | |
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| Observation | |
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| Portfolios | |
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| Informal Interviews | |
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| Performance Interviews | |
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| Checklists | |
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| Standardized Tests | |
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| Summary | |
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| Extend Your Knowledge | |
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| Resources | |
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| Resources for Learning | |
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| The Children | |
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| The Family | |
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| Informal Involvement | |
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| Formal Involvement | |
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| The School | |
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| The Community | |
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| Field Work | |
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| Guest Speakers | |
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| Community Service | |
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| The Classroom | |
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| Deciding on Learning Centers | |
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| Introducing Centers | |
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| Types of Centers | |
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| Vicarious Materials in the Classroom | |
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| Summary | |
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| Extend Your Knowledge | |
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| Resources | |
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| The Processes of Social Studies | |
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| Thinking and Concept Formation | |
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| Planning Thinking Experiences | |
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| Firsthand Experiences | |
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| Experiences Involving Others | |
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| Experiences Requiring Language | |
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| Fostering Thinking Processes | |
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| Questioning and Sensing Problems | |
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| Locating Information: Field Trips | |
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| Organizing and Interpreting Information | |
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| Seeing Relationships and Beginning to Generalize | |
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| Interpreting, Reflecting and Reaching Conclusions | |
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| Concept Formation | |
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| Key Concepts | |
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| Concept Development | |
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| Nurturing Concept Formation | |
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| The Problem of the Match | |
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| Guidelines for Concept Formation | |
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| Summary | |
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| Extend Your Knowledge | |
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| Resources | |
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| Self, Others and the Community: Social Skills | |
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| Social Skills Develop | |
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| Theories of Socialization | |
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| Behavioral Theories | |
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| Erikson's Theory | |
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| Social-Cognitive Theories | |
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| Factors Affecting Social Development | |
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| The Family | |
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| Role Culture | |
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| Role of the School | |
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| Self-Concept | |
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| General Identity: Names | |
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| The Physical Self | |
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| Self-Efficacy | |
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| Assessing Self-Concept, Self-Esteem and Self-Efficacy | |
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| Relating to Others | |
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| Communicating | |
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| Sharing | |
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| Cooperating | |
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| Making and Having Friends | |
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| Conflict Resolution | |
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| Summary | |
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| Extend Your Knowledge | |
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| Resources | |
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| Culture, Diversity and Values Culture | |
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| Diversity | |
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| What Are Your Attitudes? | |
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| How Children Learn About Others | |
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| Key Concepts | |
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| Attitudes And Values | |
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| How Children Learn Values | |
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| Modeling | |
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| Reinforcement | |
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| Learning | |
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| Which Theory? | |
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| Indoctrination | |
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| Value Clarification | |
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| Value Analysis | |
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| What Values Should Be Taught? | |
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| Encouraging Anti-Bias Values in the Classroom | |
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| Teaching Peace, Understanding War | |
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| Summary | |
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| Extend Your Knowledge | |
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| Resources | |
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| The Content of the Social Studies | |
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| Children's Study of Time, Continuity, and Change: History | |
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| ey Concepts | |
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| istory | |
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| cience, Technology and Society | |
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| ime | |
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| evelopment of Time Concepts | |
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| outines That Teach Time | |
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| easuring Time | |
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| he Passage of Time | |
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| hange | |
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| n School | |
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| n the Neighborhood or Community | |
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| n Nature | |
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| n Children | |
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| he Continuity of Human Life | |
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| he Family | |
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| ntergenerational Contacts | |
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| oliday Celebrations and Traditions | |
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| ultural Universals | |
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| he Past | |
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| eople | |
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| bjects and Visual Discovery | |
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| arratives and the Arts | |
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| ethods of the Historian | |
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| ummary Extend Your Knowledge | |
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| esources | |
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| People, Places and Environments: Geography | |
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| Key Concepts | |
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| The Earth Is the Place Where We Live | |
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| Our Environment | |
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| Land and Water | |
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| Caring for Our Earth | |
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| A Nearly Round Sphere in a Solar System | |
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| Direction and Location | |
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| Movement Exploration | |
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| Directional Terms | |
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| Distance and Measurement | |
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| Maps and Globes | |
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| Relationships Within Places | |
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| Spatial Interactions | |
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| Regions | |
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| Physical Regions | |
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| Cultural Regions | |
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| Summary | |
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| Extend Your Knowledge | |
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| Resources | |
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| Production, Distribution and Consumption: Economics | |
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| Development of Economic Concepts | |
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| Key Concepts | |
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| Scarcity | |
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| Economic Production | |
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| Preparing for Careers | |
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| Summary | |
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| Extend Your Knowledge | |
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| Resources | |
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| Developing Citizenship: Civics and Government | |
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| Key Concepts | |
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| Democratic Values | |
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| Civic Participation | |
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| Political Concepts | |
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| Research | |
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| Voting | |
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| Symbols of Democratic Government | |
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| Ownership and Pride | |
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| School and Community | |
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| Summary | |
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| Extend Your Knowledge | |
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| Resources | |
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| Global Connections | |
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| Key Concepts | |
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| Interconnectedness and Interdependency | |
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| Similarities | |
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| Resources for Learning about Others | |
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| Global Education | |
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| Summary | |
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| Extend Your Knowledge | |
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| Resources | |
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| References | |
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| Index | |