Essay on Social Studies Interview and Standards Investigation

In all three of these artifacts, I have developed relevant, integrative, challenging, and exploratory units of study. The “Preserving the Past” unit incorporates all four core subjects as well as a service learning opportunity. My interdisciplinary unit on geography connects Language Arts with Social Studies with visual art mixed in, and the Greek mythology ELA unit was taught in conjunction with a Social Studies class (1). The Civil War unit and NC geography unit I have created incorporate Common Core standards as well as NC Essential standards. Lesson plans and assessments in all of these units were created using backwards design in which I started by looking at the standards and objectives students would be expected to reach and based my assessment based on those objectives (2,10).

The changes are meant to help the student to have a better understanding of the social studies in preparation for middle school. For instance, every grade in elementary level has the Map and Globe skill as the next to the last topic to help the student learn how to use maps to retrieve social studies information. Additionally, the syllabus gives a more detailed approach, which the teacher must address fully. The information processing skills as mentioned earlier is also one of the vital changes (GADOE, 2016).

High school history textbooks are seen, by students, as presenting the last word on American History. Rarely, if ever, do they question what their text tells them about our collective past. According to James W. Loewen's Lies My Teacher Told Me, they should be. Loewen has spent considerable time and effort reviewing history texts that were written for high school students. In Lies, he has reviewed twenty texts and has compared them to the actual history. Sadly, not one text measures up to the author's expectation of teaching students to think. What is worse, though, is that students come away from their classes without "having developed the ability to think coherently about social

Also, throughout curriculum development the goals and aims of the curriculum need to be taken into account. Without specific goals and aims for the curriculum, the curriculum could be unfocused with no purpose identified. Within the social studies curriculum that I analyzed, I noticed societal goals for the curriculum (Posner, 2004). Societal goals are emphasized because the curriculum supports the development of knowledgeable and engaged citizens within our country. By understanding the goal of my curriculum I am better able to understand the purpose of what I am teaching, which in turn helps me to differentiate for my students while still keeping the ultimate goal in mind. I also was able to identify the further learning aims within the curriculum (Posner, 2004). By identifying this aim I was able to see how the curriculum I was teaching tied into the curriculum that the students would experience in subsequent grades. By reflecting on the further learning aims I was able to see how my teaching was a valuable piece of a bigger puzzle

There are a great number of things that can create problems for students in regards to their academics. One such issue is misunderstandings. There are some that are more common than others and will be identified in order to recognize potential problem areas and solutions. In addition, there are some misconceptions that are associated with particular content areas. One content area that will be under scrutiny will be the Social Studies classroom. These potentially problematic instances will be identified and methods will be devised using the “Backward Design” (Wiggins, & McTighe, 2005) approach in an attempt to reduce issues the teacher may face.

Andre Ebbinkhuysen is the subject of my culture interview. I chose him because I was interested in learning more about the South African culture and its history. We met at McDonalds on South College Road on Friday, June 10th at 11:00 am and interviewed for about an hour. I felt very comfortable interviewing him, as we share a secondary group at Cape Fear Community College, sitting right next to each other in our Sociology class. I feel I know him better than a stranger I would have tried to approach for this interview.

With its charts, graphs, and political cartoons, on the surface the Document Based Question (DBQ) is certainly more visually appealing than a standard multiple-choice assessment or traditional instructional strategy. However just how effective and authentic is the DBQ? What rationale do teachers, school districts, and state departments of education have for choosing the DBQ as an integral part of the social studies curriculum? What sort of psychological and social foundations of curriculum are rooted in the DBQ? A review of published literature regarding the DBQ provides some insight into these questions.

I had the pleasure of interviewing one of our church parisinors, Ms. Maria. Ms. Maria is 75 years old Hispanic woman who has been a widow for the past three years. Ms. Maria was basically a stay at home Mom when her children were young and when she did work she worked as an assembly line worker. Her wages were low and her pension that she currently receives is not enough to meet her monthly needs. Her husband was the main bread winner prior to him dieing of a massive heart attack at the age of 78 while he was at work. Her husband was a cook in a resturanrt and had decied to continue to work until some of their loans were paid off. Since his death, Ms. Maria has been depressed, anxious and struggling to make ends meet and has recently been diagnosed with hypertension. Her three children live out of state a don’t get to visit often.

Social Studies is a very complex subject for educators to teach and for the students to be interested in learning, this is because it includes so many different disciplines. Not to mention, society is rapidly changing socially and technologically which affects what social studies content is being taught to our students( Passe,J 2002). In past years students were forced to learn at a relatively low cognitive levels, it lack the full meaning social studies that could be transferred into real life situations. It is because of this

When it comes to classroom resources in social science and history classrooms, we are kind of limited. I think it is pretty clear that most courses

Students come to the classroom with their own ideas and pre-conceived notions. As a future educator it is important for me to understand what students know and where there are misunderstandings. These incorrect ideas about our world and history translate into misconceptions, gaps in knowledge, and stereotypes that will be taken as fact until otherwise taught. To better understand the missing pieces in social studies education and to find ways to address these gaps, I delved into the minds of two third-graders, one male, Sawyer, and one female, Brooke. After conducting my interview I have a better understanding of topics that students are not clear on and would benefit from more instruction. One topic students have missing information about is knowledge of famous women in history. A second topic students seem to be confusing is basic geography understanding.

As I read and thought about the Social Studies Standards, I considered looking into the standards for First grade. I think that children in this grade level are at a good age to better understand Social Studies. I do realize that teaching Social Studies starts from pre-school however it can be further be understood by older aged students. The topics that are covered according to the Standards first grade should introduce settlements and cultures, civilizations, and different places around the world. In the standards for first grade there are five strands.

The aim of Social Studies is the promotion of civic competence the knowledge, intellectual processes, and democratic dispositions required of students to be active and engaged participants in public life. Proverbs 19:2 (ESV) states," Desire without knowledge is not good, and whoever makes haste with his feet misses his way."For example it is essential for there to be commonalities across the grade levels so that there is a scaffolding of concepts to build from one grade level to the next.

I started my undergraduate career as a psychology major at UC Davis, where I was interested in understanding human behavior and identity formation. As I progressed in my studies, I became increasingly focused on collective memory--specifically, how we construct narratives to make meaning from our experiences. This trajectory led me to obtain bachelor’s degrees with both Film Studies and History.

Da ordet “consequences” er i flertal så derfor skal ordet ”is” laves om til ”are” √