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 | |
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