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Showing 61 to 75 of 466 results Save | Export
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Owen, Roger C. – Social Studies, 1982
Anthropology, because it deals with the totality of the human experience, can be introduced into the curriculum at any level and in many subject areas. Ways to turn a traditional social studies lesson into one in social science, emphasizing anthropology, are described. (RM)
Descriptors: Anthropology, Elementary Secondary Education, Intellectual Disciplines, Social Sciences
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Dynneson, Thomas L.; Gross, Richard E. – Social Studies, 1982
The "traditions" of the social studies--the "good citizenship" tradition and the disciplinary or social science tradition--are described. This description is followed by a discussion of the relationship between citizenship education and the social studies. The final section contains a description of the eight approaches to citizenship education.…
Descriptors: Citizenship Education, Educational History, Elementary Secondary Education, Social Studies
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Beyer, Barry K. – Social Studies, 1982
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)
Descriptors: Elementary Secondary Education, Skill Development, Social Studies, Teaching Methods
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Pellicano, Roy R. – Social Studies, 1982
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)
Descriptors: Citizenship Education, Cognitive Development, Educational Objectives, Educational Trends
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Herman, Wayne L. Jr. – Social Studies, 1982
Proposes techniques to help instructors of preservice teacher education programs in social studies improve their programs. Techniques involve collecting data from the schools, determining a definition of social studies, selecting teaching competencies and instructional strategies, and assessing teachers' and student teachers' abilities to perform…
Descriptors: Competency Based Teacher Education, Elementary Secondary Education, Methods Courses, Preservice Teacher Education
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Schug, Mark C. – Social Studies, 1982
Discusses how advisory committees can be used to improve communication between teachers and college professors concerning teacher education needs in the social studies. Guidelines for establishing a program advisory committee are included. (AM)
Descriptors: Advisory Committees, Communication Problems, Elementary Secondary Education, Higher Education
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Price, Ronald D.; And Others – Social Studies, 1982
Describes how social studies teachers can work with mainstreamed students to make their classrooms real-life laboratories for social education. Multi-sensory teaching methods, which accommodate the needs, strengths, and learning styles of mainstreamed students and promote social studies learning, are suggested. (AM)
Descriptors: Elementary Secondary Education, Mainstreaming, Multisensory Learning, Social Studies
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Wood, Diana Marston – Social Studies, 1982
Describes a Chinese language unit for middle and high school social studies students consisting of nine modules covering aspects of both spoken and written Chinese. The unit teaches about Chinese dialects and written Chinese characters and combinations. Students read simple conversations in Chinese. (AM)
Descriptors: Chinese, Chinese Culture, Cultural Awareness, Elementary Secondary Education
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Schug, Mark C. – Social Studies, 1983
A rationale and framework for community-based teacher education using social studies as an example is developed. The framework includes three types of community involvement: community service programs, community-based courses and workshops, and internships or experiential programs. (RM)
Descriptors: American Indian Studies, Community Resources, Community Study, Education
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Savage, Tom V.; Armstrong, David G. – Social Studies, 1983
Learning depends not only on how information is disseminated but on what learners do with the information once it becomes available to them. Procedures that teachers can use to help students identify processing frameworks (approaches to identifying and organizing information) for individual learning tasks are discussed. (RM)
Descriptors: Elementary Secondary Education, Information Processing, Social Studies, Teaching Methods
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Common, Dianne L. – Social Studies, 1983
To provide an interpretive framework for social studies teachers involved with curriculum innovation, three major elements of the implementation process are examined: the curriculum, teachers, and the administrator of the school. (RM)
Descriptors: Administrator Role, Educational Change, Educational Innovation, Elementary Secondary Education
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Sinatra, Richard; Annacone, Dominic – Social Studies, 1984
A major goal of the social studies teacher should be to nurture independent reading-thinking habits, including inquisitiveness, critical thinking, and evaluation of ideas presented in information. How this can be done through skillful question planning is discussed. (RM)
Descriptors: Content Area Reading, Critical Reading, Critical Thinking, Elementary Secondary Education
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Eulie, Joseph – Social Studies, 1984
Techniques that a social studies teacher can use to help students develop imagination, understanding, and divergent thinking are discussed. Also examined are meanings attached to the creative process and traits of creative people. (RM)
Descriptors: Creative Development, Creative Thinking, Creativity, Critical Thinking
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Von Eschenback, John F.; Noland, Ronald G. – Social Studies, 1982
Describes a study which assessed the perceptions of K-12 social studies teachers regarding delivery systems for inservice education programs. Designers of inservice education could replicate this study with their own teachers in order to develop a more relevant inservice plan. (RM)
Descriptors: Elementary Secondary Education, Inservice Teacher Education, Relevance (Education), Social Studies
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Kachaturoff, Grace – Social Studies, 1982
Discusses why teachers must help to review and/or select textbooks on a regular basis and how they can participate in this process. A slightly revised edition of the criteria used by the State of Michigan Social Studies Review Steering Committee illustrates critical factors that must be considered in evaluating textbooks. (SR)
Descriptors: Advisory Committees, Elementary Secondary Education, Evaluation Criteria, Social Studies
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