Running head: YOUNGMAN SOCIAL STUDIES STATEMENT

Social Studies Statement

Anita Youngman

Dr. Katy Spangler & Dr. Beth Hartley

University of Alaska Southeast

ED 698

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Social Studies

In the primary grades and especially kindergarten, interest in social studies begins to

sprout and grow. Teachers know, understand and use the major concepts and modes of inquiry

from the social studies to capture student engagement. Through the integrated study of history,

geography, the social sciences and other related areas, teachers promote elementary students’

abilities to make informed decisions as citizens of a culturally diverse democratic society and

interdependent world. In this lesson on map making, compasses and social engagement, students

had deep-rooted interest in the learning of social studies.

Constructively teaching social studies is a method that captures student attention and

engagement. In this lesson on map making and social engagement, students began with a

problem and found a purpose for learning. As a teacher, I was lead by the students purpose and

provided knowledge and tools for students to solve their problem of the lost football. The

National Curriculum Standards for Social Studies (2010) focuses on 5 basic elements in the

study of social studies that include: purposes, questions for exploration, knowledge, process, and

products. Today I use this model of teaching for my kindergarten students in a variety of

contexts. Whether it is learning about the environment and making an effort to pick up trash on

the playground, or getting involved in the Iditarod by picking Mushers and pretending we are

riding with them through the checkpoints to Nome.

Social studies can be memorable and extremely engaging for students when they take an

active role in the construction. For instance, Zhao, & Hoge, (2005) found that teachers thought,

Although they were willing to fulfill the expectations of the state and local curriculum

guidelines, they sensed a real need to offer children instruction that has immediate
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benefits for their understanding and ability to cope with their daily social world. (p.

219)

Opportunities for social studies are all around, just as they are when we were trying to get back a

lost football or when we track mushers in the Iditarod.

Unfortunately like science, social studies has been thrown to the wayside while reading,

writing and arithmetic are emphasized. Making time for social studies takes some creativity but

this enrichment to learning gives an important human element to education. VanFossen, (2005)

states,

Social studies cannot be marginalized-or’bumped’-out of the curriculum, because the

potential consequences for future generations of citizens, and for our nation, are too

great. If the widely-held goal of social studies education as the education of future

citizens is to be traded off for higher reading or math test scores, then there may well

be a pending crisis in public education. (p. 401)

In my class when we are involved in social learning, I find that we are bonding more than when

we are learning math facts or reading fluency. During social studies, we are making human

connections and becoming better citizens through our education.

In my opinion, constructivist methods are the best way to teach social studies. A goal of

social studies is to generate curiosity, to show students a variety of perspectives and experiences

and give students the academic tools/methods they need to follow their own interests. Bolinger,

& Warren, (2007) explain,

The activities for learning both implicitly and explicitly suggested by NCSS,

INTASC, and other standards create skills which allow the students to grow in their
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understanding of the content and , perhaps more importantly, in their development of

decision making skills and adaptive learning techniques which prepare them for the

roles of productive citizenry. (p. 74)

When students are encouraged to discover learning on his or her own, a passion for learning

emerges that is stronger than if I were to preach the information. Students engaged in learning

with the salmon unit, and the build up to a party in the end gives students ownership in their

learning.
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References

Bolinger, K., & Warren, W.J. (2007). “Methods Practiced in social studies instruction: A review

of public school teacher” strategies. International Journal of Social Education, 22(1),

68-84. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db+eric&AN

+EJ779674&site=eds-live

Golston, S., (2010). The Revised NCSS Standards: Ideals for the Classroom Teacher. Retrieved

from http://www.socialstudies.org/standards

VanFossen, P.J. (2005). “Reading and math take so much of the time…”: An overview of social

studies instruction in elementary classrooms in Indiana. Theory and Research in Social

Education, 33(3), 376-403. Retrieved from http://search.ebscohost.com/login.aspx?

direct=true&db=eric&AN=EJ762548&site=eds-live

Yali Zhao, & Hoge, J.D. (2005). What elementary students and teachers say about social studies.

Social Studies, 96(5), 216-221. https://doi.org/10.3200/TSSS.96.5.216-221