Assignment 2: Considerations for Teaching Social Studies

Hilary Doan

APD 2210Y Child Education Seminar

Dr. Julia Forgie

Friday March 26th, 2020

CONSIDERATIONS FOR TEACHING SOCIAL STUDIES

Purpose of Social Studies

According to the Ontario Ministry of Education (2018), the vision for social studies, history,

geography and Canadian world studies are intended to guide students in becoming responsible and active

community members. This was previously reflected in the work of John Dewey who saw students as “citizens

in training” (Dewey, 1909, p. 9). Dewey believed that school is a model of community life for students and

that educators have a duty to provide opportunities for the student to learn how “to be a member of some

particular neighborhood and community, and must contribute to the values of life, add to the decencies and

graces of civilization wherever he is” (Dewey, 1897, p. 113; Carpenter, 2006; Carano, 2019). This is aligned

with the curriculum document which highlights the citizenship education framework for social studies (MOE,

2018). The four main tenants within this framework include: Structures (developing an understanding of laws,

power dynamics), Active Participation (within community, voice informed opinions), Identity (a sense of

personal identity and community connectedness) and Attributes (values, habits of mind, rights and

responsibilities) (p. 10).

Another overarching goal of Social Studies that is emphasized within the curriculum document is that

students are to become critical thinkers- whom value a society that is inclusive (MOE, 2018). As I aspire to be

a reflexive educator within my future practice, I too believe that it is critical for students to learn the skills for

thinking constructively. I want my students to develop the necessary skills to explore, contemplate and

potentially solve existing problems in the world around them. Similarly, the NCSS (1994), stated that a

primary purpose for teaching social studies is the development of civic competency and to help young students

to make informed decisions for communal benefit- as citizens of a culturally diverse and democratic society.

This statement is congruent with my own beliefs of what the ultimate goal of social studies education should

be. Therefore, I think that it is important to address social activism, and to encourage students to see

themselves as agents who are not only affected by their society and environment, but that they can make an

impact and change the society as well. It is also important for educators to encourage the active participation of

students within the learning process as well as within our democratic society. In addition, I believe that an

emphasis within social studies education must be through studying historical events. Essentially, students need

to learn that, if we do not learn from our past- it will become our future.

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Social Studies, Teacher Role and Standards of Practice

As educators, it is a core responsibility to engage students so that they will want to actively participate

in the democratic and larger society, not only within the school and their immediate environment- though we

can often begin there. Therefore, in relation to the Standards of Practice, educators must engage in leadership

within learning communities (OCT, n.d). It is simply not enough to teach individual and “one-off” lessons

within social studies. Teachers have the duty to promote and participate in the creation of a collaborative, safe

and supportive overall learning/school community and upholding ethical as well as curriculum standards.

Teaching social studies also includes the discussion of many controversial topics with focus on big

ideas like diversity, racism, inclusion, discrimination- when teaching and learning about both historical and

current events and contextualized issues (MOE, 2018). These topics can be very sensitive for particular groups

of students and therefore teachers must be dedicated in treating students equitably and with respect when they

are addressed. This relates to the Standards of Practice for the Teaching Profession, particularly that of

commitment to students and learning (OCT, n.d) as teachers must be keen and sensitive to the multitude of

factors that influence their student’s learning process. To support this, a study by Carpenter (2006), emphasizes

that culturally responsive caring refers to teachers who ethically and emotionally form partnership with their

students- based in respect and integrity. Facilitating this gives evidence to the true commitment and care for

students that is needed for success.

Finally, because social studies is not a finite subject, educators need to engage in ongoing professional

learning as well as develop their professional knowledge (OCT, n.d). Social studies addresses world issues,

multiple perspectives, and our society is ever-changing. Therefore, teachers are required to have current

knowledge with content; in the addition of striving to understand and reflect on curriculum, educational

research, legislation, various pedagogies etc. in order to inform best practice (OCT, n.d). As McCall (2006)

states, teachers must obtain subject-matter and pedagogical knowledge, and simultaneously modify their

instructional methods to support students’ in social studies.

Teaching Philosophy & Practical Examples: The How of teaching and learning Social Studies

Oftentimes, students do not feel any meaningful connection to the world outside, or even inside their

schools (Byrd, 2011; Zhao & Hoge, 2005; Gibson, 2012). Recalling from memories of my own social studies

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education experiences, much of the “learning” that took place revolved around memorization- of names, dates,

events, different geographical regions, countries, and reading from textbooks. Social studies, therefore, was

always a mundane and boring subject for me. Zhao and Hoge (2005), found that many students dislike social

studies because it is boring and has little application or use in their own lives. I believe that the traditional

method of teacher-directed and working solely towards standardized testing does not facilitate a true

appreciation or understanding of the diverse world in which we live in. Moreover, students will not develop a

sense of purpose in their world in this way and do not feel impacted by the historical events that they are

merely expected to memorize (Byrd, 2011). This part of my paper will discuss the practices and pedagogies

that I believe should be implemented for effective social studies education, with connection to theory, research

and practical examples.

Inquiry-based Learning

Inquiry-oriented teaching has been advocated as a useful and effective teaching strategy within social

studies for an extended period of time (Vanfossen & Shivelly, 1997). As stated in the MOE curriculum

document, inquiry-based learning allows students to go through a process of investigation and communication

of findings about significant events, developments and issues (MOE, 2018, p. 6). By implementing the inquiry

process into the learning experience, students develop skills in order to think critically, solve problems and

make informed judgments which are some of the key goals within social studies. As students engage in such a

dynamic process which builds off their natural curiosity, they thus are more stimulated and focused and also

develop deeper questions and critical thinking (Anderson, Chiarotto & Comay, 2017, ). Anderson et al., (2017)

also highlight the importance of inquiry learning because it encourages perspective taking, collaborative

problem solving and helps students to become “deeper thinkers” (p.14). The teacher’s role should be to

provide the appropriate learning tools that allow for investigation, reflection while posing questions that

require students to think critically and creatively; offer solutions to problems and take carefully reasoned

positions on issues. Furthermore, Vanfossen & Shivelly (1997) have framed 3 types of inquiry learning with

regards to social studies, including: 1. Curiosity driven inquiry (introductory experiences that drive children to

hypothesize), 2. Obvious conflicting perspectives (focusing on discrepancies; bringing forth cognitive

dissonance) and 3. Teacher facilitated felt difficulty (discrepant events with the outcome called into question).

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One practical learning experience that supports the inquiry pedagogy could be supporting grade 2 students in

an investigation on their personal history/culture through conducting an interview with an older family

member. Then students would compare what life (a particular holiday/tradition) was like for the elder person in

the past with how their life and traditions are celebrated and/or practiced in the present day. This allows

students to learn to question, form hypotheses, collect and analyze data which are all critical to problem

solving and democratic citizenship (Vanfossen & Shivelly, 1997). In addition to conducting the interview,

students can bring in cultural artifacts or historical photos as a primary source from time periods in the past and

then also ones from the current.

Another learning experience is one which addresses “obvious conflicting perspectives” (Vanfossen &

Shivelly, 1997). There are many discrepancies in historical, economic, political and cultural perspectives and

events. Therefore, teachers can present case studies or events with conflicting perspectives e.g. on the

colonization of Canada (from the perspectives of the Indigenous vs. the European explorers), and the students

can participate in creating well-thought out arguments in groups of 4-5 on large chart paper. Each of the groups

would be assigned to a position and then present their arguments to the whole group in order for each

individual to critically assess “how the stories are different, why?” and make judgements on “who was right?

Why?” This relays back to the NCSS (1994) Expectations of Excellence: Curriculum Standards for Social

Studies document of a value-based approach to social studies instruction, as the teacher is entailed to address

ethical aspects of topics and controversial issues that will assist in promoting concern for the common good

(McCall, 2006). Providing many sources of knowledge to create dissonance and challenge is important for

developing strong, critical thinking (Saye, Stoddard, Gerwin, Libresco & Maddox, (2018). The sources

teachers use and provide must then include various and often times- conflicting perspectives. Additionally, the

inquiry approach weaves itself nicely with the theory of social constructivism. Shah (2019) stresses that

learning activities in a constructivist approach are characterized by inquiry, problem-solving, collaboration and

active engagement. Moreover, according to Zevin (2000), correct answers and single interpretations are not

prominent in constructivist learning; teachers need to offer multiple perspectives, and various formats for

presenting information. Teachers can encourage students to deepen their understanding through questioning,

modelling thinking, guiding them towards supporting evidence, and posing counterarguments (Hutter, 2008).

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Experiential Learning & Active Engagement

As stated earlier, my experience with social studies education has been rather mundane, disconnected

and repetitive. Moll et al., (1992) iterates that when classroom practices are detached from the learner’s

everyday experience, instruction tends to be “unidirectional, authoritative and monologic” (Shah, 2016, p. 43).

Through experiential learning and active participation students can gain funds of knowledge (Moll et al.,

1992). The NCSS (2017), also states that meaningful social studies education is more than simply listening to

and reciting facts; that it should give students the opportunity to participate in and make informed decisions

about their world” (p. 186). Within this perspective, students construct knowledge and are not passive

recipients of factual information. Therefore, this perspective highlights learning as sense making, not as the

acquisition of rote knowledge that exists outside of the student/learner (Shah, 2019). Experiential learning can

include hands-on activities, field trips, guest speakers, technology, role-playing, simulations and more.

Students will engage in authentic activities, reflecting on their learning and lived experiences. Similar to

inquiry, social interactions play a crucial role in this learning. Anderson et al., (2017) foregrounds that John

Dewey stressed the importance of experiential learning. Dewey (1938), stated that “there is an intimate and

necessary correlation between the processes of actual experience and education” (p. 7). For Dewey, experience

was not just a supplement that enhanced learning- it WAS the learning. Firsthand experiences of working with

artifacts and field trips are two examples of experiential learning which involves an interchange between an

immediate experience and then also, reflection on the experience (Anderson et al., 2017). The importance of

experiential learning is the real-life connections in which students can make to their learning. Field trips give

students direct interaction with new environments and also allows for them to learn from individuals who have

focused knowledge- which not only enriches their knowledge but can set pre-existing beliefs into a different

perspective (Anderson et al., 2017).

An example of an experiential learning opportunity within social studies could be visiting the Black

Creek Pioneer Village. It is important for students to grasp the history of early settlers in order to situate

Canadian history and to better understand the passage of the early settlers. Visiting this site gives students the

opportunity to investigate an authentically recreated township where they can examine the lives of real people,

observe collections of artifacts, and activities such as trades and crafts that were common in the 1860’s. With

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first-hand, active learning experience students can continue to consider history from multiple perspectives,

make connections to learning in the classroom as well as come to understand how the past shaped the region in

which they physically live in today. Finally, students can extend their learning by reflecting on how they will

shape their community/region’s future through a guided discussion as a whole group. This serves as an

example of an experiential learning model where students can transfer their learned knowledge to the real

world and real-life situations (Dewey, 1938; Zevin, 2000).

Culturally Relevant Pedagogy & Culturally Responsive Teaching

A final consideration for social studies teaching philosophy is that of culturally relevant and

responsive teaching. Classroom teaching has habitually excluded the diverse culture, history and the roles of

ancestors (of students). Throughout the course of my social studies education, the only topics addressing

diversity or controversial topics were slavery and the civil rights movement- but very briefly. Due to growing

up in a predominantly Jewish neighbourhood though, I recall teachers spending extensive time discussing the

Holocaust. For instance, we had Holocaust survivors come in to give presentations for school-wide assemblies.

My suggestion is for, teachers to facilitate a “Walking in the Shoes of Others” activity after these

presentations. This exercise/activity provides an opportunity for students to reflect on their compassion for

others through writing a Diary entry from the perspective of a young Jewish child during the Holocaust time

period. This is an example of the teacher valuing and integrating student culture and connecting their realities

with curriculum; as antisemitism is still very much alive and present in current day society. When we engage

in this kind of culturally relevant teaching, the learning in which the students experience and obtain will be

more meaningful to them as it is applicable to their real-lived experiences (Ukpokodu, 2006; Gay, 2002;

Martell & Stevens, 2017). This is referred to by Gay (2001), as cultural scaffolding- the basic premise being

teaching students that their own cultures and experiences can be utilized to expand their perceptions and

academic achievement. Moreover, Ukpokodu (2006), emphasizes that culturally responsive teachers help

students to understand that knowledge has moral and political components and consequences (p. 5). And thus,

this creates an obligation to take social action so that we can promote equality, justice and freedom for all

(Hutter, 2008; Martell & Stevens, 2017). To begin with, teachers should provide resources to ensure that they

support students in recognizing inequitable conditions that exist in their communities, and in the larger

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society/world. Being culturally responsive requires giving opportunities for students to question and challenge

such unjust conditions. We can extend the “Walking in the Shoes of Others” activity, with a “teacher

facilitated felt difficulty” inquiry learning experience where students reflect on the Holocaust and reason with

the question “How can this be?” and “How could this have happened?” Engaging in thoughtful, critical

thinking and discussion about such topics can act as a precursor to instilling the attitudes and mindset

necessary for social action/change.

Conclusion

Ideally, my philosophy of teaching in Social Studies emphasizes the role of teachers in creating

learning environments and experiences where students are able to develop voice, perspective, critical thinking

skills in order to become responsible citizens with the utmost respect and value for one another, diversity and

most importantly, the ability and feeling of self-competence which will drive positive change into their futures.

At the core of this philosophy lies methods of instruction and learning that promote the inquiry process;

students questions, active participation in collaborative work, culturally relevant and responsive teaching that

is connected to meaningful aspects of the students own lives, and experiential, real-life learning that is

applicable across multiple domains and subjects. Though this is undoubtedly a difficult mission, it is within the

best interest and a dire responsibility for teachers to foster students through such development. An article by

Gibson (2012), reflects on the disconnect between students' view of why they learn social studies and the

pertained goals as indicated by the curriculum document. Presently, students still do not see social studies

as a gateway to meaningful learning about their society, themselves or responsible citizenship (Gibson,

2012). To conclude, I leave off with a note to teachers that we must always remind students that they are on

the earth to make a contribution. This contribution is towards humanity and society- their purpose beyond

immediate situations and experiences that are essential to their success and self-actualization in later life.

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