For courses in Elementary Social Studies Methods. This brief, manageable, dynamic text helps teachers breathe life into their social studies teaching.  The text illustrates the creation of a dynamic social studies classroom with its constructivist framework, key instructional approaches and literacy-based pedagogy, text sets, activities, and classroom vignettes. The most practical of all social studies methods texts, this edition highlights fresh and creative strategies that build key social studies understandings, skills, and values.  The text is highly readable, offering a solid blend of sound theory and descriptions of exciting classroom practice.  Readers will feel they are being escorted through model social studies classrooms and come away from the reading with a clear vision of the most effective and creative way to teach social studies and to motivate elementary students to become social scientists.

Table of Contents:
PART ONE  Foundations of Instruction Chapter 1  Dynamic Social Studies: The Subject You Will Teach What Do You Remember About Social Studies? What is Social Studies? Why is Social Studies Important? What Are the Major Goals of Elementary School Social Studies Instruction? What is Dynamic Social Studies? Afterword References Chapter 2  Diversity in the Classroom: The Children You Will Teach What is Multicultural Education? Why is Multicultural Awareness Important? Teaching in Culturally Diverse Settings Afterword References  PART TWO  Classrooms for Young Social Scientists Chapter 3  Young Historians: Coming Face to Face with the Past What is History? Why is History Important? What Should Students Know or Be Able to Do? In General, How Should History be Taught? Chronology Afterword References Chapter 4  Young Geographers: Investigating the People/Place Connection What is Geography? Why is Geography Important? What Should Young Geographers Know or Be Able to Do? In General, How Should Geography Be Taught? Maps: The Tools of Geographers What Is a Map? Introductory Map Skills Experiences Beginning Map Skills Instruction Map Instruction in the Middle and Upper Grades Afterword References Chapter 5  Young Political Scientists: Future Citizens in Action What is Civics? Why is Civics Important? What Should Young Political Scientists Know or Be Able to Do? In General, How Should Civics Be Taught? Afterword References PART THREE  Constructivist Approaches to Classroom Instruction Chapter 6  The Learning Cycle: Teacher Scaffolded Social Constructivism What is Constructivism? What is Social Constructivism? What Is the Teacher's Role in a Social Constructivist Classroom? How Does the Learning Cycle Contribute to Social Constructivism? Afterword References Chapter 7  Cooperative Learning: Student Assisted Social Constructivism What is Cooperative Learning? How Does Cooperative Learning Work? What Are the Main Features of Cooperative Learning? What Are the Benefits of Cooperative Learning? Afterword References Chapter 8  Inquiry and Problem-Solving: Cognitive Constructivism in Action What Is Cognitive Constructivism? What is Problem-Centered Instruction? How Do Teachers Facilitate Inquiry and Problem Solving? Afterword References PART FOUR  Planning Instructional Strategies and Activities Chapter 9  Instructional Planning: The Basis of Successful Teaching Why Is Planning Important? How Are Unit Plans Constructed? Afterword References Chapter 10  Key Instructional Resources: Going Beyond the Ordinary Doing Something Real Depictions of Reality Integrating the Arts Involvement in the Arts Textbooks and Trade Books Newspapers Computers Afterword References Author Index Subject Index