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ERIC Number: ED423209
Record Type: RIE
Publication Date: 1996
Pages: 380
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-534-22908-5
ISSN: N/A
Effective Elementary Social Studies.
Hoge, John Douglas
This book advocates providing high-quality K-6 social studies instruction. The text provides practical information on how teachers can conduct high-quality social studies programs in their classrooms. The volume is divided into three parts. Part 1 offers an overview of the formal and informal social studies curriculum, its history, current status, and content. Part 2 provides a broad overview of the social science and humanities disciplines that form the foundation of social studies. Part 3 develops an understanding of special social studies topics and methods including inquiry instruction, conflict resolution, citizenship education, and multicultural education. Chapters include: (1) "The Nature and Mission of Social Studies"; (2) "The Social Studies Curriculum: Past and Present"; (3) "Content in the Social Studies Curriculum"; (4) "Planning for Social Studies"; (5) "Fostering Learning Involvement"; (6) "History: The Roots of Knowledge"; (7) "Geography: Making Sense of the Environment"; (8) "Economics: Explaining Money and More"; (9) "Political Science: Government, Law, and Politics"; (10) "Psychology and Social Psychology: Understanding Ourselves"; (11) "Sociology: Exploring Contemporary Society"; (12) "Anthropology: Exploring Our Physical and Cultural Roots"; (13) "The Humanities: Artistic Interpretations of Society"; (14) "Inquiry Instruction"; (15) "Multicultural Education"; (16) "Global Education"; (17) "Promoting Positive Democratic Values"; (18) "Current Events"; (19) "Integrating Other Content Areas"; and (20) "Resolving Differences of Opinion in the Classroom." The volume concludes with an appendix that features a sample social studies unit about the Amish. (EH)
Wadsworth Publishing Company, 10 Davis Drive, Belmont, CA 94002.
Publication Type: Books
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A