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04/19/23Kevin G. Tucker/University of
Belize 2
1. Describe the characteristics of powerful social studies.
2. Explain the model for meaningful social studies instruction.
3. Describe participatory citizenship in a democracy.
4. Define social studies as an integrated school subject with the goal of promoting civic competency.
04/19/23Kevin G. Tucker/University of
Belize 3
5. Describe how the structure for social studies instruction demonstrates the use of best practices by teachers who have social studies pedagogical content knowledge.
6. Evaluate a social studies lesson plan by identifying the degree to which it applies social studies pedagogical content knowledge
04/19/23Kevin G. Tucker/University of
Belize 4
Social studies is about our social world It is about people
◦ What they do◦ How they interact with each other and with the
world.◦ Social Studies happens every time a child figures
out a short cut to take home◦ Asks a question about whether the classroom
rules should be changed
04/19/23Kevin G. Tucker/University of
Belize 5
Powerful social studies is meaningful, integrative, value based, challenging and active (National Council for Social Studies, 1994).
04/19/23Kevin G. Tucker/University of
Belize 6
Social Studies leaning is personal
◦ Students take information they get through their senses and from interacting with others and interpret it in terms of their prior knowledge of the social world.
04/19/23Kevin G. Tucker/University of
Belize 7
Students reconstruct their prior knowledge, so it becomes more powerful in helping them to make decisions (Scheurman & Newman, 1998; Sunal, Sunal, & Haas, 1996).
04/19/23Kevin G. Tucker/University of
Belize 8
Powerful Social Studies
Is Integrated
Is Challenging
Is value Based
Is meaningful
Is Active
04/19/23Kevin G. Tucker/University of
Belize 9
The view that students construct their own knowledge has great implications for social studies education.◦ Students must have information to act on:
evidence developed through their own experience that they can be related to the ideas and skills being taught.
◦ Students collect this evidence by making observations of, and interacting with, people, educational materials, and objects.
04/19/23Kevin G. Tucker/University of
Belize 10
Students think about information, relating it to their prior experiences and knowledge.
They consider the information they acquire using familiar ways of thinking.
They make predictions and encounter challenges.
04/19/23Kevin G. Tucker/University of
Belize 11
It is through such challenges to our present way of thinking that we come to understand new ideas (Sunal, Sunal, & Haas, 1996)
Students need to classify and describe the materials, experiences, and information they observe
04/19/23Kevin G. Tucker/University of
Belize 12
Student are in a safe and
supportive learning community, rich with experiences
and materials
Students brings everyday experiences with the social world into the
classroom
Students reflect on everyday objects and events - exploration
Students gathers evidence,
discovering patterns and relationships
New meanings for everyday experiences result in meaningful
learning
Students reflects on experiences in a new way, deciding what is really important to
the student, the family and the
community
With new skills and knowledge, student sees experiences in
a different way
04/19/23Kevin G. Tucker/University of
Belize 13
Many teachers understand that classroom instructions take place along a continuum instructional activities.
Greater Student Control Greater Teacher control
04/19/23Kevin G. Tucker/University of
Belize 14
Greater Student Control Greater Teacher control
At one end of the continuum are instructional activities with greater teacher control that allow students little opportunity for input.
04/19/23Kevin G. Tucker/University of
Belize 15
Greater Teacher control
At the other end of the continuum are instructional activities with greater student control that involve students as active participants who decide what issues they will and how they will collect data on questions they have regarding those issues.
04/19/23Kevin G. Tucker/University of
Belize 16
As teachers, we need ◦ content knowledge specific to social studies and
the general pedagogical knowledge used in teaching all subject areas, such as classroom management skills.
◦ To be working to build our pedagogical content knowledge (PCK), the knowledge of how to teach social studies (Shulman, 1987 Pajaras, 1992).
04/19/23Kevin G. Tucker/University of
Belize 17
To teach social studies well
◦ We must have PCK that helps us to select appropriate instructional strategies that will best help our students learn social studies content and inquiry skills.
04/19/23Kevin G. Tucker/University of
Belize 18
Greater
Teacher
Control
Greater
Student
control
Students respond to the initial question and ask some
questions
Students present initial
questions
Students answer all questions
Teacher helps students generate
questions and adds additional questions and
resources
Teacher presents the
initial question
stimulus and accepts some
student suggestions
Teacher asks all
questions
04/19/23Kevin G. Tucker/University of
Belize 19
A general goal for school curriculum should be facilitating students’ development of an awareness, appreciation, and understanding of key social studies concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity (National Council for Social Studies, 1994b, National Research Council, 1996
04/19/23Kevin G. Tucker/University of
Belize 20
Social studies content
General Pedagogical knowledge
Pedagogical Content Knowledge
04/19/23Kevin G. Tucker/University of
Belize 21
Citizenship ◦ Active participation in community and national
decision making (Barr, Barth, & Shermis, 1977; Goodman & Adler 1985)
Being an active, participatory citizen means◦ students ask questions◦ decide on answers to questions based on related
information◦ act to bring about changes in their everyday
social world.
04/19/23Kevin G. Tucker/University of
Belize 22
Making thoughtful decisions requires citizens to have content knowledge in many areas and to know how to use and evaluate the evidence their knowledge gives them.
04/19/23Kevin G. Tucker/University of
Belize 23
Individual educators place a greater emphasis on any one of the following six view points.
1.Teaching history and geography2.Understanding social science3.Facilitating cultural transmission4.Supporting personal development5.Developing reflective thinking skills6.Encouraging rational problem solving,
decision making, and social action.
04/19/23Kevin G. Tucker/University of
Belize 24
Social studies has been called “the great connection” by Goodman and Adler (1985).
It is the core to which all parts of the elementary and middle school curriculum can be tied.
Social studies can integrate mathematics, science, art, music, physical education, health, reading, language arts, and all the other content areas.
04/19/23Kevin G. Tucker/University of
Belize 25
Social studies is an interdisciplinary approach that relies heavily on the content of social science and history to achieve its goal of preparing people to be active citizen of a democracy.
04/19/23Kevin G. Tucker/University of
Belize 26
Social studies is the integrated study of social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, religion, and sociology, as well as appropriate content from humanities, mathematics, and natural sciences.
04/19/23Kevin G. Tucker/University of
Belize 27
The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.
04/19/23Kevin G. Tucker/University of
Belize 28
SOCIAL STUDIES
Anthropology
Economics
geographic
History
Archeology
Law
ReligionPhilosophy
Illustrate your ideas about primary school social studies teaching.
Include social studies knowledge, meaningful learning, exploration, social studies and students, gathering evidence, and everyday experience. Group and order your ideas, indicating relationships with arrow
Discuss: the similarities and differences between your webs.
Do you think differences in the grade level you are teaching, or anticipate teaching, might be a contributor to the differences?
04/19/23Kevin G. Tucker/University of
Belize 30