Social studies educators who applaud discourse-based approaches may benefit by adding research on argumentation to their conceptual toolkit. We make the case here for its value, in particular emphasizing that argumentation skill needs to develop, suggesting an apprenticeship model of this development and highlighting evidence supporting it.

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)

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)

A model for sequencing intellectual skills through the use of learning hierarchies is provided. Applications of this model to social studies education are included. (DE)

Offers a rationale for oral history projects and details procedures for documenting oral histories. The oral history project involves students in field work in their own communities and develops interpersonal and academic skills. Procedures include locating a suitable memoirist, conducting the initial interview, tape analysis and follow-up…

Suggests that the teaching of skills should be a major goal of all social studies courses. Presents a list of activities which help to develop skills such as gathering and sharing information. (KC)

Explores ways to organize skills which aid in developing the reasoning process. Suggests a social studies curriculum which focuses on a skill network composed of facilitating skills (observation, classification, spatial relationships), processes (inferring, predicting, hypothesizing), and operations (communications, interpretation, social…

Describes a method for making the study of history more interesting. Based on student research and composition, the method involves students in writing both true and false "autobiographies" of famous people. Students then exchange autobiographies and determine which accounts are true and which are false. (AV)

The mastery of the reasoning skills of observation, classification, serialization, and spatial relationships is not solely within the province of social studies but also falls heavily upon students' acquisition of concepts, skills, and operations in mathematics. Each of these skills, as they relate to social studies and math, is discussed. (RM)

Many ways in which objects can be used to teach history are examined. An activity which requires students to hypothesize about the conditions of poverty and unemployment during the Great Depression and then to test their hypotheses by examining photographs taken in the 1930s is provided. (RM)

Discusses the underlying rationales and goals of the global education curriculum movement in social studies. Global education has become a part of citizenship education involving the development of high-order cognitive skills. (AM)

Children growing up in this technological age need to develop nonverbal communication skills as well as verbal skills. The authors review the importance of various types of visual communication and visual literacy, and suggest projects for classes or individuals using cameras, films, and other media to stimulate visual communication skills. (AV)

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)

Content has dominated and will likely continue to dominate high school social studies education. Process, or learning how to learn, except in a minority of classrooms, will continue to receive only accidental attention. Reasons why are discussed. (RM)

Argues that archaeology education should be included within the social studies curriculum and addresses various reasons why archaeology has been ignored within the classroom. Presents the findings from a survey that investigated preservice and experienced teachers' knowledge of archaeology. Concludes that there is a need for teacher preparation on…