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| Foundations of Instruction | |
| Dynamic Social Studies: The Subject You Will Teach | p. 2 |
| What Do You Remember About Social Studies? | p. 6 |
| What Is Social Studies? | p. 8 |
| The Social Sciences | p. 9 |
| The Social Science/Social Studies Connection | p. 12 |
| Defining the Term Social Studies | p. 13 |
| Why Is Social Studies Important? | p. 15 |
| Participatory Citizenship | p. 16 |
| What Are the Major Goals of Elementary School Social Studies Instruction? | p. 17 |
| What Is Dynamic Social Studies? | p. 19 |
| Functional Content | p. 21 |
| Constructivist Teaching Practices | p. 31 |
| Intrinsic Motivation | p. 34 |
| Cross-Curricular Integration | p. 35 |
| Respect for Diversity | p. 37 |
| Afterword | p. 40 |
| References | p. 42 |
| Diversity in the Classroom: The Children You Will Teach | p. 46 |
| What Is Multicultural Education? | p. 48 |
| Cultural Responsiveness | p. 49 |
| Why Is Multicultural Awareness Important? | p. 50 |
| Cultural and Ethnic Diversity | p. 50 |
| Teaching in Culturally Diverse Settings | p. 53 |
| Language Diversity in the Classroom | p. 59 |
| Educating Exceptional Children | p. 61 |
| Gifted Children | p. 68 |
| Multiple Intelligences and Talents | p. 70 |
| Gender | p. 72 |
| Social Class | p. 76 |
| Afterword | p. 78 |
| References | p. 78 |
| Classrooms for Young Social Scientists | |
| Young Historians: Coming Face to Face With the Past | p. 82 |
| What Is History? | p. 87 |
| Why Is History Important? | p. 90 |
| What Should Students Know or Be Able to Do? | p. 92 |
| In General, How Should History Be Taught? | p. 93 |
| Historical Narratives | p. 95 |
| Primary Sources: Connecting With the Past | p. 118 |
| Nonwritten Sources (Artifacts) | p. 133 |
| Chronology | p. 137 |
| Event Chains | p. 138 |
| Timelines | p. 138 |
| Afterword | p. 144 |
| References | p. 145 |
| Young Geographers: Investigating the People/Place Connection | p. 148 |
| What Is Geography? | p. 151 |
| Why Is Geography Important? | p. 155 |
| What Should Young Geographers Know or Be Able to Do? | p. 157 |
| The Five Themes of Geography | p. 157 |
| National Geography Standards | p. 162 |
| In General, How Should Geography Be Taught? | p. 167 |
| Teacher-Guided Discovery | p. 168 |
| Independent Projects | p. 175 |
| Maps: The Tools of Geographers | p. 178 |
| What Is a Map? | p. 179 |
| Introductory Map Skills Experiences | p. 180 |
| Beginning Map Skills Instruction | p. 181 |
| Three-Dimensional Classroom Maps | p. 182 |
| Flat Maps | p. 184 |
| Model Communities | p. 185 |
| Story Maps | p. 186 |
| Mental Maps | p. 186 |
| Refining Map Skills | p. 189 |
| Map Instruction in the Middle and Upper Grades | p. 195 |
| Place Location and Direction | p. 196 |
| Relative Location | p. 199 |
| Map Symbols | p. 202 |
| Scale | p. 203 |
| Understanding the Globe | p. 203 |
| Map Selection for the Classroom | p. 205 |
| Afterword | p. 207 |
| References | p. 207 |
| Young Political Scientists: Future Citizens in Action | p. 208 |
| What Is Civics? | p. 210 |
| Why Is Civics Important? | p. 211 |
| What Should Young Political Scientists Know or Be Able to Do? | p. 212 |
| In General, How Should Civics Be Taught? | p. 215 |
| Informal Civics Instruction | p. 215 |
| Formal Civics Instruction | p. 222 |
| Civic Dispositions and Virtues | p. 236 |
| Critical Thinking | p. 243 |
| Afterword | p. 257 |
| References | p. 259 |
| Constructivist Approaches to Classroom Instruction | |
| The Learning Cycle: Teacher Scaffolded Social Constructivism | p. 260 |
| What Is Constructivism? | p. 264 |
| What Is Social Constructivism? | p. 267 |
| Zones of Development | p. 268 |
| Scaffolding | p. 269 |
| What Is the Teacher's Role in a Social Constructivist Classroom? | p. 270 |
| How Does the Learning Cycle Contribute to Social Constructivism? | p. 271 |
| The Exploration Phase | p. 271 |
| The Development Phase | p. 282 |
| The Concept/Skill Application Phase | p. 304 |
| Afterword | p. 309 |
| References | p. 310 |
| Cooperative Learning: Student-Assisted Social Constructivism | p. 312 |
| What Is Cooperative Learning? | p. 318 |
| How Does Cooperative Learning Work? | p. 318 |
| What Are the Main Features of Cooperative Learning? | p. 322 |
| Determining Group Composition | p. 323 |
| Selecting a Cooperative Learning Strategy | p. 326 |
| Choosing a Reward System | p. 331 |
| What Are the Benefits of Cooperative Learning? | p. 332 |
| Afterword | p. 333 |
| References | p. 334 |
| Inquiry and Problem Solving: Cognitive Constructivism in Action | p. 336 |
| What Is Cognitive Constructivism? | p. 339 |
| What Is Problem-Centered Instruction? | p. 340 |
| Making the Transition to Problem-Centered Instruction | p. 341 |
| How Do Teachers Facilitate Inquiry and Problem Solving? | p. 347 |
| Inquiry Procedures | p. 347 |
| Creative Problem Solving (CPS) | p. 360 |
| Afterword | p. 368 |
| References | p. 368 |
| Key Organizational Decisions | |
| Instructional Planning: The Basis of Successful Teaching | p. 370 |
| Why Is Planning Important? | p. 374 |
| How Are Unit Plans Constructed? | p. 375 |
| Select the Topic for Study | p. 376 |
| Formulate Goals and Objectives | p. 377 |
| Organize the Content | p. 379 |
| Select the Learning Experiences | p. 381 |
| Plan the Learning Experiences | p. 382 |
| Assess Learning and Teaching | p. 391 |
| Afterword | p. 403 |
| References | p. 405 |
| Key Instructional Resources: Going Beyond the Ordinary | p. 406 |
| Doing Something Real | p. 411 |
| Realia | p. 412 |
| Field Trips | p. 416 |
| Resource Persons | p. 417 |
| Depictions of Reality | p. 420 |
| Digital and VHS Cameras | p. 421 |
| Pictures and Study Prints | p. 423 |
| Integrating the Arts | p. 424 |
| Involvement in the Arts | p. 425 |
| The Visual Arts | p. 427 |
| Music | p. 429 |
| Creative Movement and Dance | p. 430 |
| Drama | p. 431 |
| Textbooks and Trade Books | p. 436 |
| Textbooks | p. 437 |
| Trade Books | p. 439 |
| Newspapers | p. 442 |
| Electronic Newspapers | p. 444 |
| Current Affairs Periodicals | p. 445 |
| Computers | p. 445 |
| Tutorial Software | p. 446 |
| Problem-Solving Software | p. 446 |
| Simulation Software | p. 447 |
| Word Processing | p. 447 |
| Telecommunications | p. 448 |
| Hypermedia (Presentation Software) | p. 450 |
| Afterword | p. 451 |
| References | p. 452 |
| Author Index | p. 455 |
| Subject Index | p. 459 |
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