Page 312 - Powerful Social Studies for Elementary Students 4th Edition

CHAPTER 14
Barbara Knighton, Experienced Teacher
When I read the title to this chapter, I literally sat straight up in my chair ... RESEARCH! When I started teaching 20 years ago, I would have passed this chapter by quickly. However, research seems to come up in every staff meet- ing and curriculum development conversation we have. We are being asked to look for and use research-based strategies in our classrooms more and more. Any information about finding good research and incorporating that into my teaching is more than exciting.
Right away this chapter grabbed my attention by talking about high stakes testing. I’m certain that there isn’t a classroom teacher in America who doesn’t feel some sort of pressure from the NCLB (No Child Left Behind) legislation. As I read this section, I found myself rereading and pondering changes in my fall lesson plans. In our state, the testing occurs
in the fall, shortly after students return to
school. I knew that I needed to make some
adjustments to my test prep activities, and
finally here were some practical suggestions.
In particular, this book suggested connecting the standards for social studies and literacy as well as going beyond the minimum that is required. Reading this gave me permission and justification to take my students further into social studies, especially if I could pair my social studies content with literacy skills. Writing is a major focus for us, particularly writing in
WHAT IS THE RESEARCH BASE THAT INFORMS POWERFUL SOCIAL STUDIES TEACHING?
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TEACHER VOICE