Teaching Social Studies : A Literacy-Based Approach / Emily Schell, Douglas Fisher. [print]

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WHAT IS SOCIAL STUDIES? -- Introduction -- Category one: the three R's (read, recall, regurgitate) -- Category two: fun, fun, fun! -- Category three: amnesia -- What is social studies? -- Roots of social studies -- History -- Geography -- Economics -- Civics and government -- Social studies skills -- Social studies for the 21st century -- Conclusion -- History's finer points -- Questions to consider -- Exercises -- References -- Children's literature.

WHY TEACH SOCIAL STUDIES? -- Building a case for social studies in the classroom -- Our nation's report card -- Building a case in the community -- Appealing contest -- Conclusion -- History's finer points -- Questions to consider -- Exercises -- References -- Children's literature.

WHAT DO WE TEACH Indiana SOCIAL STUDIES? -- What exactly do we teach in social studies? -- National frameworks and standards -- State frameworks and standards -- Goals and objectives for teaching social studies -- Topics, themes, and concepts -- Conclusion -- History's finer points -- Questions to consider -- Exercises -- References.

TEACHING SOCIAL STUDIES FOR UNDERSTANDING -- Introduction -- Planning for effective instruction -- Topics, themes, concepts, and big ideas -- Topics -- Themes -- Concepts -- Big Ideas -- Historical thinking and analysis skills -- Instructional strategies that work -- Generating interest -- Inquiry-based learning -- Making connections -- Cooperative learning -- Simulations -- Creating additional opportunities for social studies -- Read aloud -- Literature circles -- Book talks -- Book bags -- Writing prompts -- Walk and talk -- Musical chairs -- Singing new songs -- Landscapes and portraits -- Acting up! -- Reader's theatre -- Games and sports -- Conclusion -- History's finer points -- Questions to consider -- Exercises -- References -- Children's literature.

USING TEXTS FOR TEACHING AND LEARNING SOCIAL STUDIES -- Introduction -- Reading and writing helps students understand social studies -- Students must understand how to transform text -- Students benefit from "in your mind" strategies -- making connections -- partner conversations -- visualizing -- Students benefit from "on paper" strategies -- note-making -- graphic organizers --- writing-to-learn -- Determine when to use content literacy strategies -- strategies must be implemented during the before-reading stage -- KWL charts -- Anticipation guides -- Quickwrites -- Strategies are used in the during-reading stage -- Strategies are used in the after-reading stage -- Meet Ms. Amato and her class -- Conclusion -- History's finer points -- Questions to consider -- Exercises -- References -- Children's literature.

EFFECTIVE USES OF LITERATURE TO TEACH SOCIAL STUDIES -- Introduction -- Integrate literature and social studies -- Teach history as a story well told -- Use guidelines to select literature for your social studies program -- Plan for the effective use of literature to teach social studies -- Develop literacy and social studies skills through the use of literature -- Sequence content information -- Uncover big ideas with overarching essential questions -- Combine skills development -- Sequencing skills transfer into chronological thinking skills -- Use reading instruction approaches to teach social studies -- Read-alouds -- propose intriguing questions -- Introduce interesting artifacts -- Display visuals, including photographs, charts, poster, and documents -- Use maps to identify where the story takes place -- Let students map the story -- Use hands-on, minds-on activities -- Use dramatic recreation -- Rewrite the story -- Shared reading -- Independent reading -- Literature circles -- Teach social studies apart from teaching reading -- Conclusion -- History's finer points -- Questions to consider -- Exercises -- References -- Children's literature.

PUTTING HE PIECES TOGETHER: CURRICULUM PLANNING AND OregonGANIZATION -- Introduction -- Curriculum mapping -- Backward planning -- Lesson plans -- Objectives -- Anticipatory set -- Modeling and guided practice -- Independent practice -- Closure -- Conclusion -- History's finer points -- Questions to consider -- Exercises -- References.

REAL-WORLD TEACHING AND LEARNING -- Introduction -- Classroom management -- Class rules -- Our bills of rights -- Our rights and responsibilities -- Representative government -- Banking behaviors -- Problem-based learning -- Service learning -- Field studies -- Guest speakers -- Conclusion -- History's finer points -- Questions to consider -- Exercises -- References -- Children's literature.

STUDENT ACHIEVEMENT AND American SamoaSESSMENTS -- Introduction -- Purposes and uses for assessments -- Assessment strategies -- Character interpretation -- Cooperative line-up -- Essay -- Fishbowl -- Graphic organizers -- Hot seat -- Jeopardy or quiz bowl -- Multimedia presentation -- Oral performance - Portfolio -- Project -- Quickwrite -- Quickdraw -- Rally table -- Research report -- Scored discussion -- Simulation -- Socratic seminar -- Tea party -- Turn to a partner -- Written test -- Conclusion -- History's finer points -- Questions to consider -- Exercises -- References -- Children's literature.

HOW DO WE SHARE WHAT WE'VE LEARNED Indiana SOCIAL STUDIES? -- Grasping the brass ring -- Professional organizations -- North CarolinaSS -- North CarolinaHE -- North CarolinaGE -- National Geographic -- Colonial Williamsburg Foundation -- Gilder Lehrman Institute for American History -- National Center for History in the Schools -- Local opportunities -- Continuing education -- Professional reading -- Social Education -- Social Studies and the Young Learner -- History Matters! -- The Social Studies Professional -- Theory and Research in Social Education -- The Social Studies -- Children's literature -- A personal inventory -- Planning your professional development -- Conclusion -- History's finer points -- Questions to consider -- Exercises.

Teaching Social Studies: A Literacy-Based Approach offers innovative ideas and new directions for teaching social studies. By integrating powerful literacy strategies into instruction, social studies teachers can motivate students to deepen their understanding of social studies concepts and ultimately strengthen their overall comprehension. This book addresses how to teach social studies for understanding and how literature can enhance this process. Chapters feature big ideas to guide planning and instruction, book links to encourage the integration of children's literature and informational sources, and lesson planning tools to help readers design responsive instruction. Margin notes provide readers with additional information such as history connections, useful websites, and fresh teaching ideas.

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