Reclaiming Social Studies for the Elementary Classroom: Integrating Culture through the Arts
Edition: 3
Copyright: 2021
Choose Your Format
Choose Your Platform | Help Me Choose
Ebook Package
$137.35
Reclaiming Social Studies for the Elementary Classroom is a new text that defines the core philosophy of viewing social studies from the cultural anthropological perspective. This perspective allows children to bring their own prior knowledge and experiences from their home culture to the social studies curriculum. This curriculum is a logical place to allow students the freedom to demonstrate learning through the arts. It is also a place where people show their cultural identities in celebration of traditions, ideals, rituals, and creative products.
Teaching social studies and visual-performing arts are complementary to helping students understand they live in an interdependent world where people, geography, and ideas are shared.
This text is structured in three main sections: understanding the concept of social studies, understanding the content of social studies and the teaching of social studies in a classroom, and understanding the specific context of integrating the various art forms with the social studies.
Reclaiming Social Studies for the Elementary Classroom:
- Makes a strong case for including social studies in the elementary curriculum on a regular basis
- Was written for our future students and their students so they can share the passion we have for social studies and the arts
- Contains essential questions at the beginning of each chapter which provides an outline for chapter discussion
Preface
About the Authors
CHAPTER 1: SOCIAL STUDIES IN CONTEXT
CONCEPT: Why teach social studies?
Social Studies: Concept, Content, and Context
Social Studies: The Concept of the Subject Matter
Social Studies: The Content of the Subject Matter
Social Studies: The Context of the Subject Matter
CONTENT: What Has happened in social studies education?
The Social Studies Wars
History and Debate over Social Studies
The Present Debate over Social Studies
Other Historic Debates over Social Studies
Integration
Use of Children’s Literature
Thematic Teaching
CONTEXT: What Is Happening in Social Studies Education?
Accountability and Social Studies
The Future of Social Studies
References
CHAPTER 2: THE FRAMEWORK FOR SOCIAL STUDIES CONTENT
CONCEPT: What Is Sociocultural/Multicultural Learning in Social Studies?
Sociocultural Learning: Getting Grounded
Multicultural Education and Social Studies
CONCEPT: How Is Social Studies Defined?
CONTENT: Content Knowledge of the Social Studies
National Council for the Social Studies Curriculum Standards
The College, Career, and Civic Life (C) Framework for Social Studies ()
Spiral Curriculum
Social Studies Curricular Framework Example
Content Knowledge Strand
Democratic Understanding and Civic Values
Skills Attainment and Social Participation
Social Science Content
History
Economics
Geography
Cultural Anthropology
Philosophy
Sociology
Political Science
CONTEXT: How Can the Social Studies Classroom Be Sociocultural and Multicultural?
Summary
References
CHAPTER 3: INTRODUCING THE ARTS AND INTEGRATION WITH THE SOCIAL STUDIES
CONCEPT: Defining the Arts in the Elementary Curriculum
The Arts
CONTENT: The Arts Process Skills and Content
Goals for Arts Education
NAEP and the Importance of the Arts
Art Processes: Common Strands among the Arts
Arts Content Knowledge
Visual Arts Content Knowledge and Skills
Music Content Knowledge and Skills
Theater Content Knowledge and Skills
Dance Content Knowledge and Skills
State Frameworks
Guiding Principles for a Balanced Arts Program
Why Teach the Visual-Performing Arts?
Arts Skills Are Life Skills
Multiple Intelligences and the Arts
Creative Problem Solving
Culture, Community, and Empathy
Arts and Achievement—A Tentative Connection
Social Studies and the Arts: A Perfect Union
Why Social Studies and the Arts?
Rationale for Integrating Visual-Performing Arts with Social Studies
CONCEPT: Integration Models
What Is Integration?
Models of Arts Integration
Co-equal Cognitive Integration Model
Benefits of the Co-equal Approach
Planning Guidelines for Co-equal Integration
CONTEXT: Integration in Elementary Classrooms
Co-equal Integration of Social Studies and the Arts
Summary
References
CHAPTER 4: ASSESSING LEARNING IN SOCIAL STUDIES
CONCEPT: What We Assess in Social Studies
Planning for assessment
Begin with a Plan
Assessing Concept
Looking at CONCEPT in Practice
Assessing Content
Looking at CONTENT in Practice
Assessing Context
Looking at CONTEXT in Practice
CONTENT: How We Assess Social Studies
Rubrics
Self Assessment
Journals
“I Learned” Statements
WIKI (What I Know Is Interesting)
Portfolios
Performance-Based
Interviews
Role Play
Group Projects
Anecdotal Records
Tests
CONTEXT: Why We Assess Social Studies
The National Picture
Formative and Summative Assessment
Making Decisions Regarding Assessment
Summary
Websites/Resources
References
CHAPTER 5: PLANNING INSTRUCTION IN SOCIAL STUDIES
CONCEPT: Planning for Classroom Instruction
Backwards Planning
The Instructional Cycle
STEP : Select Concept and Content
STEP : Assessment
STEP : Content Objectives
STEP : Instructional Strategies and Resources
STEP : Teach the Lesson
STEP : Measuring Student Learning
STEP : Reflection
Planning Considerations
Bloom’s Taxonomy
Motivation
Individual vs. Group Decisions
Centers
CONTENT: Effective Planning for Social Studies Instruction
Unit Planning
Big Ideas
Creating a Big Idea
Types of Units
Initiation
Culmination
Unit Planning Summary
Lesson Planning
Concept—Content—Context
Lesson Goals
Aligning Objective/Assessment
Time and Student Considerations
Planning Summary
CONTEXT: Effective Planning for Specific Social Studies
Classrooms
Influencers on Planning and Teaching
Personal Influencers
Systemic Influencers
Planning for the Elementary Classroom
Summary
References
CHAPTER 6: INSTRUCTIONAL STRATEGIES
CONCEPT: Student Thinking and Instructional Choices
Student Thinking: The Background for Instructional Strategies
John Dewey
Jerome Bruner
CONTENT: Effective Instructional Strategies in Social Studies
Direct Instruction
Indirect Instruction
Instructional Strategies: Bruner’s Paradigm
Enactive Learning Strategies
Iconic Learning Strategies
Symbolic Learning Strategies
Constructivist Learning
Constructivist Learning Strategies in the Social Studies Classroom
Concept Maps
Learning Centers
Cooperative Learning
Collaboration
Positive Interdependence
Individual Accountability
Jigsaw and Jigsaw II
CONTEXT: Effective Classroom Practices
Classroom Practices
Summary
References
CHAPTER 7: INQUIRY
CONCEPT: What Is Inquiry?
Inquiry in Social Studies
Setting the Stage for Inquiry
Starting the Inquiry Process
Crafting the Question
Activate Students’ Prior Knowledge
Scaffolding and the Inquiry Process
Skills Needed for Inquiry
CONTENT: Models in Inquiry in the Social Studies
Two Types of Inquiry in the Social Studies Classroom
Social Inquiry
Critical Issues and Social Inquiry
Historical Inquiry
Historical Inquiry: Using Personal Histories
Historical Thinking and Inquiry
Essential Components of Classroom Instruction
Build Historical Context
Historical Comprehension and Misconceptions
Historical Analysis and Interpretation
CONTEXT: Inquiry-Based and Historical Thinking in the Social
Studies Classroom
Vignettes
Summary
References
CHAPTER 8: PRIMARY SOURCES
CONCEPT: Defining Primary Sources
Primary Sources Defined
Types of Primary Sources
Written Documents
Visuals
Artifacts
Oral Tradition
Benefits of Using Primary Sources
CONTENT: Primary Sources in the Social Studies Classroom
Strategies for Including Primary Sources
Textbook: Primary Source Supplements
Initiations: Arranged Environments
Inquiry Lessons
Teaching Elementary Students to Use Primary Sources
Artifact Review
Photoanalysis
Document Review
Helpful Hints in Using Primary Sources
Where to Find Primary Sources
CONTEXT: Creating Lessons with Primary Sources
Summary
References
CHAPTER 9: INTEGRATING DRAMA
CONCEPT: What Are the major concepts of drama education?
Creative Drama
Process Drama
Performance Drama
CONTENT: What Are the elements and processes in drama education?
Elements of Drama
Character
Setting
Conflict
Plot
Mood
Drama Skills and Processes
Use of Body
Use of Voice
Use of Focus
Use of Imagination
Social Skills
Technical Skills
Techniques of Drama
Pantomime
Improvisation
Story Dramatization
Puppetry
Storytelling
Drama Goals
CONTEXT: How Is drama integrated with the social studies?
Co-equal Integration of Drama and Social Studies
Summary
References
CHAPTER 10: INTEGRATING THE VISUAL ARTS IN SOCIAL STUDIES
INTRODUCTION
CONCEPT: How Does Art Reflect Culture?
Ideas
Functions and Purposes
Tools and Materials
Content: What Is Visual Communication, and How Does It Work?
Visual Art as a Discipline
Ideas in Art and Design
Context in Art
Children’s Development
Context: How Can Art Help Teach Social Studies?
Visual Literacy
Interdisciplinary and Thematic Art Curriculum
Classroom Strategies
Interdisciplinary Art Curriculum: K-
Summary
References
Chapter 11: INTEGRATING MUSIC IN THE SOCIAL STUDIES CLASSROOM
CONCEPT: Where Do We Find Music?
Music, The World, and Community
CONTENT: The Language of Music
Melody, Harmony, Rhythm, and Form
Style and Feeling
History and Culture
National Standards
California Standards
CONTEXT: Making Music
Audience vs. Performer
Composer vs. Interpreter
Improvisation
Enjoyment
Spirituality
Integration
Summary
References
CHAPTER 12: INTEGRATING DANCE
INTRODUCTION
Concept: What Are the Major Concepts of Dance Education?
Overarching Concepts for Dance Education
CONTENT: What Are the Elements and Processes in Dance Education?
Elements of Dance
Body Awareness
Effort Qualities
Space Awareness
Relationships
Pedagogical Content Knowledge in Dance Education
Strategies for Teaching Effective Creative Dance Lessons
Structure
Create Themes
Use of Music
Exaggeration
Dance Goals
Dance National Content Standards
CONTEXT: How Is Dance Integrated with the Social Studies?
Teaching Social Studies and Dance as Co-equal Integration of Instruction
Summary
References