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| Preface | |
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| Supplements and Learning Aids | |
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| About the Author | |
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| Social Studies Education: Definitions and Rationales | |
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| A Rationale for Social Studies Education | |
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| Social Studies Curriculum Patterns | |
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| The Widening Horizons Curriculum | |
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| The Spiral Curriculum | |
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| The Environment for Social Studies Learning | |
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| A Constructivist Environment for Learning | |
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| Productive, Reflective Thinking | |
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| Provisions for Learner Differences | |
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| The Roles of the Teacher | |
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| Summary | |
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| Explorations | |
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| Continuing the Journey: Suggested Readings | |
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| Diversity, Multiculturalism, and Pluralism in the Social Studies Classroom | |
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| Diversity in the United States and in the Classroom | |
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| The Role of Social Studies Education in Promoting Pluralism and Diversity | |
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| Cultural Sensitivity in Social Studies Curricula | |
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| Creating a Culturally Responsive Learning Environment | |
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| Cultural Sensitivity: The Teacher as Learner | |
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| Preparing Children for a Diverse World | |
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| Summary | |
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| Explorations | |
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| Continuing the Journey: Suggested Readings | |
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| Setting Standards: The Knowledge Base for Social Studies | |
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| The Nature of Knowledge | |
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| Knowledge Received | |
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| Knowledge Discovered | |
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| Knowledge Constructed | |
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| The National Council for the Social Studies Standards as a Guide to the Knowledge Base | |
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| What Should Children Know? | |
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| The Social Science Disciplines | |
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| Anthropology | |
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| Economics | |
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| Geography | |
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| History | |
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| Sociology | |
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| Political Science | |
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| Criteria for Successful Current Events Sessions | |
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| Summary | |
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| Explorations | |
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| Continuing the Journey: Suggested Readings | |
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| Developmentally Appropriate Social Studies: Theory and Practice | |
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| Time-Tested Social Studies Practices | |
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| The Doctrine of Interest | |
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| Active Learning | |
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| Project Learning | |
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| Parent Involvement | |
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| Team Building | |
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| Encouraging Individuals | |
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| Reflection | |
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| Setting Conditions for Meaningful Learning: Concept Learning | |
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| Children's Natural Tendencies | |
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| Encouraging High Achievement | |
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| Encouraging Thoughtfulness | |
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| Encouraging Creativity | |
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| Summary | |
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| Explorations | |
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| Continuing the Journey: Suggested Readings | |
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| Planning for Social Studies Teaching and Learning | |
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| Teachers as Decision Makers | |
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| Motivation | |
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| Retention | |
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| Transfer of Learning | |
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| Planning for Long-Range Goals | |
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| Planning Lessons and Activities | |
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| Mechanics | |
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| Substance | |
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| Teaching Concepts | |
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| Developing Concepts | |
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| Teaching Skills | |
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| Teaching Values | |
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| Planning and Developing Units | |
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| What Is a Unit? | |
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| How Long Should a Unit Be? | |
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| Developing a Unit Plan | |
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| Summary | |
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| Explorations | |
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| Continuing the Journey: Suggested Readings | |
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| Strategies for Social Studies Teaching and Learning | |
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| What Research Says about Social Studies Teaching and Learning | |
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| Direct Instruction Strategies | |
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| Teacher Presentation | |
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| Class Discussion | |
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| Demonstration | |
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| Indirect Instruction Strategies | |
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| Role-Play | |
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| Interest Centers | |
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| Group Investigations and Projects | |
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| Independent Study and Presentations | |
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| Reflective Thinking | |
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| Brainstorming | |
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| Creative Expression | |
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| Content Analysis | |
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| Differentiated Assignments | |
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| Jigsaw/Peer Teaching and Cooperative Learning | |
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| Simulations | |
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| Computer Simulations | |
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| Observations on Indirect Instruction | |
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| Summary | |
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| Explorations | |
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| Continuing the Journey: Suggeted Readings | |
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| Assessing Social Studies Learning | |
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| An Overview of Assessment | |
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| Why Assess? | |
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| What Should Be Assessed? | |
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| How Should We Assess? | |
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| Integrated Assessment Strategies | |
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| Writing about Learning | |
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| Talking about Learning | |
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| Illustrating Learning | |
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| Assessing Assessment: Why Is It Important? | |
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| Testing and Assessment | |
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| Essay Tests: Extended-Response Questions | |
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| Objective Tests: Selected-Response Questions | |
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| Portfolio Assessment | |
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| Assessing Your Own Effectiveness | |
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| Standards and Achievement | |
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| Knowledge | |
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| Understanding | |
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| Application | |
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| Summary | |
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| Explorations | |
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| Continuing the Journey: Suggested Readings | |
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| Inquiry, Discovery, and Problem Solving: Children as Researchers | |
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| Inquiry, Discovery Learning, and Problem Solving | |
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| The Tradition of Inquiry | |
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| Real and Contrived Problems | |
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| Differences and Similarities | |
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| Reflective Thinking as a Follow-Up to Inquiry | |
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| Three Types of Inquiry Research | |
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| Descriptive Research | |
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| Survey Research | |
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| Experimental Research | |
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| Assessment and Inquiry | |
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| Metacognition and Inquiry | |
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| Summary | |
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| Explorations | |
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| Continuing the Journey: Suggested Readings | |
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| Making History Come Alive | |
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| What Is History? | |
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| Why Should Young People Study History? | |
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| The Power of Storytelling as History | |
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| Biographies | |
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| Historical Fiction | |
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| Using Historical Sources | |
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| Children as Historians | |
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| Oral Histories | |
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| Personal Histories | |
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| Time Lines | |
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| Experiential History Activities | |
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| Summary | |
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| Explorations | |
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| Continuing the Journey: Suggested Readings | |
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| Exploring Our Geographic World: Maps, Globes, and Graphics | |
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| Understanding the Tools of Geography | |
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| The Five Themes of Geography | |
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| Helping Students Learn to Make and Read Maps | |
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| Mental Maps | |
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| Traverse Maps | |
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| Visualizing Space | |
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| Aerial Photographs and Maps | |
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| Changing the Scale of a Map | |
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| Understanding Map Projections and Globes | |
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| Helping Students Learn to Use Maps | |
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| Considering Variables in Finding Your Way | |
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| Studying Changes in Land Use | |
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| Understanding Perspective | |
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| Estimating Distances | |
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| The Internet and Maps | |
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| Summary | |
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| Explorations | |
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| Continuing the Journey: Suggested Readings | |
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| Teaching and Learning Values, Character Education, and Moral Development | |
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| The Meaning of Values, Character, and Morality in Elementary School Learning | |
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| Procedural Values: The Strategies of Inquiry and Reflection | |
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| Considering the Social Context | |
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| What Really Matters? | |
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| The Moral Life of Schools | |
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| Teaching Values, Character, and Moral Education | |
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| Strategies for Teaching Values | |
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| Using Moral Dilemmas | |
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| Models of Character Education, Values Realization, and Moral Development | |
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| Character Education | |
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| Values Realization | |
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| Moral Development | |
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| Gender and Moral Development | |
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| Summary | |
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| Explorations | |
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| Continuing the Journey: Suggested Readings | |
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| Social Studies and Curriculum Connections: Integrated Studies | |
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| Projects: The Building Blocks of Integrated Study | |
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| Characteristics of Good Projects | |
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| Group versus Individual Projects | |
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| Kinds of Projects | |
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| Significant Themes for Integration | |
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| Cause and Effect | |
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| Commonality and Diversity | |
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| Systems and Patterns | |
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| Cycles and Change | |
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| Scale and Symmetry | |
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| Interaction and Relationships | |
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| Time and Space | |
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| Equilibrium and Disequilibrium | |
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| Summary | |
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| Explorations | |
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| Continuing the Journey: Suggested Readings | |
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| Social Studies and the Literacy Connection | |
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| Reading and Classroom Life | |
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| Literacy and Democracy | |
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| Reading and Writing | |
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| Experience and Discussion | |
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| Social Studies and Language Development | |
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| Interpreting Text | |
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| Journal Writing | |
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| The Writing Process | |
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| The Spoken Word | |
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| Public Speaking | |
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| Small-Group Speaking | |
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| Informal Talks | |
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| Group Presentations | |
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| Electronic Literacy | |
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| Summary | |
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| Explorations | |
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| Continuing the Journey: Suggested Readings | |
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| Children in a Democracy: Teaching and Learning Responsible Citizenship | |
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| What Is the Citizen's Role in American Democracy? | |
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| Citizenship Is Participating in Society | |
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| Citizenship Is Serving the Community | |
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| Citizenship Is Understanding Conflict | |
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| Citizenship Education: An Interview with JoAnne Buggey | |
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| What Do Children Need to Know to Be Active Citizens? | |
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| Knowledge versus Information | |
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| What Can You Do to Help Your Students Become Active Citizens? | |
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| Formal Strategies for Citizenship Education | |
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| Informal Strategies for Citizenship Education | |
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| Research Findings on Civic Education | |
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| Effective Citizenship Education | |
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| Community Service | |
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| Decision Making | |
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| The Meaning of Citizenship: A Global Perspective | |
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| Global Education: An Interview with John J. Cogan | |
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| Summary | |
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| Explorations | |
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| Continuing the Journey: Suggested Readings | |
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| Reflective Thinking: The Essence of Social Studies | |
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| The Importance of Experiential Learning | |
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| How Reflective Thought Develops | |
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| Constructivist Thought and Social Studies | |
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| Social Studies Strategies for Reflection | |
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| Thinking Strategies | |
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| Problem-Solving Strategies | |
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| Crossing the Frontier to Active Reflective Learning | |
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| The Emotional/Intellectual Landscape | |
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| Summary | |
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| Explorations | |
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| Continuing the Journey: Suggested Readings | |
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| Standards Sampler | |
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| References | |
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| Index | |