In the last three decades, history education has focused overwhelmingly on inquiry. In teacher education, the recent turn to "Core Practices" or "High-Leverage Practices" (HLPs) has been applied to history education. Despite the attractiveness of inquiry-oriented instruction, it is still absent from far too many history…

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…

Teachers of history (like all teachers) have a tool kit that holds all their methods and techniques and that allows them to construct a proper history lesson. This article proposes putting a tool into this kit that is generally missing from its contents. This tool supposedly belongs to the tool kit of a different subject teacher: the teacher of…

This article presents an overview of major factors contributing to the Great Recession of 2007-2009. Descriptions of teaching resources and ideas for lesson plans are provided.

An elementary social studies program should help a child develop an awareness of significant personal social values. Values pertinent to the child from age 4 to 11 are pointed out. Four principle activities in which the child must engage to develop each of these values into behavioral patterns are discussed. (Author/RM)

Reviews existing curriculum materials in the area of values clarification and illustrates a model for educators wishing to develop values clarification activities and materials for young children. (Author)

The complete lesson enables the teacher to relate teaching strategies to levels of cognitive behavior, and stems from the belief that higher levels of cognitive behavior are developed only after a learner first acquires information and then puts that information to use. (Author)

Constructing a matrix model not only offers the teacher a theoretical and practical method for organizing his own knowledge about a topic, but provides a vehicle for the student to cope with contemporary knowledge explosion in a realistic and sophisticated manner. (Author)

Describes a teaching model in which the teacher supplements the social studies text with children's literature to make historic events and people more meaningful to students. Suggests that teachers consider students' knowledge, comprehension, application, analysis, synthesis, and evaluation levels when selecting activities. Includes diagrams…

A simplified inquiry process, structured by the teacher to require students to make decisions leading to values clarification and/or self-evaluation, is provided. (DE)

A model for teaching social studies by the discovery approach is presented. The authors maintain that the temporal inquiry teaching model holds considerable promise for encouraging student enthusiasm, emphasizing higher cognitive levels, and stimulating divergent student thinking and activity. (Author/DB)

Discusses how four different teachers utilize active instruction in their social studies classrooms. Addresses how the textbooks should be used. Covers materials and objectives, the reactions of community members to new methods, and the benefits of active instruction over an increased workload. Discusses how to begin and provides a bibliography of…

Addresses the importance of teaching young people about foreign policy issues. Discusses state sovereignty and interpersonal and international conflict. Describes a reflective teaching approach in which a problem is identified, defined, and explored by probing questions. Suggests identifying value assumptions and alternatives, predicting…

Presents a planning model that serves as a guide for social studies teachers using block scheduling, but is appropriate for any time format. Explains that the model consists of four topics describing each in detail: (1) content selection; (2) instructional strategies; (3) assessment; and (4) higher-order thinking skills. (CMK)

The author makes several suggestions of instructional strategies and materials designed to help students develop historical and cross cultural perspective in analyses of American culture. A lengthy, annotated bibliography of recommended books and articles is included. (JB)