When projects are the spine of a course, they are systematically sequenced one after the other, and they do the heavy lifting of the course. They teach its core content and skills. The author has been testing this model of course design for several years, aiming for experiential learning that is tied to deep rather than superficial learning of…

In seeking a disciplinary literacy model that would enable students to express well-developed perspectives and argue contrasting views with the sound use of evidence, the authors developed a student-driven model that emphasized historical investigation, offered substance, and scaffolded reading and writing. To support their project, they created…

Annotations of 13 children's books with social studies themes published in 1977. Topics include racial background, conservation and recycling, American history, medieval and Shakespearean cultures, and rural life in the 1940s. (AV)

Describes a reading and writing activity for senior high school students which involves "explicating" a textbook passage. It maintains that the assignment puts an end to superficial reading habits. (JDH)

The study questions on this one-page guide can be used in the history classroom to help students identify the important features of a historical document. The questions can be used as the basis of class discussion, or they can serve as a preliminary writing assignment before a major essay. (RM)

Secondary students read and discuss Richard Sever's book "Lisa H." (Harper and Row, 1985), the story of how a young girl suffering from a genetic disorder that severely disfigured her face and head draws on inner resources to meet the challenge of life. Discussion questions and student activities are suggested. (RM)

Suggests ways to use eight literary works in social studies teaching. Works include Sophocles'"Antigone," Shikibu's "The Tale of Genji," Austen's "Pride and Prejudice," Tolstoy's "War and Peace," Camus'"The Stranger," and Ellison's "The Invisible Man." Analyzes each work's theme, content, and style; relationship to social studies issues; and…

Suggests twelve strategies for helping students read social studies material with greater comprehension. The strategies include simulations, debates, documents, oral histories, current events, and differing accounts of history. (DH)

Preteaching vocabulary terms to fifth-grade students was found to have a significant facilitative effect on their acquisition and retention of social studies content. An instructional sequence for teachers to follow in preteaching concept vocabulary is outlined. (RM)

The Group Reading Inventory (GRI) is a reading evaluation tool that can survey an entire class of students at the same time. A testing sequence using GRI that allows teachers to identify the functional reading levels of most students in three short examination sessions is presented. (RM)

Presents an annotated bibliography of 1992 notable trade books selected by the the National Council for the Social Studies and the Children's Book Council. Categorizes books by reading level and subject matter. Includes fiction, nonfiction, biographies, songbooks, and reference works. (CFR)

A strategy to help senior high school social studies students overcome reading problems is suggested. Students are asked to use analogies to describe how they feel when they reach a difficult passage in their textbook. The students then use their own analogies to analyze ways to study the text. (RM)

A lesson, "Harriet Tubman: A Most Successful Conductor," illustrates how to employ a basal reader in social studies instruction in the elementary grades. This approach offers students a relevant curriculum, greater opportunities for concept development, practice in skills areas, and activities that offer greater opportunity to master…

Discusses three language concepts which require urgent attention of social studies teachers. Students need practice in processing the ideas of the social sciences. More attention needs to be directed to teaching the vocabulary of the social studies. Building a background of basic knowledge in social studies is essential. (RM)

Presents a unit designed to develop critical reading skills. Establishes goals and lists topics for consideration, such as understanding cause and effect relationships, distinguishing fact from opinion, identifying propaganda techniques, distinguishing relevant from irrelevant information, and recognizing bias giving examples of each. (NL)