| |
| |
Preface | |
| |
| |
| |
The Elementary Social Studies Curriculum | |
| |
| |
What Are Your Images of the Social Studies? | |
| |
| |
What Is Social Studies and What Are the Goals of Social Studies? | |
| |
| |
What Should Be Taught? State Standards and No Child Left Behind (NCLB) | |
| |
| |
Should Values Be Taught? | |
| |
| |
What Are the National Curriculum Patterns? | |
| |
| |
Why Are Textbooks and Technology Important? | |
| |
| |
Summary | |
| |
| |
Suggested Readings and Websites | |
| |
| |
MyEducationLab | |
| |
| |
| |
Planning for Social Studies Instruction | |
| |
| |
Planning | |
| |
| |
Goals, Long-Range Planning, and Standards/Instructional Objectives | |
| |
| |
Treasury of Resources and Technology for Planning | |
| |
| |
Units | |
| |
| |
Lesson Plans | |
| |
| |
Summary | |
| |
| |
Suggested Readings and Websites | |
| |
| |
MyEducationLab | |
| |
| |
| |
Instructional Strategies | |
| |
| |
Different Methods | |
| |
| |
What Happens in Real Classrooms? | |
| |
| |
Direct Teaching: From Passive to Active Learning | |
| |
| |
Problem-Based Learning and Thinking | |
| |
| |
Inductive Thinking and Questioning | |
| |
| |
Cooperative or Collaborative Learning | |
| |
| |
Role Playing | |
| |
| |
Simulations | |
| |
| |
Summary | |
| |
| |
Suggested Readings and Websites | |
| |
| |
MyEducationLab | |
| |
| |
| |
Using Multiple Assessments to Evaluate Student Learning in the Social Studies | |
| |
| |
Perceptions of Testing | |
| |
| |
Federal and State Roles in Testing | |
| |
| |
Performance-Based Assessment | |
| |
| |
Paper-and-Pencil Tests | |
| |
| |
Informal Evaluations | |
| |
| |
Conferences, Grades, and Report Cards | |
| |
| |
Summary | |
| |
| |
Suggested Readings and Websites | |
| |
| |
MyEducationLab | |
| |
| |
| |
Aiding Our Students to Interpret History | |
| |
| |
The Central Place of History in the Social Studies Curriculum | |
| |
| |
History Wars | |
| |
| |
History Definitions and Issues | |
| |
| |
Linking History and Trade Books to Students | |
| |
| |
Doing History or Being a Historian | |
| |
| |
The Promise of the Internet: Primary and Secondary Sources | |
| |
| |
Learning About Time and Chronology | |
| |
| |
Summary | |
| |
| |
Suggested Readings and Websites | |
| |
| |
MyEducationLab | |
| |
| |
| |
Teaching Geography | |
| |
| |
Are Students and Adults Literate in Geography? | |
| |
| |
Beyond State Capitals: Making Geography Engaging | |
| |
| |
Teaching Map and Globe Skills | |
| |
| |
Summary | |
| |
| |
Suggested Readings and Websites | |
| |
| |
MyEducationLab | |
| |
| |
| |
Teaching Economics | |
| |
| |
Economics Standards | |
| |
| |
Strategies for Teaching Economics | |
| |
| |
Financial Literacy or Personal Finance | |
| |
| |
Summary | |
| |
| |
Suggested Readings and Websites | |
| |
| |
MyEducationLab | |
| |
| |
| |
Teaching Civic Education | |
| |
| |
Different Meaning of Citizenship | |
| |
| |
Civic Education | |
| |
| |
Classroom Civic Education | |
| |
| |
Instruction in Civic Education | |
| |
| |
Current Events/Current Affairs Programs | |
| |
| |
Teaching Controversial Issues | |
| |
| |
Linking Schoolwide Citizenship to the Community | |
| |
| |
Teaching Global Education | |
| |
| |
Summary | |
| |
| |
Suggested Readings and Websites | |
| |
| |
MyEducationLab | |
| |
| |
| |
Helping All Our Diverse Students | |
| |
| |
Growing Diversity | |
| |
| |
Gender | |
| |
| |
Multicultural Education | |
| |
| |
Teaching Religion | |
| |
| |
Exceptionalities | |
| |
| |
Differentiated Instruction | |
| |
| |
Summary | |
| |
| |
Suggested Readings and Websites | |
| |
| |
MyEducationLab | |
| |
| |
| |
Linking Social Studies and Literacy | |
| |
| |
Linking Social Studies and Literacy | |
| |
| |
Meeting the Needs of English Language Learners | |
| |
| |
Reading | |
| |
| |
Listening and Writing | |
| |
| |
Summary | |
| |
| |
Suggested Readings and Websites | |
| |
| |
MyEducationLab | |
| |
| |
Index | |