Youth are an ever-present component of conversations about culture, interconnectedness, and its effects, especially characterized as readily consuming all that globalization has to offer them. However, opportunities to acknowledge and legitimize the civic experiences youth have and the contributions they make to society have been overlooked in our…

Technological pedagogical content knowledge (now known as technology, pedagogy, and content knowledge, or TPACK) has become a widely referenced conceptual framework within teacher education. It provides a common language to discuss the integration of technology into instruction (Koehler & Mishra, 2008) and builds upon the concepts of pedagogical…

This paper describes strategies used by the authors to assist preservice social studies teachers with understanding and applying models and practices for effectively integrating technology into their future classrooms--thus, strengthening the link between technology and pedagogy (or technological pedagogical content knowledge). Efforts with…

This is the first of twenty-five How To Do It guides which offer practical classroom techniques for elementary and secondary social studies teachers. Classroom techniques on how to use a motion picture in a social studies classroom is the focus of this bulletin. Information is included on reasons and purposes for using a film and step-by-step…

The major emphasis of this pamphlet is on helping teachers obtain government publications to use in their social studies classrooms. These publications have much to offer to social studies teachers due to their inexpensiveness, reliability, and availability; their civic value which is high; and their provision of an opportunity for teachers to…

Suggestions for implementing oral reports in social studies elementary and secondary classrooms are summarized in this guide. The bulletin offers brief sections on the value of oral reporting; establishment of criteria for oral reports; selection of a topic which is related to the unit under study; the scheduling of reports; various types of…

The philosophy and techniques of using local history to make the world more interesting, realistic, and understandable to K-12 students are provided in this third How to Do It Series. Objectives of using local history as a teaching technique are to promote: critical thinking and other cognitive skills; orientation of the present community to the…

Effective procedures and techniques for using a textbook along with a philosophy of textbook use in k-12 schools are given in this second issue. The social studies textbook is described as a tool to be used in conjunction with other supplementary instructional materials, such as audio-visual materials, reference books, periodicals, and lectures.…

Simulation games, antedated by war games such as CHATURANGA and chess, are still in an early stage of their design, development, and use for the classroom. Evidence of their learning advantages is little and uncertain; but their users, students and teachers, are enthusiastic; and they may become an integral part of the K-12 curriculum. Simulations…

Suggestions for implementing group discussion techniques in elementary and secondary classrooms are given in this tip sheet for teachers which is one of a series. The need and nature of discussion as a necessary force in the democratic way of life is stressed. General information is provided on how discussion aids the individual; the purposes of…

Cites numerous research studies stating that the textbook remains the dominant tool in social studies, causing a low regard for the subject by many students. Looks at reading research to provide instructional procedures that social studies teachers can employ to enhance students' understanding of the written materials they encounter. (KO)

Designed as a tool for k-12 teachers, this paper includes practical suggestions and sources for using a bulletin board to tell what's going on in the social studies classroom. Information is included on: 1) reasons for using bulletin boards; 2) ways that the boards can be planned and made jointly by students and teachers; 3) general rules to…

The purpose of this bulletin, one of a series designed to aid the social studies teacher, is to indicate ways in which folksongs can be used in the classroom as a vivid reflection of the history and culture of the common people. An explanation is given of the value of the use of folksongs in the social studies classroom, followed by sections on…

This booklet is designed as a support bulletin for Texas'"Framework for the Social Studies, Grades K-12" (ED 044 327). It capsulizes research and writing about meeting individual student needs. Individualized instruction requires that the teacher vary classroom teaching strategies so that students can engage in learning activities that are most…

Develops an initial theory of teachers' conceptions of classroom discussion using in-depth interviews and grounded theory's constant-comparative technique. Identifies six generally held conceptions of discussion and five factors that influenced teachers' use of discussion. Examines implications for teachers, teacher educators, and researchers…