Page 199 - Powerful Social Studies for Elementary Students 4th Edition

about the need for rules to regulate social interactions are developed as part of establishing a classroom learn- ing community. Subsequently, an emphasis on core democratic values should pervade all social studies teaching (not just lessons on civics and government). Focusing on these values and the knowledge content associated with them will help you address potentially controversial content authentically while avoiding either an overly celebratory or an overly critical treatment of American political traditions. Given the divisiveness and polarization that has characterized the nation’s political climate in recent years, we would emphasize two key goals in teaching about civics and government: developing appreciation of why governments are needed and the kinds of resources and services they provide for
people, and emphasizing the importance of serving the common good and accomplishing as much as possible for as many as possible (rather than winning or losing battles) as basic orientations to politics.
Finally, the primary purposes and goals of social studies imply that discipline-based content ought to be embedded within global and multicultural perspec- tives. This includes analyzing events within the context of the time, place, and political structure in which they occur, portraying cultures from an insider’s perspec- tive, and fostering empathy while avoiding presentism and chauvinism. Students should learn to notice and appreciate the significance of events occurring all around the world (not just in the United States) and to analyze them with attention to multiple perspectives.
CHAPTER 7 How Can I Teach the Other Social Sciences Powerfully? 171
Reflective Questions
1. How does developing content in the social sci- ence disciplines link to the goal of preparing students for their life roles?
2. How can a novice teacher include the social sciences within units of instruction (that go beyond the textbook) without becoming overwhelmed?
3. If you were to expand your social studies program by addressing psychology, sociology, economics, and political science described in this chapter, how would you prioritize them at your current or preferred grade level? Why?
4. Economics traditionally has been minimized in the elementary grades. Why? What can you do in your classroom to overcome this mindset?
5. Imagine you have been charged with embedding psychology, sociology, economics, and political science within a global and multicultural per- spective. Identify a unit you will teach in your classroom. What would you add? Delete? What would be the ideal results?
Your Turn: Applying Social Science Concepts within Your Learning Community
Our hope is that you have already accomplished a lot toward the development of your learning community—if you have your own classroom. (If you are at the stage of observing or interning, begin by putting your plans on paper.) You can help your students see the connections between life in your classroom (a microcosm of society) and what goes on in other places by leveraging content associated with psychology, sociology, economics, and political science and making it more explicit. Authentic representations will make the content more meaningful and memorable.
We encourage you to review this chapter and list the key concepts and big ideas associated with each of
the four disciplines. Then prepare a matrix describing how each applies to your learning community; add questions to be discussed in your class meetings that will stimulate conversation and critique associated with each; and list possible unit infusions.
The matrix (shown next) is intended as a planning tool. The general rule is that less is more; therefore, think about natural places for inclusion rather than attempt to infuse big ideas from each of the disciplines in every unit. Also, think about natural occasions for doing some foreshadowing, knowing that big ideas from a specific discipline will be emphasized in an upcoming unit.
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