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| Preface | |
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| Introduction | |
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| Social Studies: Definitions and Rationale | |
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| The Excitement and Wonder of the Quest | |
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| The Meaning of Social Studies | |
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| A Goal Structure | |
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| A Rationale | |
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| Social Studies Curriculum Patterns | |
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| Widening Horizons | |
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| The Spiral Curriculum | |
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| An Environment for Social Studies Learning | |
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| Increased Learner Independence | |
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| Differences among Learners | |
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| The Roles of the Teacher | |
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| Summary | |
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| Continue the Journey | |
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| Suggested Readings | |
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| Children in a Democracy: Teaching & Learning Responsible Citizenship | |
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| Citizenship and Civic Education | |
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| The Citizen's Role in a Democracy | |
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| Becoming Active Citizens | |
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| Engagement and Participation | |
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| A Sense of Community | |
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| Effective Citizenship | |
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| Nurturing Young Citizens | |
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| Perspective Taking | |
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| The Meaning of Citizenship | |
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| Summary | |
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| Continue the Journey | |
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| Suggested Readings | |
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| Social Studies and Diversity in America | |
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| Diversity in the United States and in the Classroom | |
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| The Role of Social Studies Education in Promoting Pluralism and Diversity | |
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| Cultural Sensitivity in Social Studies Curricula | |
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| Creating a Culturally Responsive Learning Environment | |
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| The Teacher's Cultural Sensitivity | |
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| Preparing Children for a Diverse World | |
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| Summary | |
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| Continue the Journey | |
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| Suggested Readings | |
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| Setting and Achieving Social Studies Standards | |
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| Content and Performance Standards | |
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| The Nature of Knowledge | |
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| Knowledge Received | |
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| Knowledge Discovered | |
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| Knowledge Constructed | |
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| The National Council for the Social Studies Standards as Guide | |
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| What Should Children Know and Be Able to Do? | |
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| The Social Science Disciplines | |
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| Summary | |
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| Continue the Journey | |
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| Suggested Readings | |
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| Three Ways to Center the Social Studies Curriculum: Knowledge, the Learner, & Society | |
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| The Learner-Centered Approach | |
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| The Society-Centered Approach | |
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| The Knowledge-Centered Approach | |
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| Finding the Balance | |
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| Summary | |
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| Continue the Journey | |
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| Suggested Readings | |
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| Chpater 6: Planning for Social Studies Teaching & Learning | |
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| Planning with Standards in Mind | |
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| Teachers as Decision Makers | |
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| Planning Lessons and Activities | |
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| Teaching Concepts, Skills, and Values | |
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| Unit Planning | |
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| Developing a Unit Plan | |
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| Summary | |
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| Continue the Journey | |
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| Suggested Readings | |
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| Successful Strategies for Social Studies Teaching & Learning | |
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| Five Principles of Effective Teaching and Learning | |
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| Direct Instruction Strategies | |
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| Teacher Presentation | |
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| Class Discussion | |
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| Demonstration | |
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| Observations on Direct Instruction | |
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| Indirect Instruction Strategies | |
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| Role Play | |
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| Interest Centers | |
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| Group Investigations and Projects | |
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| Reflective Thinking | |
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| Creative Expression | |
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| Content Analysis | |
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| Differentiated Assignments | |
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| Jigsaw-Peer Teaching | |
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| Simulations | |
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| Observations on Direct Instruction | |
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| Summary | |
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| Continue the Journey | |
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| Suggested Readings | |
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| Assessing Social Studies Learning | |
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| An Overview of Assessment | |
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| Why Assess? | |
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| What to Assess? | |
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| How to Assess? | |
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| Integrated Assessment Strategies | |
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| Portfolio Assessment | |
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| Assessing Your Own Effectiveness | |
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| Standards and Achievement | |
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| Summary | |
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| Continue the Journey | |
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| Standards and Achievement | |
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| Inquiry, Discovery, & Problem Solving: Children as Researchers | |
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| Inquiry, Discovery, and Problem Solving | |
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| Types of Inquiry Research | |
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| Historical Research | |
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| Descriptive Research | |
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| Survey Research | |
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| Experimental Research | |
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| Assessment and Inquiry | |
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| Metacognition and Inquiry | |
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| Summary | |
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| Continue the Journey | |
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| Suggested Readings | |
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| Social Studies and the Integrated Curriculum | |
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| What Is Integration? | |
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| Connecting Learning | |
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| Groups and Individuals | |
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| Projects as the building Blocks of Integrated Studies | |
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| Characteristics of Good Projects | |
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| Group and Individual Projects | |
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| Kinds of Projects | |
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| All Things Are Connected | |
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| Summary | |
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| Continue the Journey | |
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| Suggested Readings | |
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| Exploring Our Geographic world | |
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| The Tools of Geography | |
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| The Five Themes of Geography | |
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| Helping Students Learn to Make and Read Maps | |
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| Mental Maps | |
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| Traverse Maps | |
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| Aerial Photographs and Maps | |
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| Changing the Scale of a Map | |
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| Understanding Map Projections and Globes | |
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| Helping Students Learn to Use Maps | |
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| Finding Your Way | |
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| Changes in Land Use | |
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| Understanding Perspective | |
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| Estimating Distances | |
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| Maps in an Internet Connected Era | |
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| Summary | |
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| Continue the Journey | |
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| Suggested Readings | |
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| Making History Come Alive | |
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| The Nature of History | |
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| Why Should Young People Study History? | |
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| The Power of Storytelling as History | |
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| Biographies | |
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| Historical Fiction | |
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| Using Historical Sources | |
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| Children as Historians | |
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| Oral Histories | |
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| Personal Histories | |
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| Time Lines | |
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| Experiential History Activities | |
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| Summary | |
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| Continue the Journey | |
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| Suggested Readings | |
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| Social Studies and the Literacy Connection | |
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| Toward a Literate Society | |
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| Literacy and Democracy | |
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| Reading and Writing | |
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| Experience and Discussion | |
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| Social Studies and Language Development | |
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| Interpreting Text | |
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| Journal Writing | |
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| The Writing Process | |
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| The Spoken Word | |
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| Public Speaking | |
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| Small-Group Speaking | |
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| Informal Talks | |
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| Group Presentations | |
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| Media and Electronic Literacy | |
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| Summary | |
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| Continue the Journey | |
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| Suggested Readings | |
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| Epilogue | |
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| The Importance of Experiential Learning | |
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| How Reflective Thought Develops | |
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| Constructivism and Social Studies | |
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| Strategies for Improving Learning | |
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| Crossing the Frontier to Active Learning | |
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| Suggested Readings | |