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Defining the Social Studies | |
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What is the Social Studies A Working Definition of the Social Studies | |
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Common Strands | |
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The Social Studies Curriculum | |
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Working With Standards | |
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History and Geography | |
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History | |
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Geography | |
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Political Science, Economics and Relatedsocial Sciences | |
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Political Science | |
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Economics | |
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Sociology | |
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Anthropology | |
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Active Learning: Giving Life and Meaning Tosocial Studies | |
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A rationale for Applied Learning | |
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Challenges to Implementing Applied Learning | |
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Approaches to Providing Active, Concrete Learning Experience | |
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Service Learning | |
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Preparing Short Term for Active Learning Experiences | |
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Dealing with Controversial Issues | |
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Selecting Teaching Approaches Forknowledge Acquisition | |
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Variables that Influence Selection | |
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Approaches Focused on Knowledge Acquisition | |
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Selected Teaching Approaches for Knowledge Discovery | |
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Approaches Focused on Discovery of Knowledge | |
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Teaching Social Studies Skills | |
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Developing Social Skills | |
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Developing Map and Globe Skills | |
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Research Skills | |
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Time and Chronology Skills | |
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Interpreting Political Cartoons | |
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Accommodating Culture, Gender, and Exceptionality | |
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Multicultural Dimensions | |
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Gender Issues | |
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Exceptionality | |
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Social Studies for Limited-English-Proficient Learners | |
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The Instructional Challenge | |
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Categories of Language Proficiency | |
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Problems for Limited-English-Proficient Students | |
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Sheltered Instruction in the Social Studies | |
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Successful Instructional Practices | |
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Modifying Lessons | |
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Planning for Success | |
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Aims, Goals, Learning Objectives | |
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Information needed for Instructional Planning | |
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Organizing Planning Information | |
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Interdisciplinary Dimensions | |
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Choosing Appropriate Themes | |
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Integrating Unit Content | |
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Integrating Units Around Childrenrsquo;s Literature | |
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Integrating the Arts | |