With diversity as its central theme, and encompassing more than 150 classroom activities and strategies, this book will ready prospective teachers to meet challenges in all areas of diversity, sensitively and effectively. The author argues that diversity in subject matter, instructional methods, and teaching venues affects social studies instruction as much as diversity in the student populations, and thus, is equally important. Includes revised lessons and units-now thoroughly standards-based. Emphasizes teaching with technology -incorporating the use of high-quality instructional videos, interactive CD-ROMS, and the Internet/World Wide Web. A revised chapter on assessment includes information on standards-based assessment. Features material on teaching vocabulary and comprehension; Numerous lessons involving children's literature; Plus an appendix of actual literature. Examples of instructional adaptations for the ESL learners who make up much of the student population, especially in larger school districts are incorporated into every sample lesson. For elementary Social Studies teachers.

The second edition ofTeaching Elementary Social Studies: Principles and Applicationsreflects a national trend toward "standards-based" curricula and the ever increasing importance of computer-based resources in teaching and learning. Specifically, the most significant new features are the following: A separate chapter (chapter 7) devoted to teaching with technology. The chapter on assessment (chapter 8) now includes a discussion of how to evaluate students in a standards-based environment. All lesson plans and units are "standards based," with direct reference to national standards. The previous chapters on inquiry and critical thinking have been synthesized into one chapter (chapter 6). The section in chapter 9 on teaching vocabulary has been revised to include a "best option approach," which synthesizes several successful strategies for teaching the meanings of words. The section in chapter 9 on teaching reading comprehension has been revised to include more discussion of teaching strategic reading and now includes examples of text structures that can be used as graphic organizers or study guides. The references, Web sites, and children's books have been significantly updated. The conceptual framework for the book is unchanged. The field of social studies, has a rich history. Driven by the dynamic nature of human society, social studies has evolved into a lively and challenging pursuit, drawing concepts and ideas from history, geography, political science, economics, sociology, and anthropology. Thus, the possibilities to create meaningful, engaging, and stimulating experiences in social studies are endless. The dilemma for many educators, however, has been how to teach such a vast and expanding bed of knowledge. Fortunately, researchers in education, psychology, and linguistics provide some answers. How we teach should be dictated by how children learn, and research tells us that children learn best when teachers do the following: Allow children to construct knowledge as they become active participants in a wide range of learning experiences Give all children a variety of materials to manipulate, question, and puzzle over Encourage children to think critically about the content they learn Plan opportunities for children to interact with one another on a regular basis Recognize the cultural and linguistic diversity in their classroom and build enriched learning experiences around that diversity It is from these perspectives that I have revised the second edition of this text. Part I (chapters 1 to 3) defines social studies and identifies the historic principles behind constructivist teaching and learning. Chapter 2 describes the students you will teach, with special emphasis on language and culture. Chapter 3 explains how teachers can transform the social studies curriculum to reflect a multicultural perspective. Part II (chapters 4 to 10) presents the fundamentals of social studies teaching. Its focus is how to plan lessons and units that include many opportunities for students to work cooperatively, engage in inquiry, and think critically. Chapter 7 is new and examines teaching with computer-based resources. Chapter 8 addresses how to assess each child's performance in social studies in a standards-based curriculum, and chapter 9 discusses how teachers can integrate the social studies curriculum. Part III (chapters 11 to 13) highlights the sources of content for the social studies curriculum, especially citizenship education, history, and geography. Within this organizational framework is an underlying theme--diversity. Diversity: The Unifying Theme for This Text As in the first edition, diversity will be the unifying theme for this text. It is impossible to discuss social studies teaching and learning after September 11, 2001, without some acknowledgment of how