How secondary social studies teachers can teach concepts through the skills of categorizing and generalizing is discussed. (RM)

Presents many activity ideas for teaching young children about time using chronological events, clocks, and calendars. Jerome Bruner's enactive-iconic-symbolic sequence of concept development is used as a guide for these learning experiences. (LP)

To improve the teaching of thinking skills, social studies teachers need to identify and select a few key skills on which to focus continuously throughout the K-12 social studies curricula. They also need to identify the attributes of these skills. A model skill description is included. (RM)

Examples of types of writing activities, including skill-drill, story pieces, scenario writing, and a letter to the editor, for use in secondary world history classes, are presented. A social studies writing model is also included. (RM)

A sequential skills program can provide a new and important focus for the K-12 social studies program. The reading, writing, and thinking skills which should be taught are discussed. Sample learning activities are suggested. (RM)

A problem-solving model uses social studies content to teach reading and writing skills to middle school students. The model helps students understand a social studies question, determine topics to be researched, gather relevant information to answer the question, and produce a piece of expository writing. (SR)

A lesson on the French Revolution illustrates how reading, writing, reasoning, and researching skills can be integrated into history instruction. (RM)

Teacher developed U.S. history curriculum materials involve high school students in analyzing rival historical interpretations. Students learn how to deal with arguments through the booklet "A Guide to Critical Thinking" and then analyze and debate interpretations. Appendices include sample materials and a matrix of content with associated…

Multiple-choice tests are here to stay. They should do more than test for rote memory. They should simultaneously test for both knowledge of subject matter and for thinking skills applied to that subject matter. Suggestions to help teachers prepare better test questions are made. (RM)