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Social Studies is a multidisciplinary approach to critically analyzing the subjects

of history, geography, economics, and civics in an effort to be well informed and active local and

global citizens. According to the National Council for the Social Studies (2010), “The primary

purpose of social studies is to help young people make informed and reasoned decisions for the

public good as citizens of a culturally diverse, democratic society in an interdependent world”. I

believe that in order for students to truly understand and appreciate society and all its cultural

diversities they must be taught the necessary skills to help them become active, knowledgeable

and contributing members of society themselves.

My goal as a teacher, is to approach Social Studies with a more constructivist

style through historical thinking, student led discussions, investigating multiple perspectives, and

through modes of transmission and inquiry. Here is a lesson on Southcentral Alaska that I taught

to a fourth grade class consisting of twenty-six students. The Alaska Content Standards that I

covered in the lesson included: Geography A.1. use of maps and globes to locate places and

regions, and History B.2. understand the people and the political, geographic, economic, cultural,

social, and environmental events that have shaped the history of the state, the United States, and

the world. I really wanted students to gain an understanding about Southcentral Alaska

including: population, culture, industries, ecosystems/climate, and animals that live in this

particular region. In order to meet the standards, I had students think historically where we

investigated and found stories and various forms of information from different perspectives that

told us the history of this area. “Having students confront the past through the lens of an

interpretive question, interrogate historical evidence, and apply that evidence to the

development of an evidence based answer is a model that increases the opportunities for

student and love of subject matter intersect” (Lesh, 2011, pg.209).

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I also had students create a triorama-3D graphic organizer because it fit well with the

material that we were covering on Southcentral Alaska. “Some students learn information more

vividly if it is presented in a diagram or a similar graphic. And for all of us, perhaps, certain

connections and insights are easier to teach and to imagine if they appear as a visual text”

(Moline, p 12). While the lesson focused on creating a map, the triorama helped me to put a

little more focus on the Athabascan culture who traditionally lived in this area. Prior to making

the triorama, the class discussed details about the culture while we passed around photos to

represent the information. Students then took this information and created a triorama about

the culture of Athabascans. Creating a graphic organizer helped students make a connection

with the material we were studying and it is also good for students who are visual and logical

thinkers.

I also created a pictorial input chart which is a GLAD strategy when creating a map of

Southcentral Alaska. According to the “GLAD resource book” (n.d.), using this strategy makes

vocabulary and concepts comprehensible, supports brain imprinting, aids in organizing

information, and also becomes a resource for students. Prior to instruction I created a picture

supported chart on Southcentral Alaska that I filled in during instruction. Part of this strategy is

to discuss the map while you place pictures on the map. I have found that this is such a positive

cooperative learning strategy that promotes excitement to learn new material.

Using an inquiry approach in my classroom where we focus on learning content as a

means to develop information-processing and problem solving skills seems to works well. I want

to put more emphasis on “how we come to know” and less on “what we know”. I want students

to be involved in this process through active involvement. I will continue to use transmission
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strategies such as: lecture, voice thread/digital production, note-taking, shared reading, and

dynamic demonstrations. “Inquiry is at its best when teachers design the learning experience to

include plenty of opportunities to work with others. The best inquiry learning experiences

represent a process intended to engage learners in discovery, not as an assigned task or an event”

(Koechlin & Zwaan, 2014, p. 10). I will continue to use inquiry strategies that include: mock

trials, role playing, case studies, debate, oral histories, role-modeling, mini-societies, and

learning centers. Using an inquiry approach in my classroom that includes the transmission and

inquiry strategies listed above provides the opportunity for student to shift from “studying” to

“doing” social studies. Incorporating an inquiry based approach creates an active and engaged

classroom by offering diverse learning opportunities that are designed to appeal to varying

learning styles, inspire curiosity, motivate discussion, and spark new ideas in students.
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References:

G.L.A.D Resource Book (Guided language acquisition design). (n.d.). Retrieved from

http://www.ahisd.net/common/pages/UserFile.aspx?fileId=5074816

Koechlin, C., & Zwaan, S. (2015). Q tastks: How to empower students to ask questions and care

about answers 2nd  ed. Moorabbin: Hawker Brownlow.

Lesh, B. A. (2011). “Why won’t you just tell us the answer?”: Teaching historical thinking in

grades 7-12. Portland, Me.: Stenhouse.

Moline, S. (2012). I see what you mean: Visual literacy K-8. Portland, Me.: Stenhouse.

National Council for the Social Studies. (2010). National curriculum standards for the social

studies: A framework for teaching, learning, and assessment. Silver Spring, MD: Author.