Saturday, February 23, 2019

Social Studies Interview and Standards Investigation

Running Head INTERVIEW AND STANDARDS INVESTIGATION hearing and Standards Investigation Sarah Woods Grand Canyon University EED 465 Curriculum, Methods, and Assessment Social Studies Leah barleycorn celestial latitude 8, 2011 query and Standards Investigation Social studies is a complicated subdue for t from each oneers to get word and for students to learn because it encompasses so many different disciplines. On top off of that, society is characterized by increasely rapid well-disposed and technological changes that repair what affectionate studies topic is being taught to students (NCSS, 1988).For many years students adopt been labored to learn low cognitive level information that misss meaning and fails to expatriation to real life situations. For these reasons Social Studies is the subject that students love to hate (Hope, 1996). quite a than dwelling on what has gone wrong in the past, it is best to reflexion to the future and learn from past pedagogic mistakes t o determine what can be done to energize complaisant studies instruction in order to fix respect by students and instructors alike for much(prenominal) an important field (Hope, 1996).The effectuation of state and national standards has been an important step in making this happen. This sound judgment will evaluate the state of azimuths Social Studies Standards for sixth make for thoroughness, clarity, user fri lastliness, and comprehensiveness. It will go on to provide a well-supported, objective, academic response to the interview conducted with Ms. Traci metalworker, a 6th conformation loving studies teacher at Will Rogers Junior High in Cl atomic number 18more, OK, and the standards investigating by analyzing how friendly studies is taught today.The Arizona di plenty of Education website contains five sixth grade history strands that emphasize World history from its earliest cultures finished Enlightenment, including the early cultures of the Americas. The Arizo na body politic Standards for sixth grade atomic number 18 super thorough containing strands for American History, World History, Civics/G all overnment, Geography, and Economics each with well- delimitate concepts and s impelry objectives for students at the sixth grade level. fit to the NCSS exposition of Social studies, each of these topics plays a vital role in societal studies reproduction. The thoroughness of these standards helps consider lesson formulation and learning because teachers cheat exactly what they be supposed to teach and students know exactly what they are supposed to learn in order to achieve mastery. The Arizona State Standards for Social Studies are very clearly defined by topic. This makes them easy to read and beneathstand. This reduces confusion and frustration and promotes integration with opposite subject areas.Each strand is broken down further into concepts that explicitly say, where applicable, which other strand(s) they connect with in order to further student understanding. This peculiarity makes the Arizona State Standards for Social Studies extremely user friendly. Finally, the Arizona State Standards for Social studies are very comprehensive. They cover a large domain of information in order to help Arizona students uprise the major power to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world (NCSS, 1993).According to Ms. Smith, social studies instruction has come a long way since she began direction fifteen years ago. When she started it was common practice for students to read the theatrical roles in the social studies schoolbookbook, answer the questions at the end, and then take a test to present what they learned. This seemingly meaningless busy work compounded by the instruction execution of NCLB led to a dramatic lessening in social studies subject matter as teachers became more concerned with superior st akes testing in the primary subject areas.High stakes testing has contributed to the trend of lamentable away from constructivist learning and student centered pedagogy approaches such as discussions, role-playing, research papers, and coop timetive learning (Vogler & Virtue, 2007). This is in dramatic contrast to what sassy teacher education programs are teaching which may be saddle horse new teachers up for failure once they reach the schoolroom. In filth of the demands of high stakes testing, when Ms.Smith realized that social studies was beginning to easy disappear from the course altogether she decided to take a stand. Ms. Smith is now the sixth grade English and World History Department Head at Claremore Public Schools. Although she does teach from a text edition, Ms. Smith employs numerous hands on activities to convey subject matter to the students. For each section the students must create a project that coincides with the lesson.Her favorite section is on the Midd le Ages in Europe. During this lesson the blameless sixth grade participates in meaning(prenominal) learning activities such as making head gear and shields, memorizing poems from this era that they must recite to their classmates, and learning the requirements for becoming a knight or a lady. Students earn certificates for acts of chivalry and the individuals who bring on the most certificates at the end of the unit are awarded a crown as 6th grade King and Queen.The unit culminates with a field trip to the Renaissance fete and the Castle of Muskogee, a landmark in okey, which is where the Renaissance Festival is held (Personal Communication, T. Smith, December 12, 2011). These activities are much more meaningful than simply reading the text and completing the section review. This allows students to practice their literacy and public speaking skills which, according to Wineburg (2005), are crucially relevant for schools because it provides a way of thinking almost text that al lows students to find truth in the cacophony of voices that confront them in the social world.Social studies instruction is heavily influenced by teacher preparation programs. These programs are meant to teach future teachers how to teach social studies effectively. Historically these programs have had to answer quickly to social issues and events by developing courses in social sciences and education that address the concerns of minority groups.For example, a recent increase in the numbers of English style Learners in the nations schools has led to added jam to prepare teachers to work effectively with students from diverse backgrounds. For the most part these influences have had a positive impact on the preparation of social studies teachers in time in some cases the creation of new classes and requirements for pre-service teachers has led to a bloated curricula and programs that lack clear purpose (Adler, Dougan, & Garcia, 2006).The NCATE standards embolden pre-service teach ers to refine their focus to prevent point of intersection and redundancy. Most teacher preparation programs are aligned to professional teacher standards such as this. This helps to adequately prepare teachers to facilitate learning for todays students so that they are informed, knowledgeable, and eventually able to compete in a global society. Standards based instruction has been a double march on sword for social studies instruction.On the one hand it has led to the reduction in social studies content as a result of high stakes testing since social studies is not one of the subjects covered under NCLB, but on the other hand social studies standards have improve social studies instruction to help make learning fun, meaningful, and relevant for students increasing the chances that they will be able to transfer the concepts learned in the classroom to real world scenarios.If social studies teachers can continue to resist the urge to teach to the test and do everything they can to employ effective teaching strategies then hopefully everyone will realize how important social studies content is for students at all grade levels. This will ultimately result in civil minded individuals who are understanding, knowledgeable, and tolerant of other cultures which will deal them well into adulthood. References NCSS. (1988, June). Social studies for early childhood and elementary school children Preparing for the twenty-first Century. Retrieved from http//www. ncss. org/positions/elementary. Hope, W. 1996). Its time to transform social studies teaching. The Social Studies. Washington Jul/Aug 1996. 87, 4. Retrieved from http//proquest. umi. com. library. gcu. edu2048/pqdweb? power=7&did=10101635&SrchMode=3&sid=1&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1323634607&clientId=48377&aid=1. Arizona Department of Education Standards Based teaching method and Learning. (2006). Social Studies Standards Articulated By Grade Level Sixth Grade. Retrieved from http//www. a zed. gov/wp-content/uploads/PDF/SSGrade6. pdf. National Council for the Social Studies. (1993, September).A vision of powerful teaching and learning in the social studies Building social understanding and civic efficacy. Social Education. 57, 213-223. Vogler, K. & Virtue, D. (2007, May). Just the facts maam Teaching Social Studies in the era of Standards and high stakes testing. The Social Studies. Retrieved from http//web. ebscohost. com. library. gcu. edu2048/ehost/pdfviewer/pdfviewer? sid=f1d20017-f490-4fd4-833e-c04d40d45566%40sessionmgr111&vid=2&hid=113. Wineburg, S. (2005, May). What does NCATE have to say to future history teachers? Phi Delta Kappan. Retrieved from http//web. ebscohost. com. ibrary. gcu. edu2048/ehost/pdfviewer/pdfviewer? sid=8a089d33-cc0e-40df-aaee-cdf4091de420%40sessionmgr112&vid=2&hid=113. Adler, S. , Dougan, A. , & Garcia, J. (2006, January). NCATE has a draw to say to future social studies teachers A response to Sam Wineburg. Phi Delta Kappan. Retrieved from http//vnweb. hwwilsonweb. com. library. gcu. edu2048/hww/results/external_link_maincontentframe. jhtml? _DARGS=/hww/results/results_common. jhtml. 44. Interview Notes Traci Smith, a 6th Grade Social Studies Teacher and 6th grade English and World History Department Head, has 15 years of date in the classroom.Social Studies Interview Questions 1. Do you use a textbook? If so, do you like the content? Do the students have workbooks or use sheets to accompany the textbook? Yes, we use Glencoes textbook, World History jaunt Across Time The Early Ages The students have 2 workbooks A note-taking guide which we use from time to time, and a Guided Reading book which we do not use very often. There are teacher resources for each of the units which include vocabulary practice and guided reading activities. There are also other resources for mapping, cause-and-effect, and comparing the past to the present. . What is your favorite Social Studies lesson to teach? What sort of hands on, m eaningful activities or innovative teaching methods do you use when teaching this lesson? My favorite unit to teach is the Middle Ages of Europe. The entire 6th grade participates in making head gear, shields, memorizing and reciting poems, and learning about the requirements for becoming a knight or a lady. This unit culminates with a field trip to The Castle of Muskogee where they hold the Renaissance Festival. This unit is taught at the end of the year and is a highlight for the 6th grade.We award those who have shown chivalry and crown a 6th grade King and Queen. 3. In 1992 the National Council for the Social Studies (NCSS) adopted the following definition of the field of social studies Social studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, po litical science, psychology, religion, and sociology, as well as appropriate ontent from the humanities, mathematics, and vivid sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for for the public good as citizens of a culturally diverse, democratic society in an interdependent world. How does social studies instruction at Will Rogers Junior High relate to this definition of social studies? At the junior high, we not only teach how our ancestors change future generations and the things we have learned from them, but we also have an consultatory hour for 6th grade.During this advisory hour we teacher character growth and teach the students how to apply what they learn in their everyday lives. 4. Do you rely that values should be part of the social studies curriculum? If so, what values do you feel are most important for todays students? Yes, I do. The values of integrity, compassion, and respect the se values can be taught throughout the social studies curriculum. When I teach the religions of the world, I give tongue to to the students about having respect for others and their beliefs. We talk about how some of the heroes of ancient history showed integrity and compassion.This is also carried over into our informatory hour. 5. Does the State of Oklahoma have state standards for social studies? If so, what is your response to Oklahoma States Social Studies Standards? If not, do you think that Oklahoma could benefit from a set of state standards? Yes. I believe they should be more detailed. 6. What do you feel are important benchmarks for students at the 6th grade level? English and maths the reading skills learned in social studies and science trickle over into the English curriculum. The same goes for Math and Science. . How much time per day does each student spend on Social Studies content? 2 hours per day World History and Advisory 8. How do you rank the importance of social studies in the elementary curriculum? Please rank the following subjects in the elementary curriculum in order of importance to you. 4 Physical Education (P. E. ) 2 math 3 Science 3 Social Studies 1 Reading/Language Arts 9. How do you integrate technology into the Social Studies curriculum? I use power points. 10. Do you believe that the social studies curriculum should be narrowed

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