Page 300 - Powerful Social Studies for Elementary Students 4th Edition

272 Powerful Social Studies for Elementary Students
have been created over time, the changes they have undergone, and the reasons for these changes. As a follow-up to lessons comparing homes of the distant past, the recent past, and today, students could be asked to identify ways that their homes differ from the homes of earlier time periods, seek help from family members in writing their responses, and bring to school a list of differences accompanied by a paragraph explaining which type of home they would most like to live in and why (e.g., cave or stone hut, log cabin, modern frame house). In one of our classroom observations, we found that students were divided on their home pre- ferences. About half favored the modern home because of the conveniences, but most of the others preferred the log cabin due to the adventure and curiosity associated with it. In addi- tion, two students and their families preferred caves due to simplicity and mystery.
Constructing Meaning in Natural Ways and Engendering
a Sense of Self-Efficacy
Meaningful homework assignments that focus on the unit goals provide a natural mech- anism for situated learning and the social construction of knowledge, as students share and discuss with their families what they are learning in school. Interactions with fami- lies challenge them to use higher-order thinking as they apply the learning to real-world settings. In a unit on clothing, for example, one of the goals might focus on economic decision making (e.g., what constitutes a “good buy”). A homework activity might call for a family discussion about establishing a clothing budget, addressing associated issues such as how families decide when it is time to consider larger sizes for a growing child and what the implications of that economic decision are. During one of our classroom observations, a child explained to the class that if he were willing to wear the coat his older brother had outgrown, he could save his family some money. Another child pro- claimed that he was wearing a “new” shirt that his mother had purchased at a garage sale for 25 cents. He proudly rationalized that he was growing quickly and the shirt was silk— expensive if purchased brand new. These examples illustrate how home assignments can provide natural opportunities for students to contribute ideas—sometimes even educate their families—as they examine the powerful ideas of choices and trade-offs that influence and regulate their social experiences and decisions (Alleman & Brophy, 2000).
Choice Making
I need a new coat. My options are:
Self-efficacy is a sense of empowerment, of being able to make a difference using what has been learned (Bandura, 1989; Bandura & Schunk, 1981; Schunk, 1991). It is a confi- dent state of mind that says “I can do it. I can contribute. I can decide. I can figure it out.” Teachers and families can provide information and opportunities for students to make intelligent decisions in the real world—as well as begin to understand and explain why things are as they are and how they came to be. These experiences contribute to the students’ development of self-efficacy.
Extending Social Studies Education to the Home and Community by Involving Adults in Interesting and Responsible Ways
Parents and other family members usually value becoming involved with children’s learning in meaningful ways. While baking cookies for the special party is helpful, and
Copyright 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Wear older Second time On sale at
brother’s Garage sale around store department store Other