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| What Is Social Studies? | |
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| Introduction | |
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| The Three R's (Read, Recall, Regurgitate) | |
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| Fun, Fun, Fun! | |
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| Amnesia | |
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| What Is Social Studies? | |
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| Roots of Social Studies | |
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| History | |
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| Geography | |
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| Economics | |
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| Civics and Government | |
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| Social Studies Skills | |
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| Social Studies for the 21st Century | |
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| Conclusion | |
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| History's Finer Points | |
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| Questions to Consider | |
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| Exercises | |
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| References | |
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| Children's Literature | |
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| Why Teach Social Studies? | |
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| Building a Case for Social Studies in the Classroom | |
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| Our Nation's Report Card | |
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| Building a Case in the Community | |
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| Appealing Content | |
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| Conclusion | |
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| History's Finer Points | |
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| Questions to Consider | |
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| Exercises | |
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| References | |
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| Children's Literature | |
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| What Do We Teach in Social Studies? | |
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| What Exactly Do We Teach in Social Studies? | |
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| National Frameworks and Standards | |
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| State Frameworks and Standards | |
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| Goals and Objectives for Teaching Social Studies | |
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| Topics, Themes, and Concepts | |
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| Conclusion | |
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| History's Finer Points | |
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| Questions to Consider | |
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| Exercises | |
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| References | |
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| Teaching Social Studies for Understanding | |
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| Introduction | |
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| Planning for Effective Instruction | |
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| Topics, Themes, Concepts, and Big Ideas | |
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| Topics | |
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| Themes | |
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| Concepts | |
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| Big Ideas | |
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| Historical Thinking and Analysis Skills | |
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| Instructional Strategies That Work | |
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| Generating Interest | |
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| Inquiry-Based Learning | |
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| Making Connections | |
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| Cooperative Learning | |
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| Simulations | |
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| Creating Additional Opportunities for Social Studies | |
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| Read Aloud | |
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| Literature Circles | |
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| Book Talks | |
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| Book Bags | |
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| Writing Prompts | |
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| Walk and Talk | |
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| Musical Chairs | |
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| Singing New Songs | |
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| Landscapes and Portraits | |
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| Acting Up! | |
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| Reader's Theatre | |
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| Games and Sports | |
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| Conclusion | |
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| History's Finer Points | |
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| Questions to Consider | |
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| Exercises | |
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| References | |
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| Children's Literature | |
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| Using Texts for Teaching and Learning Social Studies | |
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| Introduction | |
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| Reading and Writing Helps Students Understand Social Studies | |
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| Students Must Understand How to Transform Text | |
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| Students Benefit From "In Your Mind" Strategies | |
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| Making Connections | |
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| Partner Conversations | |
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| Visualizing | |
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| Students Benefit from "On Paper" Strategies | |
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| Note-Making | |
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| Graphic Organizers | |
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| Writing-to-Learn Prompts | |
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| Determine When to Use Content Literacy Strategies | |
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| Strategies Must Be Implemented During the Before-Reading Stage | |
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| KWL Charts | |
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| Anticipation Guides | |
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| Quickwrites | |
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| Strategies Are Used in the During-Reading Stage | |
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| Strategies Are Used in the After-Reading Stage | |
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| Meet Ms. Amato and Her Class | |
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| Conclusion | |
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| History's Finer Points | |
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| Questions to Consider | |
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| Exercises | |
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| References | |
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| Children's Literature | |
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| Effective Uses of Literature to Teach Social Studies | |
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| Introduction | |
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| Integrate Literature and Social Studies | |
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| Teach History as a Story Well Told | |
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| Use Guidelines to Select Literature for Your Social Studies Program | |
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| Plan for the Effective Use of Literature to Teach Social Studies | |
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| Develop Literacy and Social Studies Skills Through the Use of Literature | |
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| Sequence Content Information | |
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| Uncover Big Ideas with Overarching Essential Questions | |
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| Combine Skills Development | |
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| Sequencing Skills Transfer Into Chronological Thinking Skills | |
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| Use Reading Instruction Approaches to Teach Social Studies | |
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| Read-Alouds | |
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| Propose Intriguing Questions | |
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| Introduce Interesting Artifacts | |
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| Display Visuals, Including Photographs, Charts, Posters, and Documents | |
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| Use Maps to Identify Where the Story Takes Place | |
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| Let Students Map the Story | |
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| Use Hands-On, Minds-On Activities | |
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| Use Dramatic Recreation | |
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| Rewrite the Story | |
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| Shared Reading | |
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| Independent Reading | |
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| Literature Circles | |
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| Teach Social Studies Apart From Teaching Reading | |
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| Conclusion | |
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| History's Finer Points | |
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| Questions to Consider | |
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| Exercises | |
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| References | |
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| Children's Literature | |
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| Putting the Pieces Together: Curriculum Planning and Organization | |
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| Introduction | |
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| Curriculum Mapping | |
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| Backward Planning | |
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| Lesson Plans | |
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| Objectives | |
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| Anticipatory Set | |
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| Modeling and Guided Practice | |
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| Independent Practice | |
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| Closure | |
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| Conclusion | |
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| History's Finer Points | |
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| Questions to Consider | |
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| Exercises | |
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| References | |
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| Real-World Teaching and Learning | |
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| Introduction | |
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| Classroom Management | |
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| Class Rules | |
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| Our Bill of Rights | |
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| Our Rights and Responsibilities | |
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| Representative Government | |
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| Banking Behaviors | |
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| Problem-Based Learning | |
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| Service Learning | |
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| Field Studies | |
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| Guest Speakers | |
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| Conclusion | |
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| History's Finer Points | |
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| Questions to Consider | |
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| Exercises | |
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| References | |
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| Children's Literature | |
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| Student Achievement and Assessments | |
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| Introduction | |
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| Purposes and Uses for Assessments | |
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| Assessment Strategies | |
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| Character Interpretation | |
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| Cooperative Line-Up | |
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| Essay | |
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| Fishbowl | |
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| Graphic Organizers | |
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| Hot Seat | |
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| Jeopardy or Quiz Bowl | |
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| Multimedia Presentation | |
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| Oral Performance | |
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| Portfolio | |
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| Project | |
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| Quickwrite | |
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| Quickdraw | |
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| Rally Table | |
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| Research Report | |
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| Scored Discussion | |
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| Simulation | |
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| Socratic Seminar | |
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| Tea Party | |
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| Turn to a Partner | |
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| Written Test | |
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| Conclusion | |
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| History's Finer Points | |
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| Questions to Consider | |
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| Exercises | |
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| References | |
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| Children's Literature | |
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| How Do We Share What We've Learned in Social Studies? | |
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| Grasping the Brass Ring | |
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| Professional Organizations | |
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| NCSS | |
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| NCHE | |
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| NCGE | |
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| National Geographic | |
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| Colonial Williamsburg Foundation | |
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| Gilder Lehrman Institute for American History | |
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| National Center for History in the Schools | |
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| Local Opportunities | |
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| Continuing Education | |
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| Professional Reading | |
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| Social Education | |
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| Social Studies and the Young Learner | |
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| History Matters! | |
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| The Social Studies Professional | |
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| Theory and Research in Social Education | |
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| The Social Studies | |
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| Children's Literature | |
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| A Personal Inventory | |
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| Planning Your Professional Development | |
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| Conclusion | |
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| History's Finer Points | |
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| Questions to Consider | |
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| Exercises | |
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| Index | |