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Kracl, Carrie L. – Social Studies, 2012
Asking surface-level questions is a common practice among educators. Delva Daines's (1986) pilot study indicated that 93 percent of the questions asked during lessons were at the literal level of comprehension and that it was very common for the teachers to restate, rephrase, or answer their own questions before the student had an opportunity to…
Descriptors: Elementary Secondary Education, Social Studies, Discussion (Teaching Technique), Classroom Communication
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Waterson, Robert A.; Jenne, Katherine – Social Studies, 2011
A review of "The September 11th Education Program: A National Interdisciplinary Curriculum" reveals a sensitive and well-created program for the 5-12 social studies teacher to use in teaching about the challenging subject of 9/11. This program provides an opportunity for teachers to find a balance among understanding, critical analysis,…
Descriptors: United States History, Terrorism, Air Transportation, Suicide
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Levine, Thomas H. – Social Studies, 2010
When, if ever, should social studies teacher educators and K-12 teachers seek to inculcate specific values, attitudes, and beliefs in their students? To address this question, the author offers a case from his own practice as a social studies teacher educator, illustrating how he promoted critical and divergent thinking during the first half of…
Descriptors: Role of Education, Social Studies, Teacher Role, Teacher Educators
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Patterson, Jennifer – Social Studies, 2002
Focuses on the use of economic reasoning in the social studies classroom. Presents an activity to help teachers incorporate economics into social studies. Explores how the issue of slavery can be taught by focusing on the economic importance of slavery and its impact on present-day society. (CMK)
Descriptors: Active Learning, Critical Thinking, Economics, Educational Benefits
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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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Zevin, Jack – Social Studies, 1978
Philosophy and social studies instruction meet in areas of clarification of meaning, examination of beliefs and values, and establishing claims for grounds to knowledge. Suggests ways to use philosophical and critical thinking to foster cognitive growth in students. Presents a sample lesson which integrates critical skills, philosophical thinking,…
Descriptors: Cognitive Development, Critical Thinking, Educational Strategies, Elementary Secondary Education
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Singleton, Laurel R.; Giese, James R. – Social Studies, 1999
Presents a framework developed for the Library of Congress staff of the Social Science Education Consortium for using primary sources with students. Offers a brief rationale for using primary sources in the classroom, gives suggestions for using such sources in various phases of instruction, and provides a list of Web sites containing primary…
Descriptors: Critical Thinking, Elementary Secondary Education, History, Inquiry
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Richburg, Robert W.; And Others – Social Studies, 1994
Asserts that when teachers pose problems that yield solutions running counter to students' perceptions, it results in enhanced student interest and motivation and improves thinking skills. Provides examples and three suggested activities for implementing the approach. (CFR)
Descriptors: Class Activities, Critical Thinking, Cultural Images, Educational Strategies
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McPhie, Walter, E. – Social Studies, 1986
Maintains that citizens in a democracy have a patriotic responsibility to speak out against policies with which they sincerely disagree. Lists examples of notable American dissenters, provides guidelines for responsible dissent, and presents the comments of three prominent citizens regarding the influence of common people on government policies.…
Descriptors: Citizenship, Civics, Conformity, Constitutional History
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Smith, Allen – Social Studies, 1985
How television can be used to develop and reinforce important citizenship traits is discussed. Described are student activities dealing with acquiring and using information, assessing information, making decisions, making judgments, communicating ideas to others, cooperating with others, and promoting and protecting one's interests. (RM)
Descriptors: Citizenship Education, Communication Skills, Cooperation, Critical Thinking
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Evans, Ronald W.; Pang, Valerie Ooka – Social Studies, 1995
Defends the history National Standards as an excellent and inclusive guide to the broad topics and themes appropriate to a U. S. history course. Nonetheless, characterizes the Standards as pedagogically conservative. Recommends an alternative approach emphasizing critical thinking and interdisciplinary instruction. (MJP)
Descriptors: Academic Freedom, Conservatism, Controversial Issues (Course Content), Critical Thinking
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Blanchard, Rosemary Ann; Senesh, Lawrence; Patterson-Black, Sheryll – Social Studies, 1999
Explains that an organic curriculum embraces a social studies curriculum that is supported by multidisciplinary social science methods and is grounded in the students' real-world experiences. Maintains that this organic social studies methodology is a means for implementing the thematic strands of the National Council for the Social Studies…
Descriptors: Academic Standards, Active Learning, Community Involvement, Critical Thinking
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Mabe, Alan R. – Social Studies, 1993
Asserts that, although there is widespread agreement that civic education is a worthy educational goal, there is little agreement about its content or appropriate instructional methods. Maintains that effective moral education must involve discussion of substantive civic-moral issues and consideration of moral alternatives. Recommends using the…
Descriptors: Citizen Participation, Citizenship Education, Critical Thinking, Curriculum Design
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Barr, Hugh – Social Studies, 1993
Reviews the history, characteristics, and impact of the New Social Studies movement in the United States during the 1960s and 1970s. Describes the educational goals, teaching methods, and instructional materials commonly used in the New Zealand social studies curriculum. (CFR)
Descriptors: Course Content, Critical Thinking, Curriculum Development, Curriculum Guides
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