The purpose of this study is to provide the best possible learning environment for K-8 English Learners (ELs) in social studies content suggested by ESL teachers and school administrators in North Carolina. ESL teachers and school administrators share their perceptions of best practices and strategies that have been effective in addressing the…

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

Discusses the possible ramifications of the Hatch Amendment of 1978 and gives illustrations of concepts and ideas traditionally taught in social studies courses that may cause problems for social studies programs. Calls for action on the part of educators to develop a consistent and relevant social studies curriculum. (GEA)

States that the Bicentennial of the United States Constitution, celebrated between 1987 and 1991, provides opportunities for the social studies curriculum. Discusses the need for increased knowledge of the Constitution and presents an approach to better understanding. (GEA)

Examines (1) the meaning of the term Pacific Rim, (2) the reasons for emphasizing the Pacific Rim in the social studies curriculum, and (3) useful strategies for teaching about this part of the world. Provides a list of reference and ERIC resources dealing with this subject. (GEA)

Points out that evaluating social studies teachers requires evaluating both curriculum and instruction. Elaborates by saying social studies is such a diverse subject area that to teach it effectively, varied teaching styles must be employed. Examples of these styles include the teacher as storyteller, problem solver, scholar, and moralist. (BR)

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)

Examines traditional theoretical assumptions about the pedagogy of writing and critical thinking, and shows that they are linked dialectically. Illustrates how a pedagogy of writing can be used as a learning vehicle to help students learn and think critically about any given social studies subject. (Author/MLF)

Many local social studies specialists, reacting to local needs and interests, have tapped abilities that are unique to their locality and have developed model programs. Benefits to teachers and some constraints of local curriculum development are discussed. (RM)

Discusses different goal orientations of educationists and social scientists as a means of stimulating thinking and action in the realm of social studies curriculum and instruction. (Author/DB)

Examines the frequently found gap between the teaching of facts and the learning of critical thinking skills in the history classroom. Describes how history facts can be taught through the application of critical thinking skills. Includes sample test items and teaching examples. (JDH)

Identifies diversity of teachers' instructional priorities, student disengagement (boredom), and mediocre teaching as three problem-areas of social studies instruction. Overcoming these problems requires that teachers place depth above coverage, that the school culture be changed to enhance student engagement, and that efforts be made to promote…

Describes a "Generic Model for Planning Expository Lessons" for improving the lecture--discussion method used by most history teachers. The model is based on a lesson format developed by John J. Patrick and Richard Remy and uses a five-step procedure employing a variety of approaches to expository teaching. (BSR)

Discusses the historical factors and changes that have led to confusion in the social studies curriculum. States that each educator must act individually to resolve confusion and conflict. Concludes that the reflective inquiry tradition provides students with the experiences that are necessary for developing good citizens. (GEA)