A “good social studies teacher” is an educator has an understanding of the necessity of social studies in education and enacting on this notion throughout the curriculum by utilizing wholesome and meaningful learning activities and assignments. In order to go more in depth and understand what instructional strategies and activities work best with elementary students and the benefits of unconventional instructional tactics, I discovered a journal article, “Elementary Students’ Roles and Epistemic Stance During Document-Based History Lessons” by Jeffrey D. Nokes.
Based on the literature review, students do not engage in reflective inquiry about various historical topics when instructed traditionally. They read a textbook, read one side of an
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Starting off, the author instructed the lessons as well as conducted the interviews with the students. This poses a threat to the students’ interview responses. Were they just saying what he wanted to hear or were their answers truly reflective of their epistemic stances? This study also does not evaluate a more general understanding of the students’ view of history as a discipline. Plus, the study does little to assess the students’ credibility as to whether they can “walk the walk”, or enact on what they are describing to the author during their post …show more content…
This study has given me more proof of how valuable and pertinent it is for students to have experiences with engaging and unorthodox teacher instruction and activities such as document-based lessons. This reading made me come to the realization that the type of instruction can make all of the difference in students’ perception of a subject. This case study supported the finding that students were able to think about history in ways that are more historian-like when they are given opportunities to work with documents to solve historical controversies and taught about historical methods. This influenced the maturity of student thinking as well. Baring this in mind when it comes to me having my own class, I vow to enact document-based lessons and other strategies to the best of my ability. Seeing the positive results this type of instruction has on students’, it would be foolish and hypocritical of me to not incorporate it into my class
It is almost unanimously agreed that most students perceive History as the most boring subject in schools today and maybe since the beginning of time. In Lies My Teacher told Me, James Loewen explains why he thinks students hate history. Loewen believes that because teaching history is dominated by textbooks that if one were to change the way textbooks are written it history would be less boring. He exclaims that we can blame a huge part of the problem is context and accuracy of the past (or lack thereof) impairs the quality of American history. Loewen states,”Most authors of history textbooks don’t even try for melodrama. Instead, they write in a tone that if heard aloud might be described as ‘mumbling lecturer’.”( Loewen p.386-387) ) Would
...and walked home.” Collins contrasts the students’ misbehavior with the teacher’s ignorance, thus implying a relationship between the history teacher’s inability to teach his students and their ensuing misbehavior.
Activity Theory, as described by Russel and Yanez throughout their essay entitled, ‘Big Picture People Rarely Become Historians’ is the combination of influences impacting classroom dynamics across the country. Russel and Yanez’s activity theory emphasizes textual pathways between parts of an activity system, alienation between professionals and non-professionals, and historical contradictions.
History tests your analytical and reasoning skills, your ability to pierce through agendas and see what lies between the lines. These techniques allow those who study history to construct well-rounded arguments. Through the study of History we can view past experiences through the lens of our contemporary, modern way of life. An example of the historiography in practice is the perception of our ancestors and the differences between them and us. Tosh speaks of the 'otherness of the past ' and challenges the popular idea that characters of the past were 'just like us '. In Chapter 2 Tosh talks of ancient Athens 'where ideas which are the foundation of modern philosophy took shape in a society underpinned by slavery '. Stephen Fry compounds this when he writes 'Great and good men and women stirred sugar into their coffee knowing that it had been picked by slaves. Kind, good ancestors of all of us never questioned hangings, burnings, tortures, inequality, suffering and injustice that today revolt
History is difficult to define since the nature of history is often discussed, debated, and debunked, however the emphasis of the definition history is only confusing, because so many historians themselves question the nature of history as a practice. History holds so many truths; history is one part objective truth, another part of historical philosophy guiding populations into a direction of understanding, and yet another part exists to explain the complexities of human nature; the versatility and potential of history is the reason that so many study history. It is extremely necessary that historians understand why they study history, what their views are and how they have changed, and the type of historical approach that the historian will
George Santayana, a Spanish philosopher once said “Those who do not remember the past are condemned to repeat it.” This quote is the reason why history is such an important subject for schools not only in the United States, but throughout the world. Although most students take what is in their history books as fact, the reality is that sometimes history books are not one hundred percent reliable. That is why it is so important for us to understand what happens behind the scenes of what goes into our history books. For history to be accurately retold, historians need to gather all available information possible and are counted upon to fill in the blanks of their source material.
An inquiry based learning approach is being adopted by educators across learning areas in the curriculum. One such learning area embracing an inquiry based approach is the teaching of history. An inquiry based learning approach liberates history teachings, allowing for students to break away from their role of knowledge reciting parrots, instead becoming investigators of history. An inquiry approach is a powerful tool for early childhood educators introducing young children to the history learning area. Early childhood teachers are able to create inquiry based projects for early learners in which they will be engaged in investigations about their families, prior and current events.
The classroom has become a whole different realm for me. Before, the teachers and students alike preached the importance of learning, but it was implicitly obvious that the most important concern was grades. At [school' s name] teachers genuinely believe that learning is the most importance objective and deeply encourage us to collaborate with each other and make use of all resources that we may find. In fact, in a certain class this year, my teacher assigned us to prepare every day of the week to discuss a certain book; there were only two requirements in this preparation- we had to maximize our sources, gleaning from everything and everyone in the school, but we were not allowed to actually look at the book. As a result, I know more about that book than any other that I have actually read. It is teaching methods such as this that ensure that we will learn more. Indeed, this matter of " thinking" has been one of the most important aspects of my experience. Whether in Physics or English, I' m required to approach every problem and idea independently and creatively rather than just regurgitate the teacher' s words. In discussion with fellow students both inside and outside of class, the complex thoughts flowing through everyone' s brain is evident.
As a teacher, is very important to use a wide range of learning and teaching resources, from books or other printed materials so, that students are encouraged to explore issues of interest,
Educators and future educators should teach Social Studies for the exact reason that the NCSS states in their definition of Social Studies, “to help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.” (National Curriculum Standards, 1992). Educators should teach Social Studies to give students a deeper understanding of not only their own cultural background, but the backgrounds of their peers as well.According to a document titled “Why Teach History: The Views of American Historians”, we should teach Social Studies to: develop good citizenship, promote patriotism, prepare for life, and develop critical thinking skills (Why Teach History, 1970) By teaching Social Studies, students will better understand human behavior, be able to acknowledge and evaluate differing sides of issues, and will be ready to make informed decisions based on their own
As I walked into what was unmistakably the office of a former elementary school teacher, Ms. Caruthers greeted me with a warning. “I just came back from a Methods of Teaching Social Studies class and I may need a moment to shake myself out of that mindset,” she shared with a smile. Since I enjoy social studies, I assured her that was no problem. I looked around the room, filled with books, old educational posters proclaiming ideas such as “Every Civilization has GRAPES: 6 Factors to Analyze World Civilizations and Cultures” and “Take APPARTS Primary Sources,” a slew of shiny awards from the Student Oklahoma Education Association, and various pictures of loved ones and found it as interesting and inviting as she is. During our time together, Ms. Caruthers not only shared milestones in her impressive career, she also defined the characteristics of a great teacher and provided personal insight on how to improve education today. At the end of the interview, the recurring theme was clear: June Caruthers exemplifies a teacher who is devoted to her students and to the intricate process of learning.
...Brown could allow Caitlin to pick a book about a historical figure that is written from a child’s perspective (J, Ormord, 2014). This will allow her to create a connection with the author making the history lesson more appealing. Giving Caitlin a few books to choose from will allow Caitlin the chance to feel in control. Developing a relationship with Caitlin would also help to build her self esteem and since of worth. Increasing student –teacher interaction will help to develop intrinsic motivation (EDU 213 Lecture 6). This will motivate Caitlin and make her want to get involved in classroom discussions. With some effort from Mr. Brown Caitlin will learn to like history and will find a willingness to learn.
Holt-Reynolds, D. (1992). Personal History-Based Beliefs as Relevant Prior Knowledge in Course Work. American Educational Research Journal, 29(2), 325-49.
Pike, B., & Bradley, F. (1997). The philosophy of teaching: Developing a statement that thrives in the classroom. Clearing House, 70(3), 125. Retrieved October 6, 2011 from http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9703092460&site=ehost-live&scope=site
In this course I experienced an important change in my beliefs about teaching; I came to understand that there are many different theories and methods that can be tailored to suit the teacher and the needs of the student. The readings, especially those from Lyons, G., Ford, M., & Arthur-Kelly, M. (2011), Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2007), and Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010), have helped me to understand this in particular. In composing my essay about teaching methods and other themes, my learning was solidified, my knowledge deepened by my research and my writing skills honed.