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| Defining the Social Studies | |
| What is the Social Studies A Working Definition of the Social Studies | |
| Common Strands | |
| The Social Studies Curriculum | |
| Working With Standards | |
| History and Geography | |
| History | |
| Geography | |
| Political Science, Economics and Relatedsocial Sciences | |
| Political Science | |
| Economics | |
| Sociology | |
| Anthropology | |
| Active Learning: Giving Life and Meaning Tosocial Studies | |
| A rationale for Applied Learning | |
| Challenges to Implementing Applied Learning | |
| Approaches to Providing Active, Concrete Learning Experience | |
| Service Learning | |
| Preparing Short Term for Active Learning Experiences | |
| Dealing with Controversial Issues | |
| Selecting Teaching Approaches Forknowledge Acquisition | |
| Variables that Influence Selection | |
| Approaches Focused on Knowledge Acquisition | |
| Selected Teaching Approaches for Knowledge Discovery | |
| Approaches Focused on Discovery of Knowledge | |
| Teaching Social Studies Skills | |
| Developing Social Skills | |
| Developing Map and Globe Skills | |
| Research Skills | |
| Time and Chronology Skills | |
| Interpreting Political Cartoons | |
| Accommodating Culture, Gender, and Exceptionality | |
| Multicultural Dimensions | |
| Gender Issues | |
| Exceptionality | |
| Social Studies for Limited-English-Proficient Learners | |
| The Instructional Challenge | |
| Categories of Language Proficiency | |
| Problems for Limited-English-Proficient Students | |
| Sheltered Instruction in the Social Studies | |
| Successful Instructional Practices | |
| Modifying Lessons | |
| Planning for Success | |
| Aims, Goals, Learning Objectives | |
| Information needed for Instructional Planning | |
| Organizing Planning Information | |
| Interdisciplinary Dimensions | |
| Choosing Appropriate Themes | |
| Integrating Unit Content | |
| Integrating Units Around Childrenrsquo;s Literature | |
| Integrating the Arts | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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