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Designed for preservice teachers, this text consolidates social studies content into a framework for practical instruction and lesson planning. It places social studies in a thoroughly modern context and explores how such factors as language diversity and standards-at the local, state, and national level-affect teachers. The text retains its hallmark features, such as model unit lessons, teacher-tested activities, technology updates, and authentic children s work, and the Resource Handbook serves as a valuable tool for on-the-job use.The emphasis on current topics includes coverage of constructivist learning, cooperative learning, service learning, character education, and the teaching of children with limited English proficiency.Specific examples from the NCSS help students connect standards to the model lessons and activities presented in the text.

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• Note: Each chapter concludes with a Summary
• Prologue: Reflecting on What's Ahead
• Introduction An Inquiry
• I Building a Framework for Social Studies
• 1 The Dynamics of Social Studies
• Introduction: Teaching Social Studies in a Technological Age
• Dynamic Social Studies: The Continuing Debates
• Commentary: But Is This Social Studies?
• Social Studies: Its Nature and Origins
• Model Student Activity: Who Is Qualified for the Presidency?
• Commentary: On Using Model Activities with Children
• Technology Update: Standards for Social Studies, History and Social Sciences
• Social Studies and Citizenship Education
• 2 History and the Social Sciences: The Knowledge Base for Social Studies
• Introduction: On Waiting in Line History and the Human Experience
• History and the Social Sciences Technology Update: G.I.S.: Geographical Information Systems
• Major Findings from the Social Sciences
• Commentary: Social Studies or Social Science Education
• 3 How Social Studies Programs Are Organized
• Introduction: On Framing the Constitution
• The Dominant Curriculum Pattern: Expanding Environments
• Commentary: Teaching About Birthday Parties?
• Commentary: The Power of Contrast Alternative Organizational Patterns
• Commentary: How States Affect Textbooks, and Vice Versa
• Developing Social Studies Programs
• Technology Update: So All Can See
• II Contexts for Teaching Social Studies
• 4 The Dimensions of Cultural Diversity
• Introduction: On Mottoes and Metaphors
• A Classroom Profile Responding to Cultural and Ethnic Diversity
• Cultural Diversity Racism and Ethnic Diversity
• Sexism and Gender Equity Education
• Technology Update: Diversity and Multicultural Resources on the World Wide Web
• Model Student Activity: Who Is Best Suited for Which Jobs? Multicultural Education
• Commentary: The Scope of Diversity
• 5 The Dimensions of Instructional Diversity
• Introduction: On "Falling through the Cracks"
• Classroom Profile, Part Two Responding to Physical and Emotional Diversity
• Commentary: Health Care: How Far Should Teachers Go? Accommodating Educational Diversity
• 6 Developing Character and Values
• Introduction: The Reemergence of Character Education Ierminology
• Clarified Building Character
• Other Approaches to Values Education
• Model Student Activity: Holy and the Cat in the Tree--Procedure for Young Children
• Model Student Activity: Heinz and the Druggist
• 7 Social Studies: Gateway to Literacy
• Introduction: People, People, People
• Oral Language and Listening: Bases for Literacy
• Commentary: On Speaking the "Cash Language" Reading, Writing, and Social Studies
• Technology Update: Computers as Writing Tools Helping Children
• Construct Meaning
• Commentary: The Role of Details in Constructing Meaning
• Examples of Instruction Designed to Construct Meaning
• Model Student Activity: Taba's Concept-Formation Strategy
• III Instruction
• 8 Planning and Orchestrating Instruction
• Introduction: On Composing and Orchestrating
• A Perspective on Using Social Studies
• Content Managing Multiple Planning Elements Composing a Sample Unit: Part 1
• A Perspective on Learning Outcomes
• Technology Update: Teaching Units and Lesson Plans on the Internet
• Composing a Sample Unit: Part 2
• Commentary: All Teaching Activities Are Not Equally Effective
• Model Student Activity: A Sample Unit Plan: Using Resources Wisely Lesson Planning
• 9 Assessing Learning
• Introduction: An Alternative Assessment Strategy
• Assessment and the Instructional Cycle
• Commentary: Self-Evaluation and Grading Authentic Assessment
• Gathering Assessment Information
• Alternative Assessment Strategies
• Assessing Attitudes and Values
• Commentary: Halos--Negative and Positive
• 10 Strategies for Effective Teaching
• Introduction: The "Pine Tree Shillings" Activity Teaching Strategies
• Defined Identifying Teaching Strategies
• Commentary: There Is Nothing like a Good Lecture
• Model Student Activity: "The Wearin' of the Green"--A Group Investigation
• Commentary: Inquiry, Discovery, and Problem Solving
• Technology Update: WebQuest: Tapping the Internet's Resources Managing Small-Group Instruction
• 11 Strategies for Active Learning
• Introduction: The Empty-Chair and Author's Chair Techniques
• Dramatic Play Role-Playing
• Model Student Activity: Dramatic Play Commentary: On Structuring the Environment
• Model Student Activity: The Lunch Policy Simulation and Gaming
• Technology Update: Using Interactive CD-ROMs Expressive and Enactive Experiences
• 12 Nurturing Critical and Reflective Thinking
• Introduction: Reading Between the Lines
• How Critical Thinking Differs from Other Kinds of Thinking: Terminology Clarified
• Metacognition: Thinking About Thinking Teaching Reflective Thinking
• Commentary: What We Know About Thinking
• Model Student Activity: Nation X--Using a Fact Sheet
• Technology Update: Pictures Are Worth a Thousand Words
• Commentary: On Avoiding "Queen Bee" Questions
• Questioning Strategies
• Decision Making
• Model Student Activity: Returning from the Crusades
• 13 Helping Students Use Maps, Globes, and Graphics
• Introduction: Basic Premises Maps and Globes
• Technology Update: Plotting Earthquakes
• Model Student Activity: Pumpkin Geography
• Model Student Activity: Where Would You Locate Your City?
• Working with Other Graphic Forms
• Model Student Activity: Constructing a Table
• Model Student Activity: Linear Charting
• 14 Using Instructional Tools: Print, Multimedia, and Community Resources
• Introduction: Teaching in the Electronic Age Textbooks
• Supplementary Print Materials
• Commentary: On Helping Children Deal with Terrorism
• Computer-Based Resources Nonprint Materials
• Technology Update: Virtual Touring on the Internet Community Resources
• Acquiring Instructional Resources
• Epilogue Introduction: Reflecting on Things Past Instructional Premises for the Twenty-First Century Resource Handbook
• References
• Name Index
• Subject Index