Social Studies Matters: Teaching and Learning with Authenticity

Social Studies Matters

Teaching and Learning With Authenticity

Digital Edition 1.0

© 2022 Gibbs Smith Education

All rights reserved. No part of this book may be reproduced by any means whatsoever, either mechanical or electronic, without permission from the publisher.

Published by Gibbs Smith Education

P.O. Box 667

Layton, UT 84041

801.544.9800

www.gibbssmitheducation.com

Publisher: Jared L. Taylor

Editorial Director: Elizabeth Wallace

Managing Editor: Michelle DeVries

Author: Emily Schell

Editor: Giacomo J. Calabria

Cover design: Dennis Wunsch

Book design: John Vehar

Photo Editor: Anna-Morgan Leonards

Copyeditor: Heather Kerrigan

ISBN: 9781423658023 (ebook)

Contents

Introduction

Section 1: Setting the Stage for Social Studies

Chapter 1. What is Authenticity in Social Studies?

Section 2: Authentic Planning

Chapter 2. Exploring Real Issues: Time, Standards, and Authentic Learning

Chapter 3. High Expectations for Rigor and Relevance

Section 3: Authentic Classrooms

Chapter 4. From Goals to Grades

Chapter 5. Teaching What Matters

Chapter 6. Independent, Collaborative, and Relevant Work

Section 4: Authentic Social Studies

Chapter 7. Disciplinary Literacy

Chapter 8. Community-Based Projects

Conclusion

Acknowledgments

References

Introduction

Yes, in all my research, the greatest leaders looked inward and were able to tell a good story with authenticity and passion.

—Deepak Chopra

As a new teacher many years ago, I realized that I was woefully unprepared to teach social studies to my fourth and fifth grade students. Looking back at my professional preparation program, there was no course required or even available at my university to prepare me for this subject. In fact, I wasn’t quite sure what the subject entailed and did not know what was expected of me as a teacher of social studies. I was confident about teaching the other disciplines in my self-contained elementary class, but I needed help with social studies. So I sought out and attended any and all professional development related to the subject. There was not a lot available in my school district and region, but I found some workshops, meetings, institutes, and a professional organization to help.

Soon, I was hooked! I felt as though I had uncovered a secret treasure trove, and I wondered why this subject did not receive the same attention, time, and resources as English language arts, mathematics, science, physical education, and the arts. I discovered the value, importance, enormity, and joy of teaching social studies. I also recognized the responsibility I held as a teacher to ensure that students understand who they are (culturally, socially, politically), where they are (physically, relatively, chronologically), and how they might navigate this ever-changing world with personal success. When I spoke with my colleagues about my newfound passion for teaching social studies, I noticed a kind of glazed-over look in their eyes. That’s nice was a typical response as I tried to engage others in idea sharing and peer coaching. However, I soon found myself doing what we do not want teachers to do—I closed my door and did my thing.

My students and I traveled around the world and across time through great stories found in our textbook, primary sources, historical fiction, documentaries, historical reenactors, field trips, simulations, games, and guest speakers. We tracked our journeys with maps, pictures, and stories of our own. We processed and presented information through Socratic seminars, journal writing, small group and whole class discussions, projects, murals, multimedia, and pen pals. There never seemed to be enough time for social studies, and so we integrated it into other subjects where it was possible to do so.

After a few years, I moved schools. I realized I was doing something right when my new principal stopped by to observe what was happening in our sixth-grade classroom. She said that students were talking about their studies of ancient Egypt while waiting for the school gates to open in the morning. Apparently, she said, this is not a typical topic of conversation for preteens waiting to start the day. I asked a student to show Mrs. Walker around the classroom (because the tour is always more authentic when led by a student) so she could see what learning about ancient Egypt looked like in our classroom. The student explained how the class traveled on a simulated airplane and used maps to find the location, routes to, and surrounding area of Egypt. He shared his journal entry from that flight filled with predictions and anticipation for this new adventure (i.e., unit) in ancient Egypt. He led her into the class pyramid painfully constructed with butcher paper stones in the reading corner and he introduced her to the sarcophagus and surrounding mummies with canopic jars. The student explained funerary customs and religious beliefs as cultural elements of ancient Egyptians—depicted in the hieroglyphics and student-made artifacts inside the pyramid—as well as the political and social structures that included pharaohs, scribes, merchants, farmers, and enslaved people. The student pointed out books, artifacts, and documents that he and classmates found useful in piecing together the history and significance of Egyptian people. He added that while there are well-known people from this period acknowledged for their leadership and achievements, the class realized it is just as important to study the lives and contributions of the people whose names were never recorded in historical records.

As I developed my skills as a social studies teacher, I learned from many others who presented at conferences, wrote books, and served as mentors. I was eager to learn more and be the best possible teacher for my students. I knew that I needed to continue learning about history, geography, governments, and economic principles in addition to identifying best practices for teaching and learning history and the social sciences. I knew that I needed to develop instructional plans that were engaging, meaningful, and relevant. I needed to create lessons that invited students into their learning and allowed them to see the value of social studies education as they produced work that accurately reflects their exploration, ideas, and progress. I wanted students to be the center of their social studies lessons and always be asking, What does this have to do with me? In doing so, they would be able to recognize and use their cultural wealth to build their own agency and develop pathways to civic engagement. They would identify and build out the connections of their standards-based content to the real-world context in which they lived. They would continue making plans for their futures as scholars, workers, leaders, innovators, and citizens in communities making positive contributions to the common good.

After more than 30 years in education, including high school and preservice methods courses in social studies, I continue to learn and grow as a social studies educator. Mostly, I have learned that time and experience in this work does not mean ascending to a certain height or proficiency level. I have learned that successful educators remain in constant motion—climbing up and down a ladder depending on who their students are, what they are teaching, what is happening in local communities and the world, how new research informs practice, and what resources are available for learning, including technologies, materials, and programs. In other words, teaching social studies is a dynamic endeavor that continues to embrace change. All teachers are familiar with change and manage their lessons, nurture their classroom culture, and respond to students differently over time (even period to period) because factors rarely stay the same. Therefore, this analogy of moving up and down a ladder should resonate well.

You might ask, Why do we have to move up and down a ladder? Why can’t we just teach in the ways we know best? To extend the analogy a bit further, think about when and why you use a ladder. If you are like me, you need to access something out of reach or you are making home improvements and need some help when attending to the highest points in a room or on a building. Now think about what this means for students who find social studies lessons out of reach in your classroom. Or consider improvements to your curriculum, instruction, and assessments when you and your students question missing voices and multiple perspectives in their studies. A ladder would be