Running Head: SOCIAL STUDIES IN THE CLASSROOM

SOCIAL STUDIES IN THE CLASSROOM Statement of Philosophy

Lindsey Blaine ED 618 Spring 2012 University of Alaska Southeast

SOCIAL STUDIES IN THE CLASSROOM Abstract

Social studies is a breadth subject that covers a range of information about our worlds past, present and future. This statement of philosophy on the instruction of social studies in our schools includes a personal definition of social studies, background on how students learn, best practices for teaching, integration of social studies with other subjects, assessment techniques and a sample yearlong curriculum. Standards reviewed are specific to the State of Alaska.

SOCIAL STUDIES IN THE CLASSROOM PHILOSOPHY OF SOCIAL STUDIES A. Social Studies Definition Social studies encompass a range of information that integrates knowledge and experience of humanity from the past with issues of today and potential for the future. It is the learning of information, skills and values that orient us in time, place, and the

human experience (Spangler, Video 1). According to the National Council for the Social Studies, there are ten principle themes that make up this subject: culture; time, continuity, and change; people, places and environments; individual development and identity; individuals, groups and institutions; power, authority and governance; production, distribution and consumption; science, technology and society; global connections; and civic ideals and practices (NCSS, 2002). More generally these are often referred to as history, geography, sociology, government/civics, economics, and anthropology. The breadth of information and expanse of time covered within social studies is immense. These studies and experiences begin from birth as we learn to function in society. Within school boundaries many lessons (for instance those focused on culture, time, and community) begin in kindergarten and are carried through high school, building upon themselves in layers. Within the classroom many subject areas like math, literacy and science can be integrated into social studies exploration and education. As humans, one can argue that social studies is the foundation subject from which we are always working.

B. How Students Learn Social Studies Students are individuals that each have a unique way of learning. The key to engaging students in learning is variety. Even students who have a clear preference in the way they learn can benefit from hearing, seeing and experiencing information in different ways. In todays classroom, differentiation must also be taken into consideration for each activity (Tomlinson, 2001). The social sciences are an ideal area to create integrative units. Integration helps create a more active and challenging curriculum. Adding in some math, science, technology and tying it all together with writing helps to create more purpose in students daily work. Authentic experiences followed with reflective assessments can greatly

SOCIAL STUDIES IN THE CLASSROOM increase the amount of knowledge that one walks away with from an assignment (Tomlinson, 2001). Varied teaching techniques can include independent activities such as research, journals, portfolios, and interactive video/Internet. Small group learning options may include projects and presentations, role-playing, media productions, and discussion. Some whole group or class strategies are mock trials, case studies, community service, guest speakers, and classroom museums. Trying to utilize a variety of teaching techniques in single lessons or units helps reach the class as a whole. Understanding different learning styles and knowing your

class is necessary. Kinesthetic learners will appreciate hands-on activities that have them building and moving while visual learners will learn best by watching a video or seeing pictures and diagrams. This is where varied instruction techniques using direct instruction, hands-on, and partner work in the same lesson may help reach more students. The goal is for students to develop the skills and attitude they need to become a lifelong learner.

C. The Role of the Teacher in Social Studies The National Council for the Social Studies reaffirms that an excellent education in social studies is essential to civic competence and the maintenance and enhancement of a free and democratic society (NCSS, 2002). As educators, it is the teachers role to create a sense of value and importance in the material being taught. This means that teachers must often not only be guides in the process of learning but also artists, developing creative ways to share information and encourage the creative process of learning. It should be every teachers goal that by empowering their students with information, ideas and skills from the social studies curriculum that they students will be able to grow to help solve community issues and embrace diversity (Parker, 2005). In order to reach students and engage them, teachers must use tools of variety and differentiation in their instruction. By understanding how students learn and knowing their students, they can create a curriculum with activities that fit the class needs. Most importantly, lessons should be meaningful, integrative, value-based, challenging and active (NCSS, 2002). Lessons that are meaningful relate to the students, connecting to

SOCIAL STUDIES IN THE CLASSROOM them and concerns they may have. These lessons are age appropriate. By using a broad range of learning techniques and resources from other subjects, teachers are able to integrate lessons, effectively increasing the amount of information learned. Ethical dimensions, while sometimes controversial, should be covered in a way that allows

students to reflect on their own development and concern of the common good. The more challenging and active the learning process is for the students, the more engaged they will be and the more successful the overall education of ones class. As students grow and our communities change, it is also the role of the teacher to continue professional development. Participating in community activities as well as being active in curriculum and school decision-making not only demonstrate social studies aptitude but increase the teachers personal knowledge. As our world advances, teachers must be up-to-date on current issues that affect their students. A current example is Internet and cellular phone safety; examples of technological advances that are positive yet carry with them a new set of safety education that one didnt need to focus on 15 years ago.

D. Assessment in the Classroom The breadth of social studies means that there is much more to it than simple equations and formulas to be memorized. Generalized testing in matters of civic concern, for example, wouldnt yield very accurate results of a students understanding because opinions would naturally vary. Therefore, in order for assessment to be effective and fair it must provide a deep and wide understanding of a students growth throughout the school year (Daniels & Bizar, 2005). As a students familiarity of cultures, history and community change throughout the year their growth and development will be influenced. This must also be taken into consideration in assessment. Authentic assessments involve real-life scenarios as well as a look at assessment over time, not just a snapshot of knowledge as shown by one test. In order to provide the deepest and widest view of students growth, these strategies need to be implemented in a balanced, healthful mixture (Daniels & Bizar, 2005). The best way to provide authentic assessment is to look at growth over time and provide different ways for students to share their knowledge. Some ideas of authentic assessment in the social studies include student

SOCIAL STUDIES IN THE CLASSROOM portfolios, one on one interaction or discussion with the teacher, as well as group and individual projects that demonstrate knowledge learned.

E. Social Studies in Total Curriculum Integration of other subjects into social studies curriculum, or vice versa, is a great way to keep students interest high and expand knowledge. Lets look at a common seventh grade example of learning about the Maya calendar. Students can read about the calendar system and see pictures in their textbook. This provides them with some history and technically integrates some reading. To grow on this idea, the students can read a bit or watch a short educational video to become familiar with how the calendars work (the Maya had more than one), go on to read a current event article and then brainstorm questions in small groups then discuss answers as a whole group, follow the calendars to find out what their Maya birthdates would be called and if time, create their own version of a calendar as a project. Now weve integrated history and technology (Maya), current events/science/reading (article), mathematics (birthdates), art and science (make own calendar). Deeper than subject integration, weve also created a mini-unit that incorporates a variety of learning techniques that include individual study, small group work, whole group discussion, hands-on creation, and math work. Weve managed to introduce information in various ways that will hopefully stick with the students and because of a deeper understanding of the calendar system, the students may be able to now use critical thinking to apply some of these concepts to other civilizations, calendars, or predictions for the future. This is the beginning of integrating social studies into the total curriculum. By understanding how subjects can work together and interrelate, we can now have aspects of civics, economics, history, sociology and more social studies topics in all of our daily work. Rather than work on a bland math problem, why not tackle a real-life scenario that revolves around a current issue in your town? Learn the math, use the math, and think about the community and potential solutions to a problem all together.

SOCIAL STUDIES IN THE CLASSROOM CLASSROOM PLAN OF SOCIAL STUDIES EDUCATION A. Standards and Goals Curriculum goals are an aspect that begin with teachers and planning but should ultimately involved the students as they help shape goals by adding their own interests

and knowledge. Curriculum goals should be set early and then reinstated throughout each unit (Parker, 2005). One strategy that allows students to help focus goals are using a KW-L strategy or pre-unit activities to learn how much a student knows about a social studies subject.

B. Yearlong Curriculum Example TABLE 1: Yearlong Curriculum Example for 7th Grade Class
TIMEFRAME Quarter 1 TOPIC Introduction to Geography and Alaska North America STANDARDS National Geography Standards #1-18 AK State Geography Standards A-F ENDURING UNDERSTANDINGS (SAMPLE) Basic geography skills and concepts Understanding the Earth and its patterns The cultures of the Americas are diverse ESSENTIAL QUESTIONS (SAMPLE) What geography skills can we use to explore Alaska? How can we use these skills to learn about Alaskan cultures? Can we use these same tools to learn about North America and compare cultures? Quarter 2 South America Europe Ancient Civilization, Mesopotamia National Geography Standards #1-18 AK State Geography Standards A-F European influence affected social, cultural and religious aspects of colonization in the Americas Students should understand what makes up a civilization and things that can/have lead to decline Quarter 3 Middle East Africa Australia, Oceania, Antarctica National Geography Standards #1-18 AK State Geography Basic geography skills and concepts Understanding cultural differences Humans modify their physical environment How did colonization influence South America? What influences did European contact make on the Americas? What is civilization? How they develop? What issues lead to decline? What are common characteristics of these areas? How does culture and experiences affect a persons view of other

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Standards A-F We can find patterns of human settlement

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places and regions? How do cultural stereotypes occur? How do humans modify the physical environment? What patterns of human settlement have an impact on Australia, Oceania and the Antarctic?

Quarter 4

Asia World Review

National Geography Standards #1-18 AK State Geography Standards A-F

Population affects economics and politics Asia contributes significantly to the global market in a variety of ways

How does population and distribution impact economics, politics and social stability?

What contributions does Asia make to the global economy?

Understanding our world histories & geography can help us interpret present challenges and make future predictions

In what ways can we use geography to understand the present and make future predictions?

C. Methods I believe that the first step in teaching is planning. To create an ideal yearlong curriculum of social studies I would utilize a backward design model that emphasizes enduring understandings (a significant idea that should be remembered over time) and essential questions (main points to get to the enduring understandings) to guide my planning (Wiggins and McTighe, 2005). To meet these goals and target skills and knowledge, I would use a variety of teaching methods and differentiation. Many examples of methods for instruction have been included earlier in this statement (see how students learn social studies and the role of the teacher). Methods should be engaging, varied, and include differentiation.

D. Assessment Authentic assessment techniques that take into consideration student growth throughout the year will ideally fit into a backwards design unit. I plan to utilize journals,

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portfolios, and hands-on projects as well as the school and district required standard tests for assessment and grading purposes.

Conclusion While detailed in practice, my philosophy of social studies can be stated much more simply. Social studies is the breadth study of many aspects of our world; past, present and future. To truly embrace the many facets of social studies and pass on knowledge to students, we as educators must use teaching practices that take students interests, learning preferences, and skills into consideration so that we create a learning environment that is engaging, challenging and encourages growth. Through time we strive to teach students the skills and give them the tools they need to be independent, self-guided learners in all subjects. When they apply these skills and tools to social studies, they become influential members of society.

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References

Alaska State Board of Education and Early Development. (2006). Assessment, Accountability and Student Information. Retrieved February 1, 2012 from Department of Education & Early Development: http://www.eed.state.ak.us/tls/assessment/GLEHome.html

Daniels, H., & Bizar, M. (2005). Teaching the Best Practice Way: Methods that Mattter: K-12. Portland: Stenhouse Publishers.

Mackenzie, R.J., & Stanzione, L. (2010). Setting limits in the classroom. New York: Three Rivers Press.

National Council for the Social Studies (2002). National curriculum standards for social studies: introduction. Retrieved from http://www.socialstudies.org/standards/introduction Parker, W.C. (2005). Social Studies in Elementary Education. (12th ed.). Boston: Pearson Education. Spangler, Katy. What is Social Studies?. [Video Lecture]. Viewed February, 2012. Juneau, AK: University of Alaska Southeast.

Tomlinson, Carol Ann. (2001). How To Differentiate Instruction in Mixed-Ability Classrooms. Virginia: Association for Supervision and Curriculum Development.

Wiggins & McTighe. (2005). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.