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| Today's Elementary Social Studies Classrooms | |
| Change in the Society and Change in the Social Studies | |
| Observing the Problems Approach in Operation in a Primary Classroom | |
| Observing the Problems Approach in Operation in an Intermediate Classroom | |
| Goals of Social Studies | |
| Making Plans to Teach | |
| Focus Activity | |
| Why Is Planning Important? | |
| Setting the Stage: Creating the Environment | |
| Why Teachers Do Not Plan | |
| Types of Planning for International Units | |
| Why Different Units Are Suited to Different Kinds of Instructional Planning | |
| Deciding on Unit Topics | |
| Developing the Unit Plan | |
| Instructional Objectives | |
| Content Outlines and Flowcharts | |
| Concept Webs | |
| Unit Elements Format | |
| What Makes a Unit Plan Suitable for Social Studies? | |
| Finding and Using Prepared Units | |
| Planning for Shorter Instruction Sequences | |
| Two or Alternative Types of Plans | |
| The Social Studies Program | |
| Why Is There Controversy over Social Studies Programs? | |
| Incorporating themes from the standards in Social Studies Education | |
| What Is the Place of the Social Science Disciplines? | |
| Making Textbook Units Work for You | |
| Textbook Units | |
| Maximizing Effective Textbook Learning | |
| Reading Abilities and Skills Needed in the Social Studies | |
| Reading Problems and How to Deal with Them | |
| Purposeful and Authentic Assessment and Evaluation | |
| The Role of Assessment in the Social Studies | |
| Principles of Assessment | |
| The Changing Face of Assessment | |
| Guidelines for Assessment | |
| Authentic Assessment and Portfolios | |
| Assessment Through Tests and Quizzes | |
| Problems in Assessing Projects and Reports | |
| Subjective Assessment | |
| Peer Assessment and Self-Evaluation | |
| Checklist Assessment | |
| Analytical Assessment | |
| Teacher Observations and Anecdotal Records | |
| Reading, Writing, and Technology as Tools for Social Studies Learning | |
| Effective Reading, Writing, and Computer Use Assignments in the Social Studies | |
| Use of Reference Reading and Children's Literature: Providing for Individual Differences | |
| Dictionaries, Glossaries, and Indexes | |
| Encyclopedias, Atlases, and Almanacs | |
| Biographies and Other Nonfiction | |
| Fiction and Poetry | |
| Ten Ways to Do Book Reports The Social Studies Way | |
| Whole Language and the Social Studies | |
| Organizing to Write: Note Taking, Question Answering, and Outlining | |
| Developing Research and Reporting Skills | |
| Writing Creatively | |
| Mathematics and the Social Studies: Charts, Graphs, and Maps | |
| Using Computers for Social Studies Learning and Research | |
| Study, Map, Time, and Economic Skills: The Urge Is the Edge | |
| Building the Desire to Master Study Skills | |
| Finding Information Teaching about Maps and Globes | |
| Maps Are to Use | |
| Time Concepts and Skills | |
| Economic Skills | |
| Teaching Thinking and Learning Skills | |
| Focus Activity The Thinking Skills of Observing, Listening and Comprehending | |
| Logical Thinking and Analyzing Skills | |
| Critical and Creative Thinking | |
| Problem Solving and Inquiry | |
| Incorporating Thinking and Learning Skills into the Social Studies | |
| Character Education and the Development of Values, Attitudes, and Appreciation | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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