Chapter 1: What is Powerful and Meaningful Social Studies? Exploratory Introduction Chapter Overview Chapter Objectives Development: Social Studies in the Elementary and Middle School A First-Grade Classroom Scene A Sixth-Grade Classroom Scene Time for Reflection: What Do You Think? What Is Purposeful and Powerful Social Studies? Building on Diversity Box: Meaningful Social Studies Defining Social Studies Education for Active Citizenship Using Technology Box: Deciding Whether and When Social Studies Curriculum Planning Powerful Social Studies Lessons Learning Cycle Lesson Plan: From Tree to Paper Time for Reflection: What Do You Think? Making a Literature Connection Box: Using Trade Books in Social Studies Social Studies is Essential Expansion: Summary Recommended Websites to Visit Chapter 2: How Do Students Engage in Powerful and Meaningful Social Studies? Exploratory Introduction Chapter Overview Chapter Objectives How is Social Studies Best Taught in Today''s Classrooms? Development: Applying What We Know About Meaningful Learning to Social Studies Curriculum Using Constructivist Theory in Social Studies Instruction Using Behavioral Learning Theory in Social Studies Instruction An Effective Strategy to Promote Conceptual Change Phases of a Learning Cycle Lesson Learning Cycle Lesson Plan: Scale Time for Reflection: What Do You Think? Exploratory Introduction Development Expansion Lesson Summary Choosing Activities for Each Phase of the Learning Cycle Lesson Time for Reflection: What Do You Think? Building on Diversity Box Student Assessment in Each Phase of the Learning Cycle Writing Your Own Learning Cycle Lesson The Optimal Length of Time for a Learning Cycle Working With the Learning Cycle Expansion: Principles of Teaching and Learning that Support the Curriculum Standards for the Social Studies Time for Reflection: What Do You Think? Summary Recommended Websites to Visit Chapter 3: How Are Students Social Studies Inquiry Skills Learned? Exploratory Introduction Chapter Overview Chapter Objectives Development: Using Inquiry Skills to Develop Students'' Social Studies Ideas Early Inquiry Skills Social Studies Inquiry Skills Data-Gathering Skills Data-Organizing Skills Data-Processing Skills Communicating Skills Reflecting Skills Time for Reflection: What Do You Think? Using Technology Box Time for Reflection: What Do You Think? Observations, Inferences, and Hypotheses Observations Inferences Hypotheses Developing and Using Guiding Hypotheses Time for Reflection: What Do You Think? Teaching Lessons in Which Students Use Integrative Thinking Skills Critical Thinking Problem Solving and Decision Making Investigating Creative Thinking Time for Reflection: What Do You Think? Creating Conditions that Promote Student Thinking in Social Studies Lesson Characteristics Planning Activities to Teach Inquiry Skills Expansion: Applying a Learning Cycle to Teach an Inquiry Skill Learning Cycle Lesson Plan: How Can We Classify Native American Food Plants? Time for Reflection: What Do You Think? Assessing the Use of Inquiry Skills Hierarchy of Inquiry Skills Classroom Scenario: The Mystery in the Back Yard Time for Reflection: What Do You Think? Summary Recommended Websites to Visit Chapter 4: How Are Social Studies Concepts and Generalizations Developed? Exploratory Introduction Chapter Overview Chapter Objectives Concept Teaching Starts with Reflection and Practice A Fourth-Grade Classroom Scene Development: Facts as Social Studies Concepts Classroom Scenario: Constructing a Concept of Aggression Forming Concepts Identifying All Important Attributes of a concept Time for Reflection: What Do You Think? Types of Concepts Time for Reflection: What Do You Think? Interrelationships Among Concepts Time for Reflection: What Do You Think? Differences in Complexity and Abstractness of Concepts Time for Reflection: What Do You Think? Powerful Concept Teaching The Concept Learning Cycle Teaching Concepts of Varying Complexity and Abstractness Differently Building on Diversity Box Learning Cycle Lesson Plan: Productive Resources Time for Reflection: What Do You Think? Assessment of Concept Learning Using Technology Box Generalizations Show Relationships Between Concepts Forming Generalizations Defining Generalizations Distinguishing Generalizations from Facts and Concepts Using Generalizations to Make Predictions Making a Literature Connection Box Types of Generalizations Teaching Powerful Generalizations Time for Reflection: What Do You Think? The Exploratory Introduction Phase of a Generalization Learning Cycle The Lesson Development Phase of a Generalization Learning Cycle The Expansion Phase of a Generalization Learning Cycle Learning Cycle Lesson Plan: Using Technology to Investigate a Problem: Why Are Cities Built Where Rivers Come Together? Formative Evaluation and Assessment In Constructing Generalizations Expansion: Applying Concepts and Generalizations to Create Powerful and Meaningful Social Studies Summary Recommended Websites to Visit Chapter 5: How Do Students Develop Citizenship in Democratic and Global Societies? Exploratory Introduction Chapter Overview Chapter Objectives Development: Defining Citizenship in a Democratic Society Developing Political Awareness Time for Reflection: What Do You Think? Citizenship and Standards Key Concepts and Values Learning Cycle Lesson Plan: Voting is a Way to Make Decisions Time for Reflection: What Do You Think? Assessing Civic Education in U. S. Schools Resources for Citizenship Education Media Resources Making a Literature Connection: Selecting a Trade Book That Stresses Social Studies Law-Related Education Learning Cycle Lesson Plan: Presidential Oath Time for Reflection: What Do You Think? Participating in Democracy Time for Reflection: What Do You Think? School-Based Community Service Projects Participation in Student Government Building on Diversity box: The Challenges Using Technology box: Cybercitizenship Political Participation Time for Reflection: What Do You Think? Expansion Summary Recommended Websites to Visit Chapter 6: What is Social Studies'' Contribution to Global Education? Exploratory Introduction Chapter Overview Chapter Objectives Development: Global Education: An Evolving Definition Global Education Appropriate for Grades Kindergarten - 8 Approaches to Global Education Building on Diversity box: Finding the Views of People in Other Nations The Cultural Approach to Global Education Global Education Appropriate for K-8 The Problems Approach to Global Education Time for Reflection: What Do You Think? Interdisciplinary Connections Teaching Global Education Resources for Teaching Global Education Computers and the Internet Learning Cycle Unit Plan: Teaching About War to Help Create a More Humane World Time for Reflection: What Do You Think? Book Series Resources for Current Events Expansion Summary Recommended Websites to Visit Chapter 7: How Do Teachers Use and Manage Social Studies Instructional Strategies Effectively? Exploratory Introduction Chapter Overview Chapter Objectives Development: Social Studies Pedagogical content Knowledge (PCK) Teaching Dimensions That Support Meaningful Learning Clarity Variety Task Orientation Student Engagement Best Practices: Teaching Strategies that Support Meaningful Learning Questioning Cooperative Learning Using Technology box: Creating a Collaborative Classroom A Continuum of Knowledge and Instruction Matching Instructional Strategies to Student Needs Expository, or Direct, Instructional Methods: Lower Student Control Guided Discovery Instructional Methods: Mixed Teacher and Student Control Inquiry and Problem-Solving/Decision-Making Instructional Methods: Greater Student Control Matching Types of Instructional Activities to Each Phase of the Lesson A Classroom Scene: One Teacher''s Planning Decisions Time for Reflection: What Do You Think? Useful Instructional Activities for the Exploratory Introduction Phase Cooperative Group Challenge Confrontational Challenges or Discrepant Events Problem Exploration Open Exploration Useful Instructional Activities for the Lesson Development Phase