Social Studies Lesson Plan PDF

SOCIAL STUDIES LESSON 4 Standards and Goals for Social Studies Taking an Integrated Approach Progressive educators such as John Dewey in the 1930s encouraged teachers to use social studies as the foundation for activity-based learning.  Dewey maintained that learning involves firsthand expe...

SOCIAL STUDIES LESSON 4 Standards and Goals for Social Studies Taking an Integrated Approach Progressive educators such as John Dewey in the 1930s encouraged teachers to use social studies as the foundation for activity-based learning.  Dewey maintained that learning involves firsthand experience and draws upon many instructional resources beyond the textbook.  He advocated child learning and teaching activities that begin with the familiar experiences of daily life. Taking an Integrated Approach Social studies teaching used an integrated, project- oriented approach that continues today. Preschool investigations now might consider such child questions as why. Taking an Integrated Approach  In The Process of Education (1960), Bruner explained a spiraling curriculum, in which a topic, such as democracy, is introduced to children at an age-appropriate level.  With Bruner's influence, inquiry-based teaching became a central instructional strategy for social studies. Taking an Integrated Approach The tradition of holistic instruction, using the content and processes of the social sciences, continues. It is evident in the scope and sequence of social studies in the primary grades, as defined by the National Council for Social Studies (NCSS): Kindergarten- awareness of self in the social setting First grade- the individual in school and family life Second grade- the neighborhood Third grade- sharing the earth with others in the community Taking an Integrated Approach More recently, while preserving the developmental sequence, the NCSS organized social studies content around 10 large themes: culture:  time continuity and change;  people, places, and environments;  Individual development and identity;  individuals, groups, and institutions; Taking an Integrated Approach More recently, while preserving the developmental sequence, the NCSS organized social studies content around 10 large themes:  power, authority, and governance; production, distribution, and consumption; science, technology, and society; global connections; and civic ideals and practices. Social Studies for today's Early Childhood Setting Social studies curricula can support children as they solve classroom and school issues as well as investigate neighborhood and community problems with the goal of enhancing understanding civic awareness and pride. Social Studies for today's Early Childhood Setting Thus, broadly defined, the social studies include the following disparate but intertwined content:  Social learning and self-concept development, including character development.  Academic content of social studies based on NCSS's 10 themes.  Classroom community development.  Foundational understandings for civic engagement. Social Studies for today's Early Childhood Setting The curricular focus of self-development in a social context starts with the classroom and the people in it: children, teachers, guardians, and families. For each age group infant, toddler, preschool, and primary-social interactions form the foundation for building curriculum. The social context includes an ethical orientation as well as appropriate behavior that begins with family values. School experience facilitates the development of mainstream social behaviors and values among children. Preschoolers take turns doing jobs that keep the classroom tidy and running smoothly. Social Studies as Self-Development One of the most prominent early arguments for providing group play opportunities for young children stemmed from the idea that social and play experiences socialize young children that is, help them learn the ropes for engaging in the discourse of mainstream "polite society”. Choosing the Content for Social Studies  For the youngest citizens infants and toddlers the content is self-development in a social world.  Adults enhance this self-development by providing safe, colorful, intriguing toys and materials to foster curiosity.  Teachers encourage respect for others and provide opportunities to learn about various cultures by singing songs and reading stories from various viewpoints and cultures, displaying pictures that reflect families in the community, and modeling an appreciation for all cultures and backgrounds. Choosing the Content for Social Studies  Preschool and primary-age children can develop a sense of civic responsibility through the exploration of rich thematic units such as a study of food, clothing shelter, childhood, money, government, communication, family living, or transportation (Alleman & Brophy 2001, 2002, 2003). Choosing the Process for Social Studies  Teaching strategies in preschool and primary social studies include individual investigations in the library, in the field, and on the Internet; interviews; small-group collaboration; and large-group discussions.  For kindergartners, small-group collaboration might involve making a map of the classroom, with different groups assigned a portion of the room. Choosing the Process for Social Studies  Room arrangement-Traffic patterns match the activities planned. Learning centers are clearly set up and defined by topic, with appropriate space for the activities. Equipment and materials are accessible and grouped to encourage child management of them.  Schedule-There is a balance between individual, small- group, and large-group activities. Choosing the Process for Social Studies  A classroom that welcomes and encourages social studies has posters displaying child questions, results of data gathered, child-created pictures, and structures that document learning, along with comfortable spaces for individual and small-group work.  Seeing social studies as both content (organized around important child questions) and process (action- oriented strategies) prevents educators from considering social studies. as an adjunct to other subject areas. Choosing the Process for Social Studies Effective teachers know. as they teach children to read, write, compute, and problem solve, that they also must:  assist children in social/emotional growth, and emphasize holidays that have community meaning.  seek an anti-bias approach to values,  collaborate with families, and  foster the development of integrity in individuals and groups of children (Mindes & Donovan 2001). Choosing the Process for Social Studies Here are some ideas for a thematic curriculum, with examples:  Build on what children already know.  Develop concepts and processes of social studies rather than focusing on isolated facts.  Provide hands-on activities. ACTIVITY CREATE A LESSON PLAN FOR SOCIAL STUDIES IN EARLY CHILDHOOD EDUCATION SUMMARY Social studies as content and process is a vibrant and vital part of early childhood curricula, Social studies at the center of early childhood curricula offers the hope that the focus of education will be on the development of effective, efficient, ethical children who will approach their world non- simplistically and thoughtfully. With the help of good teachers, children will not only absorb the content that focuses on citizenship education in all its permutations but also learn how to learn and how to consider multiple perspectives.