It allows for students to share their individual perspectives to help the class as a whole reach a conclusion

Make them interested, connect it to their lives. Bring it to their level

Be truthful and honest

Be a part of the learning, always be willing to learn alongside the students

Planning lessons that connect to specific as well as broad standards/goals. For example, teaching decision making as a life skill as well as how it relates to social studies

Make lessons interactive, more hands on activities that get students immersed rather than strictly textbook reading

Use multiple sources to plan lessons, not just a textbook

determine objectives

Being a citizen and a human being means making decisions, social studies teaches how to make all kinds of decisions

Teaching students about how to distinguish fact from fiction

Teaching participation, individual rights, majority vs minority, responsibility, respect, equality, and justice

Use role models

“Effective assessment involves the student in self-evaluation, thinking about how

he or she can do better, and taking responsibility for his or her own learning.” (p. 89)

Students feel sense of ownership when they are more involved in decisions in education

Building social studies vocabulary

Give students clear goals, objectives, and purposes for activities/assessments so they understand the importance and perform better

Use learning objectives and standards to create lessons with clear direction

Teachers should be ”thoughtful and purposeful” when it comes to planning or implementing assessments (p. 93)

be aware of and incorporate multiple intelligences

view language variety as a strength rather than a deficit

differentiation!!!

clear and explicit expectations

mastery > test recall, historical thinking to get students engaged and immersed

maps, very versatile

Diversity in the classroom (usually) mirrors diversity in society, teaching students that everyone is unique as a good thing helps students become more aware and accepting

Use real world examples and materials, like maps and economic data, to bring real life to lessons to make them more applicable

"teachers are always performers in the drama of the classroom, but their roles and the ways they play them vary."

guide learning through drama while still allowing imagination and unique creative ideas to flow

connect dramatic exercises to current day, plan on the connections and guide students toward them

plan experiences (field trips) for students to explore social studies outside of the classroom

using drama allows for students to use the framework of the social studies material but to explore and get into history through their own interpretation which can expand their understanding

using drama and interactive lesson activities allows students to experience history rather than reading wordy textbooks that they may not understand in the younger grades

when asked "why" rather than the teacher giving a blanket answer or looking it up, allow the students to act out and explore to possibly answer their own questions

using technology either as dependent or as a supplement/enhancement depending on the activity and circumstances

Look over materials before using them with students, especially links to websites

combine elements of traditional classroom with modern technology to enrich the classroom environment and potential for engagement

Teach media and visual literacy please please please i'm begging it is so important

use technology in the classroom in ways that will help students later in life in the real world

use technology as a resource to provide students with opportunities they may not get otherwise (virtual field trips, access to pictures of historical or important materials)

address social media as a tool of communication that can be and is used for both good and evil, urge students to learn good online etiquette

moving away from rote learning toward teaching students how to ask questions along with being able to answer them

"Inquiry... useful in teaching students to become independent thinkers and problem solvers"

teaches how to determine what information is or is not as important to use when solving a problem

forces students to think out of the box and out of their personal experiences to consider implications on a larger scale

goal of early social studies is to encourage students to think and learn for themselves

schema, schmata, metacognition: students learn through making connections and thinking about what they are thinking/learning

modeling, discussion, guided practice with feedback

creative thinking which encourages alternative approaches and multiple solutions

to develop problem solving abilities offer lots of opportunities to problem solve

"the true secret of problem solving is perseverance and that the process is often as valuable as the outcome"

teaching in modules promotes the idea of learning through mastery