| |
| |
| |
| Foundations of Instruction | |
| |
| |
| |
| Dynamic Social Studies: The Subject You Will Teach | |
| |
| |
| What Do You Remember about Social Studies? | |
| |
| |
| What Is Social Studies? | |
| |
| |
| The Six Major Social Sciences | |
| |
| |
| The Social Science/Social Studies Connection | |
| |
| |
| Defining the Term Social Studies | |
| |
| |
| Why Is Social Studies Important? | |
| |
| |
| Participatory Citizenship | |
| |
| |
| What Are the Major Goals of Social Studies Instruction in Elementary School? | |
| |
| |
| What Is Dynamic Social Studies? | |
| |
| |
| Functional Content | |
| |
| |
| Cross-Cultural Integration | |
| |
| |
| Constructivist Teaching Practices | |
| |
| |
| Intrinsic Motivation | |
| |
| |
| Respect for Diversity | |
| |
| |
| A Final Thought | |
| |
| |
| References | |
| |
| |
| |
| Diversity in the Classroom: The Children You Will Teach | |
| |
| |
| What Is Multicultural Education? | |
| |
| |
| What Is Culture and Ethnicity? | |
| |
| |
| How Are Multicultural Perspectives Incorporated into the Social Studies Curriculum? | |
| |
| |
| The Contributions Approach | |
| |
| |
| The Additive Approach | |
| |
| |
| The Transformative Approach | |
| |
| |
| The Social Action Approach | |
| |
| |
| What Are the Goals of Multicultural Education? | |
| |
| |
| Teaching in Culturally Diverse Settings | |
| |
| |
| Characteristics of Culturally Responsive Teaching | |
| |
| |
| What Other Inequities Must Be Addressed by Our Schools? | |
| |
| |
| Educating Children with Special Needs | |
| |
| |
| Gender and Classroom Instruction | |
| |
| |
| A Final Thought | |
| |
| |
| References | |
| |
| |
| |
| Integrated Teaching: Connecting Learning to the Real World | |
| |
| |
| What Is Integrated Learning? | |
| |
| |
| Drawing from Other Subjects | |
| |
| |
| The Arts | |
| |
| |
| Reading | |
| |
| |
| Mathematics | |
| |
| |
| Science | |
| |
| |
| Integrative Learning Materials and Activities | |
| |
| |
| Hands-On Learning | |
| |
| |
| Field Trips | |
| |
| |
| Classroom Visitors | |
| |
| |
| Computer-Based Multimedia | |
| |
| |
| Hypermedia (Presentation Software) | |
| |
| |
| Projects | |
| |
| |
| Key Events of a Project | |
| |
| |
| Thematic Units | |
| |
| |
| A Final Thought | |
| |
| |
| References | |
| |
| |
| |
| Classrooms for Young Social Scientists | |
| |
| |
| |
| Young Historians: Learning to Unlock the Past | |
| |
| |
| What Is History? | |
| |
| |
| Why Is History Important? | |
| |
| |
| What Should Students Know or Be Able to Do? | |
| |
| |
| In General, How Should History Be Taught? | |
| |
| |
| Investigating with Historical Artifacts | |
| |
| |
| Communicating through Historical Narratives | |
| |
| |
| How Should Chronology Be Taught? | |
| |
| |
| Timelines | |
| |
| |
| A Final Thought | |
| |
| |
| References | |
| |
| |
| |
| Young Geographers: Exploring the People-Place Connection | |
| |
| |
| What Is Geography? | |
| |
| |
| Why Is Geography Important? | |
| |
| |
| What Should Young Geographers Know or Be Able to Do? | |
| |
| |
| The Five Themes of Geography | |
| |
| |
| National Geography Standards | |
| |
| |
| In General, How Should Geography Be Taught? | |
| |
| |
| Teacher-Guided Discovery | |
| |
| |
| Maps: The Tools of Geographers | |
| |
| |
| What Is a Map? | |
| |
| |
| Maps as Models of Our World | |
| |
| |
| Representing the World through Block Play | |
| |
| |
| Children's First Maps | |
| |
| |
| Maps Representing the Classroom | |
| |
| |
| Model Neighborhoods and Communities | |
| |
| |
| Story Maps | |
| |
| |
| The Globe | |
| |
| |
| Map Instruction in the Middle and Upper Grades | |
| |
| |
| Advanced Map Reading Strategies | |
| |
| |
| A Final Thought | |
| |
| |
| References | |
| |
| |
| |
| Young Political Scientists: Citizens in Action | |
| |
| |
| What Is Civics? | |
| |
| |
| Why Is Civics Important? | |
| |
| |
| What Should Young Political Scientists Know or Be Able to Do? | |
| |
| |
| In General, How Should Civics Be Taught? | |
| |
| |
| Engaging Children in Citizenship Processes: The Democratic Learning Community | |
| |
| |
| The First Day of School | |
| |
| |
| Establishing Rules (Standards) for Classroom Behavior | |
| |
| |
| Class Meetings | |
| |
| |
| Classroom Symbols | |
| |
| |
| Civic Knowledge: Comprehending Fundamental Information and Ideas | |
| |
| |
| The United States Constitution | |
| |
| |
| National Symbols | |
| |
| |
| National Holidays | |
| |
| |
| Electing and Voting | |
| |
| |
| The Actions and Attitudes of Civic Responsibility | |
| |
| |
| Learning about the Civic Responsibility of Model Citizens | |
| |
| |
| Civic Dispositions and Virtues | |
| |
| |
| Critical Thinking | |
| |
| |
| A Final Thought | |
| |
| |
| References | |
| |
| |
| |
| Constructivist Approaches to Classroom Instruction | |
| |
| |
| |
| The Learning Cycle: Teacher Scaffolded Social Constructivism | |
| |
| |
| What Is Constructivism? | |
| |
| |
| What Is Social Constructivism? | |
| |
| |
| Zones of Development | |
| |
| |
| Scaffolding | |
| |
| |
| The Learning Cycle: What Is the Teacher's Role in a Social Constructivist Classroom? | |
| |
| |
| The Exploration Phase | |
| |
| |
| The Concept/Skill Development Phase | |
| |
| |
| The Concept/Skill Application Phase | |
| |
| |
| A Final Thought | |
| |
| |
| References | |
| |
| |
| |
| Collaborative and Cooperative Learning: Student-Assisted Social Constructivism | |
| |
| |
| What Are Collaborative and Cooperative Groups? | |
| |
| |
| How Does Group Learning Work? | |
| |
| |
| Getting Started | |
| |
| |
| Collaborative and Cooperative Learning Groups | |
| |
| |
| Collaborative Learning | |
| |
| |
| Cooperative Learning | |
| |
| |
| A Final Thought | |
| |
| |
| References | |
| |
| |
| |
| Inquiry and Problem Solving: Cognitive Constructivism in Action | |
| |
| |
| What Is Cognitive Constructivism? | |
| |
| |
| How Do Teachers Facilitate Inquiry and Problem Solving? | |
| |
| |
| The Inquiry Process | |
| |
| |
| The Essence of Inquiry-Based Learning | |
| |
| |
| Content-Focused Constructivist Inquiry | |
| |
| |
| Creative Problem Solving (CPS) | |
| |
| |
| A Final Thought | |
| |
| |
| References | |
| |
| |
| |
| Key Organizational Decisions | |
| |
| |
| |
| Managing Instruction: Planning Lessons and Units | |
| |
| |
| Why Is Planning Important? | |
| |
| |
| How Are Unit Plans Constructed? | |
| |
| |
| |
| Identify Desired Results | |
| |
| |
| |
| Determine Acceptable Evidence | |
| |
| |
| |
| Planning for Learning | |
| |
| |
| A Final Thought | |
| |
| |
| References | |
| |
| |
| Appendix A: Cited Children's Literature | |
| |
| |
| Author Index | |
| |
| |
| Subject Index | |