Page 47 - Powerful Social Studies for Elementary Students 4th Edition

There are many curricular and instructional approaches for social studies, most of which are tangen- tially connected to the longstanding sequence of expand- ing communities. These approaches embrace citizenship; address disciplinary knowledge and data-gathering skills; emphasize opportunities to examine, critique, and rethink past traditions, existing social studies practices, and methods of problem solving; and provide personal development with emphasis on a positive self-concept and a sense of personal efficacy. There are unlimited ways you can help students grasp what social studies is all about and how it connects to their heads and hearts.
One teacher whom we have observed does a remarkable job introducing to her class the meaning of social studies. She uses the globe, maps, charts, and cultural artifacts; vignettes involving real-life problems, historical documents, and so on, explaining how her students throughout the year will come to make sense of these as a part of life’s story. As a result of analyzing this information and the values connected to it, they will be prepared to make informed decisions about geo-
graphic, social, historical, civic, and other issues that impact their lives now and in the future.
Another teacher connects content examples with student projects from the previous grade. She then spends time reflecting on the content covered, insights acquired, and so on and begins showing how those prior experiences are connected to this year’s social studies curriculum. At the end of the year, the students are interviewed by the upcoming teacher about what they have learned, and the teacher helps them begin to form links with the social studies subject matter that will be addressed next year.
After you have carefully planned your approach on paper, collect visuals to illustrate your key points. Share your plan with a peer and elicit feedback. Remember, if we want our students to be excited about social studies, we need to let them in on what it is and why it is impor- tant, using more than just words. Knowing what that picture on the puzzle box will look like—at least in broad terms—will go a long way toward creating a desire to participate in “making meaning” from it.
CHAPTER 1 Elementary Social Studies: What Is It? What Might It Become? 19
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