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| Learning and Teaching Social Studies | |
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| The Origins and Evolution of the Social Studies | |
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| The 1916 Report of the Committee on the Social Studies | |
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| The New Social Studies | |
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| Social Studies in the 21st Century | |
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| Alternative Definitions of the Social Studies | |
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| A Working Definition of the Social Studies | |
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| Social Studies and Citizenship Education | |
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| The Context of Citizenship Education | |
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| Alternative Perspectives on Citizenship Education | |
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| Classifying Alternative Perspectives | |
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| The Enduring Goal of the Social Studies Curriculum: Reflective, Competent, and Concerned Citizens | |
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| The Nature of the Effective Citizen | |
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| The Exemplary Social Studies Teacher | |
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| Characteristics of Exemplary Social Studies Teachers | |
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| Summary | |
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| Group Activities | |
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| Individual Activities | |
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| The Sources of Subject Matter and Instructional Resources for the Social Studies | |
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| Knowledge Construction and Subject Matter | |
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| Schemata and Prior Knowledge in Social Studies Instruction | |
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| Selecting Social Studies Subject Matter | |
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| The Social Studies and the Social Sciences | |
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| Geography | |
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| History | |
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| Economics | |
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| Political Science | |
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| Anthropology | |
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| Sociology | |
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| Psychology | |
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| Other Sources of Subject Matter for the Social Studies | |
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| Interdisciplinary Studies | |
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| The School and the Community Team Together to Help Students to Establish Their Own Sense of Place | |
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| The School and the Community as Sources of Social Data | |
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| Using Community Resource Persons Effectively | |
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| Fieldwork in the Community | |
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| Collecting Oral Histories | |
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| Conducting Surveys and Interviews | |
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| Community Service Projects | |
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| Organizational Resources for Social Studies Instruction | |
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| Professional Journals | |
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| Professional Development Through the Internet | |
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| Summary | |
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| Group Activities | |
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| Individual Activities | |
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| Selecting a Social Studies Scope and Sequence | |
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| Existing Social Studies Scope and Sequence Patterns | |
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| The Curriculum Pattern in the Elementary Grades | |
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| The Curriculum Pattern in the Middle and Secondary Grades | |
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| The Dominance of Traditional Scope and Sequence Patterns | |
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| Basal Textbooks and the Social Studies Curriculum | |
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| Use of Basal Texts in the Social Studies | |
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| Selection and Adoption of Basal Textbooks | |
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| Criticisms of Basal Textbooks | |
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| Implication of State Adoption Policies | |
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| Alternative Social Studies Scope and Sequence Patterns | |
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| The California Model | |
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| The National Council for Geographic Education/Association of American Geographers Model | |
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| The National Council for the Social Studies Scope and Sequence Initiatives | |
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| Selecting a Scope and Sequence Pattern | |
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| National Standards | |
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| Summary | |
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| Group Activities | |
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| Individual Activities | |
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| Planning for Social Studies Instruction | |
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| Basic Issues in Planning Social Studies Instruction | |
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| Identifying a Purpose for Citizenship Education | |
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| Beginning the Planning Process | |
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| Social Studies Goals for Instruction | |
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| Identifying and Stating Goals | |
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| Social Studies Objectives for Instruction | |
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| Identifying and Stating Objectives | |
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| Organizing Subject Matter into Units | |
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| Unit Planning | |
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| Computer-Based and Traditional Sources of Units | |
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| Resource Units and Teaching Units | |
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| Creating Units | |
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| Formats for Unit Planning | |
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| Organizing Subject Matter into Lessons | |
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| Lesson Plans | |
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| Computer-Based and Traditional Sources of Lesson Plans | |
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| Formats and Procedures for Lesson Planning | |
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| Balance in Instructional Planning | |
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| Developmental Considerations in Instructional Planning | |
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| Variety in Instructional Planning | |
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| Allocation of Time in Planning | |
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| Scheduling Social Studies Instruction | |
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| Guidelines for Social Studies Program Development | |
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| Summary | |
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| Group Activities | |
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| Individual Activities | |
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| Engaging Students in Learning Through Small Groups, Questions, Role-Playing, and Simulations | |
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| Grouping Students for Learning | |
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| Planning for Small-Group Work | |
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| Multipurpose Small-Group Techniques | |
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| Cooperative Learning Group Techniques | |
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| Cooperative Learning and Student Achievement | |
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| Using Structured Questions to Aid Learning | |
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| Patterns of Effective Questioning | |
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| Effective Use of Time | |
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| Selection of Questions | |
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| Effective Sequencing of Questions | |
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| The Taba Questioning Strategies | |
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| Engaging Students in Role-Playing and Simulations | |
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| The Nature of Role-Playing | |
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| Role-Playing and Puppetry | |
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| The Nature of Simulations | |
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| Guidelines for Developing and Conducting Simulations | |
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| Summary | |
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| Group Activities | |
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| Individual Activities | |
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| Aiding Children in Developing and Applying Concepts, Generalizations, and Hypotheses | |
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| Concepts in the Social Studies Curriculum | |
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| Personal and Public Dimensions of Concepts | |
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| Misconceptions and Stereotypes | |
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| Concepts in Social Studies Texts and Materials | |
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| The Process of Learning a New Concept | |
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| Sources of Difficulty in Concept Learning | |
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| Instructional Strategies for Concept Learning | |
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| Concept Analyses | |
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| Assessing Concept Learning | |
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| Instructional Model for Teaching Concepts | |
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| Discovery and Expository Approaches in Teaching Concepts | |
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| Concept Hierarchies | |
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| Concept Teaching Materials and Activities | |
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| Facts, Generalizations, and Hypotheses in the Social Studies Curriculum | |
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| The Nature of Facts | |
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| The Nature of Generalizations | |
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| The Nature of Hypotheses | |
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| Instructional Strategies for Developing Generalizations | |
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| Expository and Discovery Approaches for Teaching Generalizations | |
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| Using Data Retrieval Charts | |
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| The Reflective Citizen and Problem Solving | |
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| Uses of the Term Problem in Instruction | |
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| Instructional Strategies for Problem Solving | |
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| Problem Springboards | |
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| Summary | |
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| Group Activities | |
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| Individual Activities | |
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| Aiding Students in Developing Effective Citizenship Competencies | |
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| The Nature of Citizenship Skills | |
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| Skills Lists for the Social Studies Curriculum, K-12 | |
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| Social Skills | |
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| Socially Competent Children | |
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| Conflict Resolution Skills | |
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| Research and Analysis Skills | |
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| Identifying and Using Reference Sources | |
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| Interpreting and Comparing Data | |
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| Processing Information from Pictures | |
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| Chronology Skills | |
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| Activities Using Time Lines | |
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| Other Chronology Activities | |
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| Spatial Skills | |
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| The Impact of Spatial Perspectives | |
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| Maps and Globes as Spatial Tools | |
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| Integrating Maps and Globes into All Social Studies Instruction | |
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| Introducing Maps and Globes | |
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| Key Spatial Concepts | |
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| Using Travel Maps | |
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| Summary | |
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| Group Activities | |
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| Individual Activities | |
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| Aiding Students in Developing and Acting on Social Concern | |
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| Social Concern and Citizenship Education | |
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| The Morally Mature Citizen | |
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| The Dimensions of Social Concern | |
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| The Nature of Beliefs | |
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| The Nature of Attitudes | |
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| The Nature of Values | |
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| The Nature of Value Judgments | |
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| Instructional Strategies for Examining Beliefs, Attitudes, and Values | |
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| Strategies for Analyzing Attitudes | |
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| Strategies for Analyzing Values | |
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| Instructional Strategies for Promoting Ethical Growth | |
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| Moral Dilemmas | |
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| The Moral Development Theories of Jean Piaget and Lawrence Kohlberg | |
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| Alternative Strategies for Moral Education in Public Schools | |
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| Social Issues as a Curricular Focus | |
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| Social Issues and Controversy | |
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| Guidelines for Handling Discussions of Controversial Issues | |
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| Academic Freedom in the Classroom | |
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| Summary | |
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| Group Activities | |
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| Individual Activities | |
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| Preparing Children to Live in a Global and Culturally Diverse World | |
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| Balancing National and Global Concerns | |
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| Global Education in an Interconnected World | |
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| Multicultural Education | |
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| Emerging Issues in Multicultural Education | |
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| Multicultural Perspectives in Instruction | |
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| Designing Strategies for Multicultural Education | |
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| Guidelines for Selecting Appropriate Curriculum Materials for Multicultural Education | |
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| Resources for Multicultural Education | |
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| Gender Issues and Sex-Role Stereotypes | |
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| Women's Perspectives in History | |
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| Social Consciousness and Social Action | |
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| Social Service Projects | |
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| Current Affairs | |
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| Introducing Children to Current Affairs | |
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| Strategies for Analyzing Current Affairs | |
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| Using Newspapers and Print Materials | |
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| Using Technology in Teaching Current Affairs | |
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| Guidelines for Developing Current Affairs Activities | |
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| Summary | |
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| Group Activities | |
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| Individual Activities | |
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| Comprehending, Communicating, and Remembering Subject Matter | |
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| Comprehending Social Studies Subject Matter | |
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| Building on Existing Knowledge in Reading | |
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| Strategies for Improving Reading Comprehension | |
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| The Reading-Social Studies Connection | |
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| Reading and Social Studies Text Materials | |
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| Reading Children's Literature | |
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| Reading Newspapers and Periodicals | |
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| Integrated Curriculum | |
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| Visual Literacy | |
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| Metaphors and Others Figures of Speech | |
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| Communicating Social Studies Subject Matter | |
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| Listening and Speaking | |
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| Integrating Writing into the Social Studies Curriculum | |
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| Word Processing Tools in Writing | |
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| Remembering Social Studies Subject Matter | |
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| First-Letter Technique | |
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| Keyword Technique | |
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| Imagery Technique | |
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| Dramatic Narrative Technique | |
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| Summary | |
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| Group Activities | |
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| Individual Activities | |
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| Harnessing Technology to the Social Studies Curriculum | |
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| Infusing Microcomputer Applications into the Social Studies Curriculum | |
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| Telecommunications and Emerging Technologies | |
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| The Internet | |
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| The World Wide Web and Web Search Agents | |
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| Online Databases | |
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| Resources for Social Studies Teachers and Students Available over the Internet | |
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| Electronic Mail and Newsgroups | |
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| Two-Way Videoconferencing over the Internet | |
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| Types of Social Studies Software | |
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| Simulation Software | |
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| Database and Spreadsheet Software | |
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| Using Groups with Computer-Based Instruction | |
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| Interactive Multimedia in Social Studies Instruction | |
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| CD-ROM Software | |
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| Distance Learning | |
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| Using Videotape and Television in Social Studies Instruction | |
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| Cable Programming | |
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| Teacher- and Student-Made Video Materials | |
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| Using Traditional Media Effectively | |
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| Using Technology Effectively: The Challenge of Every Educator | |
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| Sounding a Note of Caution | |
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| Summary | |
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| Group Activities | |
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| Individual Activities | |
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| Adapting Social Studies Instruction to Individual Needs | |
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| Matching Social Studies Instruction to Students' Developing Capabilities | |
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| The Nature of Concrete Social Studies Activities | |
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| Symbolic, Iconic, and Enactive Social Studies Activities | |
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| Constructivist Perspectives on Social and Cognitive Growth | |
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| Individualized Instruction and Individual Differences | |
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| Individual Differences Among Students | |
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| Organizing the Classroom for Individualized Social Studies Instruction | |
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| Computers | |
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| Multilevel Reading Materials | |
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| Learning Contracts | |
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| Learning Centers | |
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| Using Jackdaws and Teacher-Made Materials for Individualizing Instruction | |
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| Individual Styles of Thinking and Learning | |
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| Matching Thinking Styles to Instruction | |
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| Measures of Thinking Styles | |
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| Matching learning Styles to Instruction | |
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| Measures of Learning Styles | |
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| Individualization and Cultural Diversity | |
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| Equity for Those with Disabilities | |
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| Public Law 94-142 | |
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| Mainstreaming and Inclusion | |
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| Strategies for Including Students into Social Studies Instruction | |
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| Equity for the Gifted | |
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| Societal Perspectives on the Gifted | |
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| Identifying the Gifted | |
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| Approaches to Gifted Education | |
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| Gifted Students in Social Studies Classes | |
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| Summary | |
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| Group Activities | |
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| Individual Activities | |
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| Evaluating and Assessing Student Learning | |
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| The Dimensions of Evaluation | |
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| Grades, Assessments, and Standards | |
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| The Use and Misuse of Tests | |
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| Norm-Referenced Tests | |
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| Criterion-Referenced Tests | |
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| The National Assessment of Educational Progress | |
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| National Standards and National Testing | |
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| Performance Assessments | |
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| Social Studies Performance Assessments and Portfolios | |
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| Teacher-Made Paper-and-Pencil Tests | |
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| Posttests and Pretests | |
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| Constructing Essay Test Items | |
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| Constructing Objective Test Items | |
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| Test Software | |
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| Evaluating Reflection, Competence, and Concern | |
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| Assessing Reflection | |
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| Assessing Competence | |
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| Assessing Concern | |
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| A Framework for Evaluating the Outcomes of Social Studies Instruction | |
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| Matching Evaluation and Instructional Goals and Objectives | |
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| Summary | |
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| Group Activities | |
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| Individual Activities | |
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| Social Studies Textbook Evaluation Form: Sample | |
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| History Performance Standard | |
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| Geography Standards | |
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| Civics and Government Content Standards | |
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| Essential Skills for Social Studies | |
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| Using Children's Literature About African Americans to Address NCSS Thematic Strands | |
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| References | |
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| Index | |