This document outlines strategies for effective social studies teaching and learning. It discusses how learning is constructed based on prior knowledge and facilitated through metacognitive strategies. Learners' motivation and the social context of learning also impact what is learned. Effective teaching engages students' prior knowledge, addresses misconceptions, and provides opportunities for collaboration. The document contrasts direct instruction, which is teacher-led and focuses on skills and concepts, with indirect instruction, which emphasizes student involvement in problem-solving and discovery learning with teacher facilitation.