| |
| |
| |
Today's Elementary Social Studies Classrooms | |
| |
| |
Change in the Society and Change in the Social Studies | |
| |
| |
Observing the Problems Approach in Operation in a Primary Classroom | |
| |
| |
Observing the Problems Approach in Operation in an Intermediate Classroom | |
| |
| |
Goals of Social Studies | |
| |
| |
| |
Making Plans to Teach | |
| |
| |
Focus Activity | |
| |
| |
Why Is Planning Important?Setting the Stage: Creating the Environment | |
| |
| |
Why Teachers Do Not Plan | |
| |
| |
Types of Planning for International Units: Why Different Units Are Suited to Different Kinds of Instructional Planning | |
| |
| |
Deciding on Unit Topics | |
| |
| |
Developing the Unit Plan | |
| |
| |
Instructional Objectives | |
| |
| |
Content Outlines and Flowcharts | |
| |
| |
Concept Webs | |
| |
| |
Unit Elements Format | |
| |
| |
What Makes a Unit Plan Suitable for Social Studies? | |
| |
| |
Finding and Using Prepared Units | |
| |
| |
Planning for Shorter Instruction Sequences | |
| |
| |
Two or Alternative Types of Plans | |
| |
| |
| |
The Social Studies Program | |
| |
| |
Why Is There Controversy over Social Studies Programs? | |
| |
| |
Incorporating themes from the standards in Social Studies Education | |
| |
| |
What Is the Place of the Social Science Disciplines? | |
| |
| |
| |
Making Textbook Units Work for You | |
| |
| |
Textbook Units | |
| |
| |
Maximizing Effective Textbook Learning | |
| |
| |
Reading Abilities and Skills Needed in the Social Studies | |
| |
| |
Reading Problems and How to Deal with Them | |
| |
| |
| |
Purposeful and Authentic Assessment and Evaluation | |
| |
| |
The Role of Assessment in the Social Studies | |
| |
| |
Principles of Assessment | |
| |
| |
The Changing Face of Assessment | |
| |
| |
Guidelines for Assessment | |
| |
| |
Authentic Assessment and Portfolios | |
| |
| |
Assessment Through Tests and Quizzes | |
| |
| |
Problems in Assessing Projects and Reports | |
| |
| |
Subjective Assessment | |
| |
| |
Peer Assessment and Self-Evaluation | |
| |
| |
Checklist Assessment | |
| |
| |
Analytical Assessment | |
| |
| |
Teacher Observations and Anecdotal Records | |
| |
| |
| |
Reading, Writing, and Technology as Tools for Social Studies Learning | |
| |
| |
Effective Reading, Writing, and Computer Use Assignments in the Social Studies | |
| |
| |
Use of Reference Reading and Children's Literature: Providing for Individual Differences | |
| |
| |
Dictionaries, Glossaries, and Indexes | |
| |
| |
Encyclopedias, Atlases, and Almanacs | |
| |
| |
Biographies and Other Nonfiction | |
| |
| |
Fiction and Poetry | |
| |
| |
Ten Ways to Do Book Reports "The Social Studies Way | |
| |
| |
"Whole Language and the Social Studies | |
| |
| |
Organizing to Write: Note Taking, Question Answering, and Outlining | |
| |
| |
Developing Research and Reporting Skills | |
| |
| |
Writing Creatively | |
| |
| |
Mathematics and the Social Studies: Charts, Graphs, and Maps | |
| |
| |
Using Computers for Social Studies Learning and Research | |
| |
| |
| |
Study, Map, Time, and Economic Skills: The Urge Is the Edge | |
| |
| |
Building the Desire to Master Study Skills | |
| |
| |
Finding InformationTeaching about Maps and Globes | |
| |
| |
Maps Are to Use | |
| |
| |
Time Concepts and Skills | |
| |
| |
Economic Skills | |
| |
| |
| |
Teaching Thinking and Learning Skills | |
| |
| |
Focus ActivityThe Thinking Skills of Observing, Listening and Comprehending | |
| |
| |
Logical Thinking and Analyzing Skills | |
| |
| |
Critical and Creative Thinking | |
| |
| |
Problem Solving and Inquiry | |
| |
| |
Incorporating Thinking and Learning Skills into the Social Studies | |
| |
| |
| |
Character Education and the Development of Values, Attitudes, and Appreciation.</B | |