Discusses how to develop a chapter based unit, a very brief planning scheme that enables a social studies teacher to organize instruction drawing upon content from a single textbook chapter. This involves identifying a focus generalization, describing major concepts and subconcepts, preparing performance objectives, and developing key questions.…

States that developing the ability to think is the primary goal of social studies education. Examines the renewed attention that is being focused on this skill. Reviews the inquiry method, questioning, and discussion as means of promoting thinking in the classroom. (GEA)

Presented is a lesson plan to be used in middle school social studies courses to help students assess whether a statement made by an alleged authority is credible. The plan also shows how teachers can use information processing strategies to design lessons to promote learning of other critical thinking skills. (RM)

Provides an overview of the evolution of archaeology as a discipline, citing its special strengths and the approaches used to study past cultures. Gives special attention to the problems of preservation and to understanding the value of the physical remains of the past. (MJP)

Describes a class project where students conduct research about their names. These intensely personal activities foster historical and multicultural insight, prosocial action, and a sense of community on the part of the students. Includes an appendix with lesson plans, extension activities, and related resources. (MJP)

Modeled after a traditional cooking recipe, this article synthesizes aspects of a successful social studies course/program. (JDH)

Outlines what it means to be "learning disabled" and presents a number of symptoms of learning disabilities. Suggests means by which social studies teachers can reach learning disabled students and help them to learn, including alternative assignments, guided notes, unit organizers, cooperative learning, and active response activities. (DSK)

The magic square technique is a useful and enjoyable method for helping social studies students at all levels to learn new vocabulary. (RM)

Suggests five ways that K-12 teachers can use writing activities to teach knowledge and skills in social studies. Writing tasks are designed to help students learn how to form hypotheses, generate new knowledge, conceptualize, reinforce learning, and develop empathy. (AM)

Argues that the economic implications of the U.S. Constitution should not be overlooked. Suggests four areas of study and provides a lesson plan for each. Concludes that, in addition to learning the economic ideas of the Constitution, students should recognize the unique values which sustain it. (GEA)

Fifty procedures for implementing a variety of skills are presented. For example, to help students predict outcomes, draw inferences, and identify data to suggest or refute conclusions, teachers can have students read to a designated point in a reading selection and then brainstorm various ways the selection could end. (RM)

Suggests that reading be taught through the social studies and by the experience approach on the elementary school level. An activity is described in which a short story, "Ann's Special Family," provides the focus for developing vocabulary and bringing real-life experiences into focus. (DB)

Asserts that South Korea can be an excellent subject for an effective unit on history, economic development, critical thinking skills, and cross-cultural understanding. Provides background information and a list of teacher resources for planning a unit on South Korea. (CFR)

Proposes that the purpose of social studies is to promote good citizenship. States that teachers need to address the concept of citizenship education, with specific knowledge, skills, and beliefs. Contends that once this concept has been presented, specific types of learning activities such as "webbing" will assist students in…

Demonstrates how reading aloud to high school history students will (1) aid understanding of content and concepts; (2) improve speaking and language skills; (3) increase motivation to read; (4) develop understanding of textbook format; and (5) improve social attitudes. Includes a five-step procedure and suggested books for reading aloud. (JDH)