Page 198 - Powerful Social Studies for Elementary Students 4th Edition

170 Powerful Social Studies for Elementary Students
issues. Whatever you are teaching about in social studies at any given time, it is likely that at least some of your students’ families are connected to the topic in some way. Capitalizing on these connections allows you to personalize what otherwise might be an abstract learning experience for many students, and in the process promote appreciation for cultural diversity and encourage conversations about school-related topics between students and family members.
How will the instructional materials and activities in your classrooms reflect diverse perspectives? How will you involve students’ families in class activities about cultural diversity?
Technology Tips
Digital Age: Technology-Based K–12 Lesson Plan for Social Studies (Bennett & Berson, 2007) is a great resource for technology-based lesson ideas. Consider the following resources for teaching political science: www.kidsvotingusa.org and bensguide.gpo.gov/. For ideas about teaching economics, see www.storyofstuff. com/, www.econedlink.org/, and the computer game, SimCity. As we have cautioned previously, carefully evaluate resources for accuracy, clarity, and cultural sensitivity before using them in your teaching.
Summary
This chapter addresses elementary social studies appli- cations of content drawn from psychology, sociology, economics, and civics and government (political sci- ence). Psychological content as such appears primarily in kindergarten and first grade, in lessons about oneself and one’s social relationships. However, it is helpful to bear in mind that young children tend to take a psycho- logical/narrative perspective on social studies content rather than a social science/analytic perspective. Also, supporting the development of positive personal iden- tities is part of the rationale for the mutual respect and appreciation of diversity aspects of creating a learning community.
Sociology content is emphasized in studies of neigh- borhoods and communities as well as in content deal- ing with social status and associated roles studied in lessons on history or cultures. Elementary teachers have many opportunities to sharpen students’ aware- ness of their social involvements and the trade-offs associated with them. Children are very interested in issues surrounding fairness and justice, which makes
them very interested in social studies content dealing with past or present inequities related to gender, race, ethnicity, or other status characteristics.
Economics addresses decision making about all kinds of resources, not just money. Elementary stu- dents can learn many of its most basic concepts expe- rientially through activities calling for them to make decisions about how to spend their time or money. Although they often have personal experience in saving for and buying toys, most children do not know much and often harbor misconceptions about even basic economic aspects of society (e.g., business transactions and profits, banking operations, home financing, credit cards, the effect of supply and demand on prices). Economists have done a good job of identifying the most basic economic concepts and principles and developing experiential learning programs for use in the elementary grades.
Elementary social studies features considerable content relating to civics and government, although it does not teach political science as such. Basic appreciation
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