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| What is Powerful and Meaningful Social Studies? | |
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| Exploratory Introduction | |
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| Chapter Overview | |
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| Chapter Objectives | |
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| Development: Social Studies in the Elementary and Middle School | |
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| A First-Grade Classroom Scene | |
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| A Sixth-Grade Classroom Scene | |
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| Time for Reflection: What Do You Think? | |
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| What Is Purposeful and Powerful Social Studies? | |
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| Building on Diversity Box: Meaningful Social Studies | |
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| Defining Social Studies | |
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| Education for Active Citizenship | |
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| Using Technology Box: Deciding Whether and When | |
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| Social Studies Curriculum | |
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| Planning Powerful Social Studies Lessons | |
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| Learning Cycle Lesson Plan: From Tree to Paper | |
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| Time for Reflection: What Do You Think? | |
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| Making a Literature Connection Box: Using Trade Books in Social Studies | |
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| Social Studies is Essential | |
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| Expansion | |
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| Summary | |
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| Recommended Websites to Visit | |
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| How Do Students Engage in Powerful and Meaningful Social Studies? | |
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| Exploratory Introduction | |
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| Chapter Overview | |
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| Chapter Objectives | |
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| How is Social Studies Best Taught in Today's Classrooms? | |
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| Development: Applying What We Know About Meaningful Learning to Social Studies Curriculum | |
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| Using Constructivist Theory in Social Studies Instruction | |
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| Using Behavioral Learning Theory in Social Studies Instruction | |
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| An Effective Strategy to Promote Conceptual Change | |
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| Phases of a Learning Cycle Lesson | |
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| Learning Cycle Lesson Plan: Scale | |
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| Time for Reflection: What Do You Think? | |
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| Exploratory Introduction | |
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| Development | |
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| Expansion | |
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| Lesson Summary | |
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| Choosing Activities for Each Phase of the Learning Cycle Lesson | |
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| Time for Reflection: What Do You Think? | |
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| Building on Diversity Box | |
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| Student Assessment in Each Phase of the Learning Cycle | |
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| Writing Your Own Learning Cycle Lesson | |
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| The Optimal Length of Time for a Learning Cycle | |
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| Working With the Learning Cycle | |
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| Expansion: Principles of Teaching and Learning that Support the Curriculum Standards for the Social Studies | |
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| Time for Reflection: What Do You Think? | |
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| Summary | |
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| Recommended Websites to Visit | |
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| How Are Students Social Studies Inquiry Skills Learned? | |
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| Exploratory Introduction | |
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| Chapter Overview | |
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| Chapter Objectives | |
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| Development: Using Inquiry Skills to Develop Students' Social Studies Ideas | |
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| Early Inquiry Skills | |
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| Social Studies Inquiry Skills | |
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| Data-Gathering Skills | |
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| Data-Organizing Skills | |
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| Data-Processing Skills | |
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| Communicating Skills | |
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| Reflecting Skills | |
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| Time for Reflection: What Do You Think? | |
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| Using Technology Box | |
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| Time for Reflection: What Do You Think? | |
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| Observations, Inferences, and Hypotheses | |
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| Observations | |
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| Inferences | |
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| Hypotheses | |
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| Developing and Using Guiding Hypotheses | |
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| Time for Reflection: What Do You Think? | |
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| Teaching Lessons in Which Students Use Integrative Thinking Skills | |
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| Critical Thinking | |
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| Problem Solving and Decision Making | |
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| Investigating | |
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| Creative Thinking | |
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| Time for Reflection: What Do You Think? | |
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| Creating Conditions that Promote Student Thinking in Social Studies | |
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| Lesson Characteristics | |
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| Planning Activities to Teach Inquiry Skills | |
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| Expansion: Applying a Learning Cycle to Teach an Inquiry Skill | |
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| Learning Cycle Lesson Plan: How Can We Classify Native American Food Plants? | |
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| Time for Reflection: What Do You Think? | |
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| Assessing the Use of Inquiry Skills | |
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| Hierarchy of Inquiry Skills | |
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| Classroom Scenario: the Mystery in the Back Yard | |
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| Time for Reflection: What Do You Think? | |
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| Summary | |
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| Recommended Websites to Visit | |
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| How Are Social Studies Concepts and Generalizations Developed? | |
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| Exploratory Introduction | |
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| Chapter Overview | |
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| Chapter Objectives | |
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| Concept Teaching Starts with Reflection and Practice | |
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| A Fourth-Grade Classroom Scene | |
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| Development: Facts as Social Studies Concepts | |
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| Classroom Scenario: Constructing a Concept of Aggression | |
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| Forming Concepts | |
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| Identifying All Important Attributes of a concept | |
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| Time for Reflection: What Do You Think? | |
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| Types of Concepts | |
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| Time for Reflection: What Do You Think? | |
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| Interrelationships Among Concepts | |
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| Time for Reflection: What Do You Think? | |
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| Differences in Complexity and Abstractness of Concepts | |
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| Time for Reflection: What Do You Think? | |
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| Powerful Concept Teaching | |
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| The Concept Learning Cycle | |
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| Teaching Concepts of Varying Complexity and Abstractness Differently | |
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| Building on Diversity Box | |
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| Learning Cycle Lesson Plan: Productive Resources | |
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| Time for Reflection: What Do You Think? | |
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| Assessment of Concept Learning | |
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| Using Technology Box | |
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| Generalizations Show Relationships Between Concepts | |
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| Forming Generalizations | |
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| Defining Generalizations | |
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| Distinguishing Generalizations from Facts and Concepts | |
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| Using Generalizations to Make Predictions | |
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| Making a Literature Connection Box | |
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| Types of Generalizations | |
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| Teaching Powerful Generalizations | |
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| Time for Reflection: What Do You Think? | |
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| The Exploratory Introduction Phase of a Generalization Learning Cycle | |
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| The Lesson Development Phase of a Generalization Learning Cycle | |
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| The Expansion Phase of a Generalization Learning Cycle | |
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| Learning Cycle Lesson Plan: Using Technology to Investigate a Problem: Why Are Cities Built Where Rivers Come Together? | |
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| Formative Evaluation and Assessment In Constructing Generalizations | |
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| Expansion: Applying Concepts and Generalizations to Create Powerful and Meaningful Social Studies | |
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| Summary | |
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| Recommended Websites to Visit | |
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| How Do Students Develop Citizenship in Democratic and Global Societies? | |
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| Exploratory Introduction | |
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| Chapter Overview | |
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| Chapter Objectives | |
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| Development: Defining Citizenship in a Democratic Society | |
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| Developing Political Awareness | |
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| Time for Reflection: What Do You Think? | |
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| Citizenship and Standards | |
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| Key Concepts and Values | |
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| Learning Cycle Lesson Plan: Voting is a Way to Make Decisions | |
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| Time for Reflection: What Do You Think? | |
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| Assessing Civic Education in U. S. Schools | |
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| Resources for Citizenship Education | |
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| Media Resources | |
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| Making a Literature Connection: Selecting a Trade Book That Stresses Social Studies | |
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| Law-Related Education | |
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| Learning Cycle Lesson Plan: Presidential Oath | |
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| Time for Reflection: What Do You Think? | |
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| Participating in Democracy | |
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| Time for Reflection: What Do You Think? | |
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| School-Based Community Service Projects | |
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| Participation in Student Government | |
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| Building on Diversity box: the Challenges | |
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| Using Technology box: Cybercitizenship | |
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| Political Participation | |
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| Time for Reflection: What Do You Think? | |
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| Expansion | |
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| Summary | |
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| Recommended Websites to Visit | |
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| What is Social Studies' Contribution to Global Education? | |
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| Exploratory Introduction | |
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| Chapter Overview | |
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| Chapter Objectives | |
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| Development: Global Education: An Evolving Definition | |
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| Global Education Appropriate for Grades Kindergarten - 8 | |
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| Approaches to Global Education | |
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| Building on Diversity box: Finding the Views of People in Other Nations | |
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| The Cultural Approach to Global Education | |
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| Global Education Appropriate for K-8 | |
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| The Problems Approach to Global Education | |
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| Time for Reflection: What Do You Think? | |
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| Interdisciplinary Connections | |
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| Teaching Global Education | |
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| Resources for Teaching Global Education | |
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| Computers and the Internet | |
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| Learning Cycle Unit Plan: Teaching About War to Help Create a More Humane World | |
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| Time for Reflection: What Do You Think? | |
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| Book Series | |
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| Resources for Current Events | |
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| Expansion | |
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| Summary | |
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| Recommended Websites to Visit | |
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| How Do Teachers Use and Manage Social Studies Instructional Strategies Effectively? | |
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| Exploratory Introduction | |
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| Chapter Overview | |
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| Chapter Objectives | |
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| Development: Social Studies Pedagogical content Knowledge (PCK) | |
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| Teaching Dimensions That Support Meaningful Learning | |
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| Clarity | |
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| Variety | |
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| Task Orientation | |
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| Student Engagement | |
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| Best Practices: Teaching Strategies that Support Meaningful Learning | |
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| Questioning | |
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| Cooperative Learning | |
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| Using Technology box: Creating a Collaborative Classroom | |
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| A Continuum of Knowledge and Instruction | |
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| Matching Instructional Strategies to Student Needs | |
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| Expository, or Direct, Instructional Methods: Lower Student Control | |
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| Guided Discovery Instructional Methods: Mixed Teacher and Student Control | |
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| Inquiry and Problem-Solving/Decision-Making Instructional Methods: Greater Student Control | |
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| Matching Types of Instructional Activities to Each Phase of the Lesson | |
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| A Classroom Scene: One Teacher's Planning Decisions | |
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| Time for Reflection: What Do You Think? | |
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| Useful Instructional Activities for the Exploratory Introduction Phase | |
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| Cooperative Group Challenge | |
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| Confrontational Challenges or Discrepant Events | |
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| Problem Exploration | |
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| Open Exploration | |
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| Useful Instructional Activities for the Lesson Development Phase | |
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| Field Trips | |
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| Guest Speakers | |
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| Demonstration | |
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| Lecture or Teacher Presentation | |
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| Games | |
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| Role-Playing and Simulations | |
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| Role-Playing | |
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| Simulations | |
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| Writing in Social Studies | |
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| Difficulties In Reading Textbooks | |
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| Doing a Content Analysis of a Textbook | |
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| Developing a Teaching Plan Using a Textbook | |
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| Time for Reflection: What Do You Think? | |
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| Social Studies Kits | |
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| Making a Literature Connection Box: Reading Literature | |
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| Building on Diversity Box: Reading Activities | |
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| Visual Information and Literacy | |
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| Learning Centers | |
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| Inquiry Invitation | |
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| Using a WebQuest | |
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| Useful Instructional Activities for the Expansion Phase | |
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| Classroom Management Strategies for Powerful Social Studies | |
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| Advanced Planning | |
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| Giving Directions | |
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| Distributing Materials | |
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| Organizing the Beginning | |
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| Grouping Students | |
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| Using Classroom Rules | |
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| Crating Lesson Smoothness | |
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| Being a Facilitator | |
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| Assessment Considerations | |
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| Expansion: Making Decisions About Which Instructional Strategies to Use | |
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| Summary | |
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| Recommended Websites to Visit | |
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| How Are Powerful and Meaningful Social Studies Units Constructed? | |
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| Exploratory Introduction | |
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| Chapter Overview | |
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| Chapter Objectives | |
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| Development: Planning the Appropriate Focus for Social Studies Units | |
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| Thinking-Skills Focused Units | |
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| Conceptual and Thinking Skills-Focused Units | |
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| Units that Integrate School Subjects | |
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| Theme Units | |
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| Issue and Problem-Solving Units | |
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| Time for Reflection: What Do You Think | |
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| How to Choose Appropriate Topics for Integrated Units | |
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| Planning Integrated Units | |
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| Using a Column Design | |
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| Developing Integrated Units | |
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| Step 1: Generating Ideas for the Topic of a Unit | |
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| Step 2: Researching the Topic | |
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| Step 3: Developing Essential or Focus Questions | |
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| Step 4: Identifying Special Needs Among Students and Making Accommodations | |
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| Step 5: Developing Intended Learning Outcomes | |
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| Step 6: Categorizing Intended Learning Outcomes | |
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| Step 7: Creating an Idea Web | |
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| Step 8: Developing a Rationale and goals | |
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| Step 9: Beginning the KWL Chart | |
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| Step 10: Developing Learning Objectives | |
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| Step 11: Developing an Assessment Plan | |
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| Time for Reflection: What Do You Think? | |
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| Step 12: Developing Lesson Plans | |
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| Step 13: Developing Accommodations for Technology | |
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| Making a Literature Connection Box: Incorporating Social Studies Trade Books into Units | |
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| Step 14: Implementing the Unit | |
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| Step 15: Evaluating Student Learning | |
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| Step 16: Reflecting on the Unit | |
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| Using Technology Box: Databases and Spreadsheets | |
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| Expansion: Conceptualizing an Integrated Unit | |
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| Time for Reflection: What Do You Think? | |
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| Summary | |
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| Recommended Websites to Visit | |
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| How Do Teachers Foster Students' Development as Individuals and Community Members? | |
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| Exploratory Introduction | |
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| Chapter Overview | |
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| Chapter Objectives | |
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| Development: Respect for Diverse Students and Oneself as a Teacher | |
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| Learning Cycle Lesson Plan: Sharing and Negotiation | |
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| The Curriculum Respects Diversity | |
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| Time for Reflection: What Do You Think? | |
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| Development of Self-Concept in Diverse Students | |
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| Independence and Responsibility | |
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| Jealousy | |
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| Fears | |
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| Aggressive Feelings, Bullying, and Conflict Resolution | |
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| Using Technology Box: Internet Safety and Cyber-Bullying | |
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| Friendship | |
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| Empathy and Helpful Prosocial Behaviors | |
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| Self-Esteem | |
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| Values and Moral Education in a Diverse Society | |
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| Building on Diversity Box: Learning from the Voices of Our Family and Community | |
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| Three Aspects of Morality | |
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| Moral Development Theories | |
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| Teaching Approaches for Values Education | |
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| Character Education | |
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| Attitudes and Dispositions Promoting Powerful Social Studies | |
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| Curiosity | |
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| Respect for Evidence | |
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| Open-Mindedness | |
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| Perseverance | |
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| Consideration of Conflicting Evidence | |
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| Reserving Judgment | |
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| Flexibility | |
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| Responsibility to Others and to the Environment | |
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| Values, Morals, and Aesthetics | |
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| Making a Literature Connection Box: Demonstrating Powerful Attitudes and Dispositions | |
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| Assessing How Diverse Students Relate to Individuals and Communities | |
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| Time for Reflection: What Do You Think? | |
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| Expansion: Confronting Challenges to Students' Active, Responsible Development at Citizens | |
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| Time for Reflection: What Do You Think? | |
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| Summary | |
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| Recommended Websites to Visit | |
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| How Can I Involve All Students in Meaningful Social Studies? | |
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| Exploratory Introduction | |
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| Chapter Overview | |
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| Chapter Objectives | |
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| Development: Meaningful Social Studies for All Students | |
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| "Best Practices": Giving All Students Greater Control of Their Social Studies Learning | |
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| Social Studies Education for Students with Disabilities | |
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| General Instructional Strategies for Inclusive Classrooms | |
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| Using Technology Box | |
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| Multisensory Activities | |
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| Cooperative Group Activities | |
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| Classwide Peer Tutoring | |
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| Peer Buddy System | |
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| Reciprocal Teaching | |
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| Reading Alone | |
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| Lecture-Based Presentation | |
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| Media Presentations | |
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| Strategies for Using Social Studies Textbooks | |
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| Study Guides | |
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| General Suggestions for Adapting Textbook Materials for a Diverse Classroom | |
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| Factors to be Considered in Adapting Social Studies Curricula and Instruction | |
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| Involving Students with Visual or Hearing Impairments | |
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| Social Studies Education in a Culturally Diverse Society | |
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| Time for Reflection: What Do You Think? | |
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| Building on Diversity Box | |
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| Culturally Responsive Teaching | |
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| Sample Strategies for Multicultural Social Studies | |
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| Historical Approach | |
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| Current Social Issues | |
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| Using Student Culture | |
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| Role Models and Relevancy | |
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| Role Models | |
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| Making a Literature Connection Box | |
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| Culture and Gender Differences in Student-Teacher Interactions | |
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| Helping English Language Learners Participate in Social Studies | |
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| Recognizing and Scaffolding Language Learning | |
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| Instructional Strategies for Helping ELL Students Understand Social Studies Content | |
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| Assessment of Social Studies Learning for All Students | |
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| Group Assessment Through Cooperative Learning | |
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| Graphic Organizers | |
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| Oral Interviews | |
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| Projects | |
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| Portfolios | |
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| Journal Writing | |
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| Expansion: Applying Ideas for Helping All Students Learn Meaningful Social Studies | |
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| Time for Reflection: What Do You Think? | |
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| Summary | |
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| Recommended Websites to Visit | |
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| How Do I Engage Students in Examining History? | |
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| Exploratory Introduction | |
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| Chapter Overview | |
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| Chapter Objectives | |
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| Development: Definition of History | |
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| History in Schools | |
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| Learning Cycle Lesson Plan: Learning from the Paintings and Drawings of Artists | |
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| Time for Reflection: What Do You Think? | |
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| Standards for History | |
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| Benefits of Studying History | |
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| Students and the Learning of History | |
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| Using Timelines to Develop Chronology | |
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| Resources for Teaching History | |
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| Locating and Using Historical Resources | |
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| People as Resources | |
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| Artifacts and Museums | |
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| The Community as a Resource | |
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| Documents as Resources | |
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| Diaries, Letters, and Pictures as Resources | |
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| Visual Literacy and History | |
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| Reenactments and Drama | |
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| Time for Reflection: What Do You Think? | |
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| Biographies and Historical Literature | |
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| Building on Diversity: Pitfalls in Selecting Multicultural Books | |
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| Making a Literature Connection: Using Trade Books to Add Depth to History Units | |
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| Using Technology: Using Interactive Activities and Games in Learning History | |
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| Expansion: Your Skills in History | |
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| The Lincoln Penny Worksheet | |
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| Time for Reflection: What Do You Think? | |
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| Summary | |
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| Recommended Websites to Visit | |
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| How Do I Engage Students in Interpreting the Earth and Its People Through Geography? | |
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| Exploratory Introduction | |
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| Chapter Overview | |
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| Chapter Objectives | |
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| Development: Defining Geography | |
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| The Five Themes of Geography | |
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| Geography and the National Social Studies Standards | |
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| Learning Cycle Lesson Plan: People Change Their Environments | |
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| Time for Reflection: What Do You Think? | |
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| Geography Education Standards the Six Elements of Geography Education | |
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| Resources for Teaching Geography | |
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| Using Technology box: An Important Contributor to Learning Geography | |
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| Developing Geographic Concepts, Generalizations, and Skills | |
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| A Classroom Scene | |
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| Time for Reflection: What Do You Think? | |
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| Research Findings on Geographic Education | |
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| Time for Reflection: What Do You Think? | |
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| Making a Literature Connection box: Books Provide Different Cultural Perspectives | |
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| Research on Map and Globe Skills | |
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| Time for Reflection: What Do You Think? | |
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| Helping Students learn and Use Map and Globe Skills | |
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| Shapes and Patterns | |
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| Symbols | |
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| Direction | |
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| Distance | |
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| Grid System | |
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| Remote Sensing and Digital Maps in the Teaching of Geography | |
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| Numbers: the Amount or Quality on Maps, in Atlases, and in Textbooks | |
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| Reading and Maps | |
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| Learning Cycle Lesson Plan: Latitude and Longitude | |
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| Time for Reflection: What Do You Think? | |
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| Expansion | |
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| Summary | |
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| Recommended Websites to Visit | |
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| How Do I Assist Students in Making Economic Decisions? | |
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| Exploratory Introduction | |
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| Chapter Overview | |
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| Chapter Objectives | |
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| Development: Economic Literacy | |
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| Defining Economics | |
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| National Social Studies Standards Related to Economics | |
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| Voluntary National Standards in Economics | |
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| National Standards in Personal Finance | |
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| Economic Concepts and Values | |
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| Macroeconomic Concepts | |
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| Time for Reflection: What Do You Think? | |
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| Making a Literature Connection box: Trade Books Illustrating Economic Concepts | |
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| International Economic Concepts | |
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| Learning Cycle Lesson Plan: Economic Interdependence | |
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| Measurement Concepts and Methods | |
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| Economic Decision-Making Skills | |
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| Economic Goals and Values | |
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| Children and the Learning of Economics | |
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| Approaches to Teaching Economics | |
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| Learning Cycle Lesson Plan: Advertisements and Making Good Choices | |
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| Time for Reflection: What Do You Think? | |
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| Using Technology box | |
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| Resources for Teaching Economics | |
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| Expansion | |
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| Summary | |
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| Recommended Websites to Visit | |
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| How Do I Teach Students to Learn Through Multiple Assessments and | |
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| Exploratory Introduction | |
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| Chapter Overview | |
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| Chapter Objectives | |
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| Development: Assessing and Evaluating Social Studies Learning | |
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| When Evaluation and Assessment Are Needed | |
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| Guiding Principles for Assessment and Evaluation | |
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| National Testing of Social Studies | |
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| Time for Reflection: What Do You Think? | |
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| Assessment and Evaluation Beyond Testing | |
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| Conferences with Diverse Parents and Families | |
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| Rubrics | |
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| Building on Diversity box | |
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| Modes of Assessment | |
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| Checklists | |
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| Individual Portfolios | |
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| Interviews | |
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| Classroom Websites | |
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| Journals | |
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| Quality Circles | |
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| Self-Evaluation Reports | |
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| Identifying Assessments Within a Lesson Plan | |
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| Learning Cycle Lesson Plan: Making Good Rules | |
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| Time for Reflection: What Do You Think? | |
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| Action Research and Reflection: Becoming an Effective Social Studies Teacher | |
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| Time for Reflection: What Do You Think? | |
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| Expansion: Practicing Skills in Pre-Assessment | |
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| Summary | |
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| Recommended Websites to Visit | |