Page 148 - Powerful Social Studies for Elementary Students 4th Edition

120 Powerful Social Studies for Elementary Students
conduct inquiry into historical aspects of the local community. By the time they study state history in fourth grade and U.S. history in fifth grade, they should have acquired dispositions toward historical empathy
and basic understandings about historiography as evidence-based interpretation that is open to multiple perspectives and does not always lead to unambiguous conclusions.
TeachSource Video Case
Multicultural History Curriculum. As you watch, consider the following questions: What does multiculturalism look like in practice? Why is studying historical accounts from multiple perspectives important? How will you teach about Christopher Columbus?
Visit the Education Media library to view the TeachSource Video Case Benefits of a
Reflective Questions
1. How would you respond to individuals who believe that the teaching of big ideas associated with history should relate to the development of students’ life roles in work, family, leisure, and as a citizen? Provide examples to support your response.
2. Often classroom teachers introduce students to timelines by using the ones in their textbooks. What is your opinion of this?
3. What do you view as the historical priorities appropriate for your grade level and how might you teach them more meaningfully?
4. What do you view as the benefits of incorpo- rating more big ideas associated with history in your current social studies curriculum?
5. Some educators believe that history is a multi- cultural study. Do you agree? Why? Why not? If you agree, what does this look like for the novice or practicing teacher?
Your Turn: History in the Intermediate Grades
If the focus of social studies at your grade level is history, we suggest that you obtain and review the national his- tory guidelines, guidelines available at the state level, and your district’s or school’s curriculum guide at your grade level. Then carefully examine the textbook if one has been adopted. If you have developed your own units, you will want to revisit these materials too. As you inspect all of these sources and reflect on what you have read in this chapter, use the grid shown in Figure 5.1 to plot specific examples that correspond to the principles for teaching history in your classroom. Once you have iden-
tified weak spots, spend time revising your program to be reflective of the principles. We think this exercise will bring you one step closer to presenting a social studies course in history that is meaningful and usable. Select one of the following options:
After planning a unit using the guiding principles for history teaching outlined in this chapter, share your plans with a “history buff.” Elicit that person’s reactions regarding the “love” of the subject you hope to impart— as well as the “meaningfulness” that you hope will result.
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