Page 78 - Powerful Social Studies for Elementary Students 4th Edition

50 Powerful Social Studies for Elementary Students
because they will detract from your learning commu- nity goals. Find a peer who would also be willing to participate in this exercise. After you have both com- piled your lists, discuss them.
After this preliminary activity, review your list and add or delete if needed. Then find a quiet spot and, using the list as a starting point, spend at least an hour creating your vision for your classroom learning community (use drawings, pictures, and such if you find this helpful). Then, put your statement aside, but work on it for 30 minutes every day for a week. Finally, spend time developing a long-range plan for launching the learning community in your classroom. Remember, it is a yearlong process. Accumulated experiences will expand your understanding and build your confidence in implementing the learning community approach to democratic life in classrooms, yet you will begin anew each year as you meet a new class of students and jour- ney through the process together.
Review the key points made in the chapter, noting especially those that were new to you. Remember that the maintenance component of your community is absolutely essential. Your efforts will be realized gradually. What you lose in instructional time during the first few weeks of school as you build your community will be returned tenfold by the end of the year.
After the key elements of the community are in place, an introductory unit focusing on childhood/ adolescence can serve as a powerful springboard for learning a lot about your students, engaging them in very personal ways, and at the same time introducing them to the historical, geographic, economic, and cul- tural frames for their yearlong program. Select from the following topics to get started in planning your unit. You might consider working with a peer.
Elements of Childhood/Adolescence Specialness
Children Around the World Birthdays
Rites of Passage
Children and Work
Schools—Past and Present
Children as Consumers
Adults Provide for Children’s Needs Childhood Talents and Interests Children Make a Difference
Look for places where cooperative learning is appro- priate. Keep a reflective journal as you teach the unit See Alleman and Brophy (2003b).
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