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| Note: Each chapter concludes with a Summary | |
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| Prologue: Reflecting on What's Ahead | |
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| Introduction An Inquiry | |
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| Building a Framework for Social Studies | |
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| The Dynamics of Social Studies | |
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| Introduction: Teaching Social Studies in a Technological Age | |
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| Dynamic Social Studies: The Continuing Debates | |
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| Commentary: But Is This Social Studies? | |
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| Social Studies: Its Nature and Origins | |
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| Model Student Activity: Who Is Qualified for the Presidency? | |
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| Commentary: On Using Model Activities with Children | |
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| Technology Update: Standards for Social Studies, History and Social Sciences | |
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| Social Studies and Citizenship Education | |
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| History and the Social Sciences: The Knowledge Base for Social Studies | |
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| Introduction: On Waiting in Line History and the Human Experience | |
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| History and the Social Sciences Technology Update: G.I.S.: Geographical Information Systems | |
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| Major Findings from the Social Sciences | |
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| Commentary: Social Studies or Social Science Education | |
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| How Social Studies Programs Are Organized | |
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| Introduction: On Framing the Constitution | |
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| The Dominant Curriculum Pattern: Expanding Environments | |
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| Commentary: Teaching About Birthday Parties? | |
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| Commentary: The Power of Contrast Alternative Organizational Patterns | |
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| Commentary: How States Affect Textbooks, and Vice Versa | |
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| Developing Social Studies Programs | |
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| Technology Update: So All Can See | |
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| Contexts for Teaching Social Studies | |
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| The Dimensions of Cultural Diversity | |
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| Introduction: On Mottoes and Metaphors | |
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| A Classroom Profile Responding to Cultural and Ethnic Diversity | |
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| Cultural Diversity Racism and Ethnic Diversity | |
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| Sexism and Gender Equity Education | |
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| Technology Update: Diversity and Multicultural Resources on the World Wide Web | |
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| Model Student Activity: Who Is Best Suited for Which Jobs? Multicultural Education | |
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| Commentary: The Scope of Diversity | |
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| The Dimensions of Instructional Diversity | |
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| Introduction: On "Falling through the Cracks" | |
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| Classroom Profile, Part Two Responding to Physical and Emotional Diversity | |
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| Commentary: Health Care: How Far Should Teachers Go? Accommodating Educational Diversity | |
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| Developing Character and Values | |
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| Introduction: The Reemergence of Character Education Ierminology | |
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| Clarified Building Character | |
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| Other Approaches to Values Education | |
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| Model Student Activity: Holy and the Cat in the Tree--Procedure for Young Children | |
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| Model Student Activity: Heinz and the Druggist | |
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| Social Studies: Gateway to Literacy | |
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| Introduction: People, People, People | |
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| Oral Language and Listening: Bases for Literacy | |
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| Commentary: On Speaking the "Cash Language" Reading, Writing, and Social Studies | |
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| Technology Update: Computers as Writing Tools Helping Children | |
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| Construct Meaning | |
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| Commentary: The Role of Details in Constructing Meaning | |
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| Examples of Instruction Designed to Construct Meaning | |
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| Model Student Activity: Taba's Concept-Formation Strategy | |
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| Instruction | |
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| Planning and Orchestrating Instruction | |
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| Introduction: On Composing and Orchestrating | |
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| A Perspective on Using Social Studies | |
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| Content Managing Multiple Planning Elements Composing a Sample Unit: Part 1 | |
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| A Perspective on Learning Outcomes | |
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| Technology Update: Teaching Units and Lesson Plans on the Internet | |
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| Composing a Sample Unit: Part 2 | |
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| Commentary: All Teaching Activities Are Not Equally Effective | |
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| Model Student Activity: A Sample Unit Plan: Using Resources Wisely Lesson Planning | |
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| Assessing Learning | |
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| Introduction: An Alternative Assessment Strategy | |
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| Assessment and the Instructional Cycle | |
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| Commentary: Self-Evaluation and Grading Authentic Assessment | |
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| Gathering Assessment Information | |
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| Alternative Assessment Strategies | |
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| Assessing Attitudes and Values | |
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| Commentary: Halos--Negative and Positive | |
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| Strategies for Effective Teaching | |
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| Introduction: The "Pine Tree Shillings" Activity Teaching Strategies | |
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| Defined Identifying Teaching Strategies | |
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| Commentary: There Is Nothing like a Good Lecture | |
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| Model Student Activity: "The Wearin' of the Green"--A Group Investigation | |
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| Commentary: Inquiry, Discovery, and Problem Solving | |
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| Technology Update: WebQuest: Tapping the Internet's Resources Managing Small-Group Instruction | |
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| Strategies for Active Learning | |
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| Introduction: The Empty-Chair and Author's Chair Techniques | |
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| Dramatic Play Role-Playing | |
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| Model Student Activity: Dramatic Play Commentary: On Structuring the Environment | |
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| Model Student Activity: The Lunch Policy Simulation and Gaming | |
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| Technology Update: Using Interactive CD-ROMs Expressive and Enactive Experiences | |
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| Nurturing Critical and Reflective Thinking | |
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| Introduction: Reading Between the Lines | |
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| How Critical Thinking Differs from Other Kinds of Thinking: Terminology Clarified | |
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| Metacognition: Thinking About Thinking Teaching Reflective Thinking | |
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| Commentary: What We Know About Thinking | |
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| Model Student Activity: Nation X--Using a Fact Sheet | |
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| Technology Update: Pictures Are Worth a Thousand Words | |
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| Commentary: On Avoiding "Queen Bee" Questions | |
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| Questioning Strategies | |
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| Decision Making | |
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| Model Student Activity: Returning from the Crusades | |
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| Helping Students Use Maps, Globes, and Graphics | |
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| Introduction: Basic Premises Maps and Globes | |
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| Technology Update: Plotting Earthquakes | |
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| Model Student Activity: Pumpkin Geography | |
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| Model Student Activity: Where Would You Locate Your City? | |
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| Working with Other Graphic Forms | |
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| Model Student Activity: Constructing a Table | |
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| Model Student Activity: Linear Charting | |
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| Using Instructional Tools: Print, Multimedia, and Community Resources | |
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| Introduction: Teaching in the Electronic Age Textbooks | |
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| Supplementary Print Materials | |
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| Commentary: On Helping Children Deal with Terrorism | |
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| Computer-Based Resources Nonprint Materials | |
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| Technology Update: Virtual Touring on the Internet Community Resources | |
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| Acquiring Instructional Resources | |
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| Epilogue Introduction: Reflecting on Things Past Instructional Premises for the Twenty-First Century Resource Handbook | |
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| References | |
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| Name Index | |
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| Subject Index | |