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| Preface | |
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| Meaningful Social Studies and the Student | |
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| Exploratory Introduction | |
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| Chapter Overview | |
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| Chapter Objectives | |
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| Social Studies in the Elementary and Middle School | |
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| Development: What is Powerful Social Studies? | |
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| Building on Diversity: Meaningful Social Studies | |
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| Education for Active Citizenship | |
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| Using Technology: Deciding Whether and When | |
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| Social Studies is Essential | |
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| Defining Social Studies | |
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| Social Studies Curriculum | |
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| Expansion: Planning Powerful Social Studies Lessons | |
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| Learning Cycle Lesson Plan: From Tree to Paper | |
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| Making a Literature Connection: Using Trade Books in Social Studies | |
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| Summary | |
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| Expanding On This Chapter | |
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| Teaching for Meaningful Learning in 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 Assist Students in 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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| Making a Literature Connection: Geography in Literature | |
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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 Appropriate to Each Phase of the Learning Cycle Lesson | |
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| Elementary Lesson Activity Choices | |
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| Middle Childhood Lesson Activity Choices | |
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| Building on Diversity: Opportunities to Include Multiple Perspectives | |
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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 Social Studies | |
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| Summary | |
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| Expanding On This Chapter | |
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| Helping Students Learn Through Multiple Assessments and Evaluation | |
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| Exploratory Introduction | |
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| Chapter Overview | |
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| Chapter Objectives | |
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| 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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| Assessment and Evaluation Beyond Testing | |
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| Building on Diversity: Promoting Individual Needs | |
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| An Interview with Mark High about How He Uses Assessments to Help Improve Instruction | |
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| Modes of Assessment | |
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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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| Action Research and Reflection: Becoming an Effective Social Studies Teacher | |
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| Summary | |
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| Expanding On This Chapter | |
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| Helping Students Develop Social Studies Inquiry Skills | |
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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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| Building on Diversity: 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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| Observations, Inferences, and Hypotheses | |
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| Observations | |
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| Using Technology: Information and Communication Technology (ICT) Literacy | |
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| Inferences | |
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| Hypotheses | |
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| Developing and Using Guiding Hypotheses | |
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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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| 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: Demonstrating Powerful Attitudes and Dispositions | |
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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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| Using Technology: Fostering Inquiry Skills | |
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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: A Learning Cycle Lesson Teaching an Inquiry Skill | |
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| Exploratory Introduction of the Skill | |
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| Lesson Development | |
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| Expansion | |
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| Assessing the Use of Inquiry Skills | |
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| Hierarchy of Inquiry Skills | |
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| Summary | |
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| Expanding On This Chapter | |
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| Helping Students Construct Concepts | |
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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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| Development: Facts as Social Studies Content | |
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| Forming Concepts | |
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| Identifying All Important Attributes of a Concept | |
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| Types of Concepts | |
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| Interrelationships Among Concepts | |
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| Building on Diversity: Defining Concepts | |
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| Differences in Complexity and Abstractness of Concepts | |
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| Making a Literature Connection: Recognizing Its Limitations | |
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| Powerful Concept Teaching | |
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| Identifying All Essential Attributes of the Social Studies Concept | |
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| Identifying Examples and Nonexamples of a Concept | |
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| Identify Students Everyday Thinking About the Concept | |
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| Using a Learning Cycle to Teach a Concept | |
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| Teaching Concepts Differs from Teaching Facts | |
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| Use Operational Definitions in Teaching Concepts | |
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| Teaching Concepts of Varying Complexity and Abstractness Differently | |
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| Teaching Interrelationships Among Concepts | |
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| Building on Diversity: Cultural Factors and Concepts | |
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| Learning Cycle Lesson Plan: Productive Resources | |
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| Expansion: Assessment of Concept Learning | |
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| Using Technology: Examples of Resources for Helping Students Build Concepts | |
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| Summary | |
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| Expanding On This Chapter | |
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| Helping Students Use Inquiry to Build Generalizations | |
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| Exploratory Introduction | |
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| Chapter Overview | |
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| Chapter Objectives | |
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| Development: 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: The Message Is a Generalization | |
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| Types of Generalizations | |
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| Teaching Powerful Generalizations | |
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| Building on Diversity: Using Resources to Support Learning a Generalization | |
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| Characteristics of the Exploratory Introduction Phase | |
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| Characteristics of the Lesson Development Phase | |
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| Characteristics of the Expansion Phase | |
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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 | |
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| Inquiry Teaching and the National Standards in Social Studies | |
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| Summary | |
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| Expanding On This Chapter | |
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| Using Instructional Strategies That Help Students Learn | |
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| Exploratory Introduction | |
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| Chapter Overview | |
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| Chapter Objectives | |
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| Developing Your Social Studies Pedagogical Content Knowledge (PCK) | |
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| Teaching Dimensions That Support Meaningful Learning | |
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| Best Practices: Teaching Strategies That Support Meaningful Learning | |
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| Using Technology: Creating a Collaborative Classroom | |
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| An Interview with Mike Yell on Cooperative Learning | |
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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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| Useful Instructional Activities for the Exploratory Introduction Phase | |
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| Useful Instructional Activities for the Lesson Development Phase | |
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| Making a Literature Connection: Reading Literature | |
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| Building on Diversity: Prereading Activities | |
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| Useful Instructional Activities for the Expansion Phase | |
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| Expansion: 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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| Creating Lesson Smoothness | |
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| Being a Facilitator | |
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| Assessment Considerations | |
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| Summary | |
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| Expanding On This Chapter | |
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| Helping All Students Experience 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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| An Interview | |
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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: Adapting Instruction and Curriculum in the Inclusive Classroom | |
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| Factors to Be Considered in Adapting Social Studies Curricula and Instruction | |
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| Social Studies Education in a Culturally Diverse Society | |
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| Building on Diversity: Variations in Belief Systems | |
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| Sample Strategies for Multicultural Social Studies | |
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| Role Models and Relevancy | |
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| Making a Literature Connection: Role Models | |
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| Culture and Gender Differences in Student-Teacher Interactions | |
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| Helping the English Language Learner 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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| Using Technology: Alternative Assessment | |
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| Summary | |
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| Expanding On This Chapter | |
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| Helping Students Relate to Individuals and Communities | |
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| Exploratory Introduction | |
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| Chapter Overview | |
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| Chapter Objectives | |
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| Respect for Diverse Students and for Oneself as a Teacher | |
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| The Classroom Environment Encourages Student Control Over Learning | |
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| Learning Cycle Lesson Plan: Sharing and Negotiation | |
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| The Curriculum Respects Diversity | |
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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: Protecting Children from Predators | |
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| Friendship | |
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| Empathy and Helpful Pro-social Behaviors | |
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| Self-Esteem | |
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| Values and Moral Education in a Diverse Society | |
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| Making a Literature Connection: Supporting Development of Self-Respect | |
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| Building on Diversity: 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 in Values Education | |
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| Assessing How Diverse Students Relate to Individuals and Communities | |
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| Using Technology: Stimulating Discussion | |
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| Summary | |
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| Expanding On This Chapter | |
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| Helping Students Become Citizens in a Democratic Society in an Ever More Interdependent World | |
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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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| 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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| Assessing Civic Education in U.S. Schools | |
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| An Interview with a Teacher: Emily Wood | |
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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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| Participating in Democracy | |
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| School-Based Community Service Projects | |
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| Participation in Student Government | |
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| Building on Diversity: The Challenges | |
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| Using Technology: Discussions That Promote Greater Understanding Through Combining and Evaluating Ideas Against Criteria | |
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| Political Participation | |
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| Summary | |
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| Expanding On This Chapter | |
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| Helping Students Understand Local 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: Global Education: An Evolving Definition | |
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| Approaches to Global Education | |
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| The Cultural Approach to Global Education | |
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| Building on Diversity: Finding the Views of People in Other Nations | |
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| The Problems Approach to Global Education | |
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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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| Making a Literature Connection: What Are the People of the World Like? | |
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| Book Series | |
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| Using Technology: Civics Impact of Technology Opportunities | |
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| Resources for Current Events | |
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| Summary | |
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| Expanding On This Chapter | |
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| Helping Students Interpret 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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| 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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| Learning Cycle Lesson Plan: Skills in Picture Analysis | |
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| Visual Literacy and History | |
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| Reenactments and Drama | |
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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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| Expanding Your Skills in History | |
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| Using Technology: An Interview with Jim Shipp | |
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| Summary | |
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| Expanding On This Chapter | |
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| Helping Students Interpret 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 | |
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| An Interview with Billy Fitzhugh, A Second-Grade Teacher | |
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| Defining Geography | |
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| Standards for Geographic Education | |
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| Geography and the National Social Studies Standards | |
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| The Five Themes of Geography | |
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| Learning Cycle Lesson Plan: People Change Their Environments | |
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| Geography Education Standards and the Six Elements of Geography Education | |
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| Resources for Teaching Geography | |
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| Using Technology: An Important Contributor to Learning Geography | |
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| Developing Geographic Concepts, Generalizations, and Skills | |
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| Research Findings on Geographic Education | |
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| Making a Literature Connection: Books Provide Different Cultural Perspectives | |
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| Research on Map and Globe Skills | |
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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 Systems | |
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| Remote Sensing and Digital Maps in the Teaching of Geography | |
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| Numbers: The Amount or Quantity 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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| Summary | |
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| Expanding On This Chapter | |
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| Helping Students Make 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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| An Interview with Nancy Braden about Teaching Economics | |
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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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| Economic Concepts and Values | |
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| Microeconomic Concepts | |
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| Making a Literature Connection: Trade Books Illustrating Economic Concepts | |
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| Macroeconomic 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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| Using Technology: Investigating How to Use a WebQuest with Your Students | |
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| Resources for Teaching Economics | |
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| Summary | |
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| Expanding On This Chapter | |
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| Planning Units of Various Lengths and Formats | |
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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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| Descriptive-Focused 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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| How to Choose Appropriate Topics for Integrated Units | |
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| Planning Integrated Units | |
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| Building on Diversity: Units Incorporate Diversity | |
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| Developing Integrated Units | |
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| Generating Ideas for the Topic of a Unit | |
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| Researching the Topic | |
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| Developing Focus or Guiding Questions | |
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| Identifying Special Needs Among Students and Making Accommodations | |
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| Naming the Unit | |
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| Developing Intended Learning Outcomes | |
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| Categorizing Intended Learning Outcomes | |
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| Creating an Idea Web | |
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| Developing a Rationale and Goals | |
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| Beginning the KWL Chart | |
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| Developing Learning Objectives | |
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| Developing an Assessment Plan | |
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| Developing Lesson Plans | |
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| Developing Accommodations for Technology | |
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| Making a Literature Connection: Incorporating Social Studies Trade Books into Units | |
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| Implementing the Unit | |
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| Evaluating Student Learning | |
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| Reflecting on the Unit | |
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| Using Technology: Databases and Spreadsheets | |
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| Summary | |
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| Expanding On This Chapter | |
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| References | |
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| Index | |