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| Preface | |
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| Foundations of Instruction | |
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| Dynamic Social Studies: The Subject You Will Teach | |
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| What Do You Remember About Social Studies? | |
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| Content Knowledge 1: Social Studies as a School Subject | |
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| Six Major Social Sciences | |
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| The Origin of Social Studies | |
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| The Goals of Elementary School Social Studies | |
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| Content Knowledge 2: Curriculum and Standards | |
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| Curriculum Scope and Sequence | |
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| Curriculum Standards | |
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| Content Knowledge 3: Instructional Practices | |
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| Powerful and Purposeful Social Studies Instruction | |
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| Constructivist Teaching Practices | |
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| A Final Thought | |
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| References | |
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| Individuality and Diversity: The Children You Will Teach | |
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| Productive Classroom Life | |
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| A Democratic Classroom Community | |
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| Cultural Diversity in the Classroom | |
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| Ethnicity | |
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| Culturally Responsive Teaching | |
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| Language Diversity in the Classroom | |
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| Providing for ELLs | |
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| Multiple Talents, Intelligences, and Learning Styles | |
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| Multiple Talents | |
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| Multiple Intelligences | |
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| Learning Styles | |
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| Children with Special Needs | |
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| Who Are Children with Special Needs? | |
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| Inclusive Classrooms | |
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| A Teacher's Responsibilities | |
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| Gifted Children | |
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| Who Are Gifted Children? | |
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| Teaching Gifted Children | |
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| Gender | |
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| Gender-Specific Behavior | |
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| Addressing Gender Issues | |
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| A Final Thought | |
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| References | |
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| Standards-Based Instruction: Planning Lessons and Units | |
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| Levels of Planning | |
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| How Are Unit Plans Constructed? | |
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| Understanding by Design (UbD) | |
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| How Are Lesson Plans Constructed? | |
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| Gagn�'s Nine Instructional Events | |
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| Hunter's Seven-Step Lesson Plan | |
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| Bybee's Five Es Approach | |
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| A Final Thought | |
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| References | |
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| Approaches to Classroom Instruction | |
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| Social Constructivism: Scaffolded Learning | |
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| What Is Constructivism? | |
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| Constructivist Teaching and Learning | |
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| Social Constructivist Perspectives | |
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| Teacher as More Knowledgeable Other: Scaffolding Instruction | |
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| Bybee's 5E Approach | |
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| Concept Teaching and Learning | |
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| Task Analysis (Skills Instruction) | |
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| Peers as More Knowledgeable Others (Group Learning) | |
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| Computer as More Knowledgeable Other | |
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| A Final Thought | |
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| References | |
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| Cognitive Constructivism: Discovery Learning (Inquiry and Problem Solving) | |
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| What Is Discovery Learning? | |
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| Inquiry-Based Learning | |
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| The Core of Inquiry-Based Learning | |
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| Foundational Inquiry Skills | |
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| Approaches to Inquiry | |
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| What Is Creative Problem Solving? | |
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| Creative Thinking | |
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| The Creative Problem Solving (CPS) Strategy | |
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| A Final Thought | |
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| References | |
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| Curriculum Integration: Linking Subject Matter and Learning Experiences | |
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| What Is Integrated Learning? | |
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| Using Integrated Learning Properly | |
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| Spontaneous Learning | |
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| Thematic Curriculum | |
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| Sources of Interdisciplinary Themes | |
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| Project-Based Learning | |
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| Technology Integration | |
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| Technology Tools | |
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| Learning Centers | |
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| Review/Reinforcement Learning Centers | |
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| Enrichment Learning Centers | |
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| Exploratory Learning Centers | |
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| A Final Thought | |
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| References | |
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| Social Science Content and Processes | |
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| Young Historians: Learning to Unlock the Past | |
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| What Is History? | |
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| Why Is History Important? | |
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| What Should Students Know or Be Able to Do? | |
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| Chronological Thinking | |
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| Historical Comprehension | |
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| Historical Analysis and Interpretation | |
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| Historical Research Capabilities | |
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| Historical Issues Analysis and Decision Making | |
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| Putting Historical Thinking to Work | |
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| A Final Thought | |
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| References | |
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| Geography: Exploring the People/Place Connection | |
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| What Is Geography? | |
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| Why Is Geography Important? | |
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| What Should Students Know or Be Able to Do? | |
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| The Five Themes of Geography | |
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| National Geography Standards | |
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| Essential Element 1: The World in Spatial Terms | |
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| Maps as Models of Our World | |
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| Representing the World Through Informal Block Play | |
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| Teaching Map and Globe Skills | |
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| Maps of the Classroom | |
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| Specific Map and Globe Skills Instruction | |
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| Essential Element 2: Places and Regions | |
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| Essential Element 3: Physical Systems | |
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| Essential Element 4: Human Systems | |
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| Essential Element 5: Environment and Society | |
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| Thinking Geographically | |
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| Asking Geographic Questions | |
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| Acquiring Geographic Information | |
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| Organizing Geographic Information | |
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| Analyzing Geographic Information | |
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| Answering Geographic Questions | |
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| A Final Thought | |
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| References | |
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| Civics: Young Citizens in Action | |
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| What Is Civics? | |
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| Why Is Civics Important? | |
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| What Should Students Know or Be Able to Do? | |
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| What Is Government, and What Should It Do? | |
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| Building a Democratic Classroom Community | |
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| What Are the Basic Values and Principles of American Democracy? | |
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| Character Education | |
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| How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy? | |
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| What Is the Relationship of the United States to Other Nations and to World Affairs? | |
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| What Are the Roles of the Citizen in American Democracy? | |
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| Citizenship Rights | |
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| Citizenship Responsibilities | |
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| A Final Thought | |
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| References | |
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| Anthropology and Sociology: Cultures and Society | |
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| What Is Anthropology? | |
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| Culture | |
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| Teaching About Cultures | |
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| The Concrete Level | |
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| The Behavioral Level | |
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| The Symbolic Level | |
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| Multicultural Education | |
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| The Contributions Approach | |
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| The Additive Approach | |
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| The Transformative Approach | |
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| The Social Action Approach | |
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| What Is Sociology? | |
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| Teaching Sociology | |
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| A Final Thought | |
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| References | |
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| Economics: Scarcity and Choices | |
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| What Is Economics? | |
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| What Should Students Know or Be Able to Do? | |
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| How Should Economics Be Taught? | |
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| Six Core Economics Principles | |
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| Principle 1: People Choose | |
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| Principle 2: People's Choices Involve Costs | |
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| Principle 3: People Respond to Incentives in Predictable Ways | |
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| Principle 4: People Create Economic Systems That Influence Individual Choices and Incentives | |
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| Principle 5: People Gain When They Trade Voluntarily | |
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| Principle 6: People's Choices Have Consequences That Lie in the Future | |
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| A Final Thought | |
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| References | |
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| Appendix Cited Children's Literature | |
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| Author Index | |
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| Subject Index | |