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Social Studies

Young learners do not become responsible, participating citizens automatically. They

need to engage in frequent opportunities to make daily decisions about democratic concepts and

principles that are respectful of the dignity and rights of individuals and the common good. They

need to participate in learning experiences that involve core values of democracy, including

freedom of speech and thought, equality of opportunity, justice, and diversity. Teaching students

to think critically and to be aware of their thinking processes while learning how to work with

others helps students to become capable citizens (Solomon, 1987). Thoughtful and deliberate

classroom engagement related to controversial or ethical issues provides opportunities for

elementary students to practice critical thinking skills while examining multiple perspectives. 

The National Council for the Social Studies (2010) describes the aim of social studies as

“the promotion of civic competence—the knowledge, intellectual processes and democratic

dispositions required of students to be active and engaged participants in public life”. Solomon

(1987) extends this definition to include that an aim of social studies “is to understand the

perspective of others” (p. 565). This 3rd grade lesson requires the student to investigate an issue

and examine the perspectives of others. The advancement of “liberty and justice for all,” as

envisioned by our country’s founders, requires that citizens have the knowledge, attitudes and

values to both guard and endorse the principles of a constitutional democracy. In this lesson, I

provided students with purposeful and meaningful learning experiences that is challenging,

developmentally appropriate, and reflective of contemporary social and diverse global realities.

In order for the students to understand the Suffrage Movement it was important that they

understood the rights that did not extend to women. To do this, the class agreed on a topic to vote
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on and then the class was divided into 2 voting groups, “ones” and twos”. After creating a voting

poll ad ballots, I announced to the class that the “ones” were not allowed to vote.

In the project presented, these thinking skills are designated to engage students in

historical inquiry by interpreting and evaluating past events. Parker and Jarolimek (1984) explain

that these skills are necessary for a constructive citizen in society who must be able to accept and

respect diversity, consider the interdependence that cultural groups have on one another when

addressing social problems, and to think critically of the status quo. In this lesson, when the

“ones” lost the right to vote, the class was better able to understand how the suffrage movement

fought for women to have a voice in politics and history, that has shaped our world today.

Our global community owes children opportunities to explore the variety and complexity

of human experience through a dynamic and meaningful education. When children are immersed

in age-appropriate democratic strategies, and engaged in meaningful inquiry, they construct the

foundational skills that prepare them to participate respectfully and intelligently in a nation and

world marked by globalization, human diversity, and societal change. Teachers, as Parker and

Jarolimek (1984) describe, should strive to be citizenship role models for their students. When

students see adults in their lives modeling what it means to be an informed and engaged citizen it

is a powerful and effective way of learning.

Lesh (2011) describes his methodology of teaching history as “historical

thinking” in which he teaches students a specific set of thinking skills to analyze and interpret

historical events. “The key historical thinking skills—causality, chronology, multiple

perspectives, contingency, empathy, change and continuity over time,

influence/significance/impact, contrasting interpretations, intent/motivation, and source work—

unify [his] approach to teaching history” (p. 5). These thinking skills do not need to be
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designated solely to look at events in the past, but can be used to interpret and evaluate events in

the current day as evidenced in the project presented. Social studies teachers have a unique

opportunity to teach students critical thinking skills and create laboratories of the social sciences

in which students can practice and test their skills to prepare them for life as citizens in a

democratic society.
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References

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

7-12. Portland, ME: Stenhouse Publishers

National Council for the Social Studies. (2010, September 15). National curriculum standards for

social studies: Introduction. Retrieved from

https://www.socialstudies.org/standards/introduction

National Council for the Social Studies. (2013). The college, career and civic life (C3)

framework for social studies and state standards: Guidance for enhancing the rigor of K-

12 civics, economics, geography and history. Silver Spring, MD: National Council for the

Social Studies.

Parker, W. & Jarolimek, J. (1984). Citizenship and the critical role of the social studies. NCSS

Bulletin: 72. Boulder, CO: SSEC Publications.

Solomon, W. (1987). Improving students’ thinking skills through elementary social studies I

instruction. The Elementary School Journal, 87 (5). 556-56. Retrieved from

https://doi.org/10.1086/461517