Students are expected to strive to accomplish the instructional goals, both as individuals and as group members. Teachers model seriousness of purpose and a thoughtful approach to inquiry and use instructional strategies designed to elicit and support similar qualities from students. Teachers show interest in and respect for students' thinking, but demand well-reasoned arguments rather than opinions voiced without adequate thought or commitment. Social studies teaching and learning are powerful when they are active. Active social studies teaching requires reflective thinking and decision-making as events unfold during instruction.
Students develop new understanding through a process of active construction of knowledge.
Interactive discourse facilitates the construction of meaning required to develop important social understanding. Teachers gradually move from providing considerable guidance by modeling, explaining, or supplying information that builds student knowledge, to a less directive role that encourages students to become independent and self-regulated learners. Powerful social studies teaching emphasizes authentic activities that call for real-life applications using the skills and content of the field. The teaching and learning document goes on to delineate additional requirements to support an excellent social studies program which lie beyond the control of the individual teacher. School as a Learning Place Successful schools are unique places, not simply spaces.