Week 5: Deepening the Presence of Social Studies

This week on the class forums, we were asked to research and find ways to integrate social studies content into other subject areas. I think this blog post will be a continuation of that theme.

The main culprit for the limited amount of time dedicated to social studies instruction is standardized testing. Standardized testing took off a little more than 20 years ago when No Child Left Behind went into effect. This federal law enshrined the practice by setting unrealistic goals and implementing harsh punitive measures for schools that could not meet these goals. I was in elementary school myself at the time, and I remember the elevated importance and increased frequency of state testing. We spent precious class time learning how to eliminate answers on multiple-choice questions and practicing filling in little circles just right. As the years went on, schools across the country began to spend less and less time on the subjects that were not tested, including social studies. 

I think educators are finally beginning to reverse this trend by using integrated lesson plans to teach multiple subjects at once. Integrated lessons logically make sense to students. Many people learn best when knowledge is put into real-world contexts, and the real world is very rarely neatly divided up by subject area. 

There are many ways to integrate Social Studies into other areas of the curriculum, including English, Math, Science, the Arts, and even Physical Education. It is perhaps the easiest to connect Social Studies to ELA. Students can analyze books or news articles about any one of the five strands, including Contemporary Issues. They can also research and write about topics such as famous people in history or the qualities of a responsible citizen. I focused my forum post on the integration of Social Studies and Math and found a wealth of strategies. Some of my favorites were asking students to graph the result of an election, measuring the distance between two points on a map, and learning how to calculate taxes and interest rates. In Science, students can study weather patterns between different climates, or conduct experiments and research to find the ideal place to build a public amenity such as a dog park. In Art class, students can learn about a culture and then complete a thoughtful craft that reflects on what they’ve learned. They can also learn about the history of art and architecture. In Physical Education, students can learn about sports from around the world, how to keep healthy, or run virtual races in different locations. At my workplace, students learn about different cultures in gym class by practicing counting in different languages while stretching and sometimes following along to Japanese “Radio Taiso”-themed videos for a warm-up.

When planning an integrated lesson, teachers must be careful to balance both subjects. This is especially true in Social Studies, where inadequate implementation may lead to students forming a superficial or stereotypical understanding of a culture or sensitive topic. Teachers can consult their PLNs for feedback on their plan and to confirm that any selected resources are high-quality and comprehensive. Teachers can also gradually implement integrated lessons- a few well-chosen resources are more valuable than many hastily picked ones. As teachers become more comfortable with building integrated lessons, the process will become more natural.

Thanks for reading, and see you next week!

    Mary

Byram, C. & Sanderman, A. (2023, May 17). Designing Interdisciplinary Units in Elementary School. https://www.edutopia.org/article/integrating-science-social-studies-elementary-school/ 

Klein, A. (2015, April 10). No Child Left Behind: An Overview. EducationWeek. https://www.edweek.org/policy-politics/no-child-left-behind-an-overview/2015/04 

Learning A-Z. (n.d.) Interdisciplinary Learning: Combining Social Studies With Other Subjects. https://www.learninga-z.com/site/resources/breakroom-blog/combining-social-studies-other-subjects 

Sizemore, J. (n.d.) Integrating Social Studies and the Arts: Why, When, and How. https://www.kentuckyteacher.org/wp-content/uploads/2011/06/Integrating-Social-Studies-Arts.pdf 

Sorenson, K. (2019) 8 Ideas for Integrated Social Studies, ELA, Science and Math. https://www.wifeteachermommy.com/making-time-for-science-and-social-studies-with-integrated-curriculum/ 

White, J. (2022, April 12). Integrating Math Education with Other Subjects Adds Up to Stronger Lessons. Elmhurst University. https://www.elmhurst.edu/blog/math-education/ 

 

Week 4: Academic Language

This week, we were asked to reflect on how we will support students as they develop an understanding of the academic vocabulary needed to access our mini-units. 

I was excited to dive into these readings for two reasons. First, I think that, overall, the vocabulary instruction in the curricula that my workplace uses is lacking. While the students’ textbooks do incorporate SoR-aligned strategies such as teaching word parts and practicing common spelling patterns, they rarely revisit taught terms. I’ve noticed that the students I work with often need refreshers on even common terms throughout the course of a unit. For example, I administered my preassessment on Gods and Myths at the very end of a unit on Ancient Rome; however, less than half of all students were able to tell me that ‘goddesses’ are female- even with prompting. The second reason I looked forward to these readings is because the personalized assignment I’ve chosen for this semester also relates to vocabulary instruction. Last semester, I received a comment on my observed lesson that I had not reviewed all relevant terms at the beginning of my lesson. As proper introduction and scaffolding of content and process vocabulary is a vital part of the college’s intermediate-level lesson plan rubric, I wanted to take the time to review it before teaching my first observed lesson at this level. 

I honestly anticipate my students to struggle with mastering all of the vocabulary. To combat this, I plan on reviewing the most vital terms, such as (predictably) “God” and “Myth”, at the very beginning of every lesson. By the final class, students should feel secure in their understanding of both terms.

The Marzano reading stated that, while no process is foolproof, there is a wonderful six-step framework for vocabulary instruction that is supported by research to support academic language acquisition. I think that it is so valuable that I want to quote it here:

1. Provide a description, explanation, or example of the new term.

2. Ask students to restate the description, explanation, or example in their own words.

3. Ask students to construct a picture, pictograph, or symbolic representation of the term.

4. Engage students periodically in activities that help them add to their knowledge of the terms in their vocabulary notebooks.

5. Periodically ask students to discuss the terms with one another.

6. Involve students periodically in games that enable them to play with terms.

(Marzano, 2009)

Simply reading this framework makes me feel more confident about how to introduce vocabulary. I live for formulas like this- especially as this one manages to be both structured in its first three steps, yet more fluid in the latter half. Unfortunately, I already am very limited in my time to execute my lessons- I have only a half hour for each. I know I will not be able to fully incorporate it this semester. That said, I’m going to try and touch on as many steps as I can. I think that it will be easy to include steps 1, 2, and 5. I can partially include step 3 by adding simple images to my slideshow. Steps 4 and 6 are not possible because students do not maintain vocabulary notebooks and I will not have time for a game. Finally, I’m absolutely saving this for future reference, when I can include all steps to the fullest. 

The Fisher & Frey reading suggests a myriad of strategies to help support student vocabulary acquisition, including interactive read-alouds and collaborative text-based discussions. I plan to heavily incorporate both of these strategies into my mini-unit. In fact, my first two lessons are entirely these two strategies- I will introduce vocabulary, it will be used or referred to in the reading, and finally, students will collaboratively fill out a digital graphic organizer.

Thanks for reading, and see you next week!
   Mary

Fisher, D. & Frey, N. (2014). Content Area Vocabulary Learning. The Reading Teacher, 67(8), 594–599. https://www.readingrockets.org/topics/common-core-standards/articles/content-area-vocabulary-learning   

Flynt, E., & Brozo, W.G. (2008, March). Developing Academic Language: Got Words?. The Reading Teacher, 61(6), 500’502. https://www.readingrockets.org/topics/vocabulary/articles/developing-academic-language-got-words  

Kolling, D, & Shumway-Pitt, K. (2019). Academic Language. Lesson Planning 101. University of New Hampshire College of Professional Studies Pressbooks. https://pressbooks.usnh.edu/lessonplanning101/chapter/chapter-five-academic-language/ 

Marzano, R. J. (2009, September 1). The Art and Science of Teaching / Six Steps to Better Vocabulary Instruction. ASCD. https://www.ascd.org/el/articles/six-steps-to-better-vocabulary-instruction  

Week 2: Strands of Social Studies: Spotlight on World History and Contemporary Issues

    This week, we were asked to spotlight one of the five strands of Social Studies used in the state of NH. The five strands are Civics and Government, Economics, Geography, US/NH History, and World History and Contemporary Issues. I have researched World History and Contemporary Issues, which will be the topic of my three-lesson unit. 

    Five overarching standards for World History shape the grade-level standards. They are SS:WH:1: Political Foundations and Developments, SS:WH:2: Contacts, Exchanges & International Relations, SS:WH:3: World Views and Value Systems and their Intellectual and Artistic Expressions, SS:WH:4: Economic Systems & Technology, and SS:WH:5: Social/Cultural (NHDOE, 2006). Not every overarching standard applies to every grade. For instance, students in grades K-2 do not have any standards under SS:WH:2 or SS:WH:4, while students in grades 7-8 do not have any standards under SS:WH:4 or SS:WH:5.

    I was initially surprised that concepts of World History and Contemporary Issues were linked together instead of simply establishing six strands of Social Studies. I decided to study the state standards for more information. The NH DOE’s description of this strand was the longest, and I thought it was very well written. The justification for connecting the two concepts was that “knowledge of past achievements and failures of different peoples and nations provides citizens of the 21st century with a broader context within which to address the many issues facing our nation and the world” (NHDOE, 2006, p. 39). This is a fantastic point. It reminded me of the very famous quote by George Santayana, that “those who cannot remember the past are condemned to repeat it”. It makes me happy to hear that the state of New Hampshire wants students to be well-informed about the past and to be able to connect that information with current events. Additionally, one must always remember that contemporary issues will someday become history. It will not be too long before students learn about the global pandemic in a textbook.

    I think it is also important to note that the state of New Hampshire considers high-quality curriculum and instruction as one that teaches “important concepts, broad themes, major issues, and significant movements, rather than a lengthy and fragmented list of people, places, events and other facts” (NHDOE, 2006, p. 39). I agree that this is a much more engaging way to teach history to people. I remember taking Art History as a college student, where it’s very important to memorize the names and dates of relevant pieces. Even though I loved history, I struggled in this course because the data did not always feel connected to the sentiment of the piece. 

    My lessons will be centered around gods and myths. I picked this strand for my third grade Social Studies lesson for two reasons. First, World History seems to be the most prominent strand in the third grade curriculum that my school uses, and I wanted to build a set of lessons that relates to what they’ve been seeing and hearing in class. Second, I’ve always loved history, and in particular ancient history. I don’t, however, know very much about mythology. I’m excited to learn more as I continue to build my lessons. I will also incorporate Theme E: Cultural Development, Interaction, and Change and Theme J: Human Expression and Communication into my lesson plan. 

Thanks for reading, and see you next week!
    Mary

The New Hampshire Department of Education. (2006, June). K-12 Social Studies New Hampshire Curriculum Framework. The New Hampshire Department of Education. https://www.education.nh.gov/sites/g/files/ehbemt326/files/inline-documents/standards-socialstudies-framework.pdf