SOLUTIONS for
TU
Dynamic Social Studies, 11th
edition
VI
Author (s): George W. Maxim
A
A
PP
R
O
VE
D
??
, Chapter 1
Social Studies: The Subject You Will Teach
TU
Chapter Outline
I. Memories of Elementary School Social Studies
II. Attribute 1: Social Studies as a School Subject
A. Integrated Social Studies
B. Major Social Studies Goals
III. Attribute 2: The Origin, Erosion and Rebirth of Social Studies
A. Social Studies is Born
VI
B. Social Studies in Decline
IV. Attribute 3: Instructional Practices That Promote and Support Learning
A. Powerful and Purposeful Social Studies Instruction
B. Constructivist Teaching Practices
V. Attribute 4: Democratic Classroom Communities
A
A. A Democratic Classroom
VI. A Final Thought
VII. References
Chapter 1: The Subject You Will Teach models a constructivist approach, asking students to first reflect on the
qualities of a good social studies teacher, using a fourth grade learning adventure. Next, students consider the
A
question, What Do You Remember about Social Studies? and identify the best and the worst social studies
elementary experiences. Through these two reflective tasks, students review classroom examples and consider the
context and policies as well as the dilemmas and opportunities facing them as social studies teachers.
PP
Chapter Overview
Attribute 1: Social Studies as a School Subject
A social science is any of several disciplines that examine how people interact and develop as societies.
Six major social sciences
These contribute to the backbone of elementary social studies programs: geography, history, civics
R
(political science), anthropology, sociology, and economics.
The Goals of Elementary School Social Studies
The overriding purpose of social studies is to ready students for the most important duty they will have as
O
adults, what Thomas Jefferson called the “office of citizen” with civic competence as a central aim. The
NCSS Task Force on Early Childhood/Elementary Social Studies (1989) suggests that the traditional
skills of reading, writing, and computing are necessary but insufficient to help young citizens to
participate in a complex world. Social studies specialized goals help children accomplish what other
VE
subjects cannot help them achieve. The task force recommended essential goals be divided into three broad
areas:
Knowledge-The knowledge base should include rich, accurate information across the social
sciences
Skills-Map and globe skills are primary to social studies. Other skills including communication
skills are also shared with other parts of the curriculum.
Values and Beliefs-The early years are ideal for children to understand core civic
principles, particularly in terms of smaller social entities such as the family, classroom,
D
and community along with positive attitudes toward learning and a spirit of inquiry.
Attribute 2: The Origin, Erosion and Rebirth of Social Studies
?
1
Copyright © 2018, 2014, 2010 by Pearson Education, Inc. All Rights Reserved
, At the beginning of the 20th century American schools focused on ensuring that immigrant children were exposed to
“American customs, standards of behavior, and morals.” The National Education Association (NEA) proposed a
new school subject called social studies.
TU
Social Studies is Born
The Progressive Social Studies Curriculum. This curriculum grew out of the progressive
movement work of John Dewey (1896). Lucy Sprague Mitchell’s (1934) “Here-and-Now” social
studies curriculum began with children’s experiences and built on the natural progression of
children’s understandings.
The Expanding Environments Approach. This is the basic structure commonly organizing
elementary social studies, dominating it for over 50 years. Paul Hanna (1963) conceived the
VI
“Expanding Communities” format, building on Mitchell’s work, presenting content as a series of
concentric circles starting with the self at the center and progressing to the family, school,
neighborhood until reaching the international community. In the mid 1980’s the approach was
criticized as being redundant and in 2009, a NCSS position statement referred to the curriculum as
“insufficient for today’s young learners”; however, it remains in frequent use.
A
The Spiral Curriculum. Introduced by Jerome S. Bruner (1966) as a pattern where students return
to key topics introduced in earlier grades throughout the curriculum with greater depth and
difficulty. Key concepts such as culture, heritage, authority, interdependence, and scarcity are
selected for their ability to synthesize a large amount of information and ease of use on different
levels of complexity or abstraction. A dynamic social studies curriculum, expanding or spiral, is
A
consistent, cumulative, and enriched at each level.
Social Studies in Decline
Social studies curriculum came under heavy criticism during the 1980’s with the publication of A Nation at
PP
Risk. For social studies in particular, standardized test results indicated America’s students did not have the
knowledge to make decisions. In response, some argued social studies move “back to the basics” and teach
essential elements of lasting knowledge.
NCSS National Curriculum Standards. The NCSS Standards, revised in 2010, focus on 10 themes
that constitute the organizing strands that should thread through social studies programs from pre-
K through grade 12.
R
Individual Discipline and State Standards. Individual states and most of the individual social
sciences (history, geography, civics, economics) have also created standards to present a
consistent understanding of what students are expected to learn or be able to do.
O
No Child Left Behind (NCLB). With an increased focus on reading and mathematics, social
studies was frequently viewed as a non-essential subject. The rebirth of social students came with
the Common Core Standards and the release of the NCSS (2013) College, Career and Civic Life
VE
Framework (C3). Using an interdisciplinary lens, NCSS introduced the concept of an “inquiry arc”
as means of engaging students in the experiences that support their development of problem-
solving and critical thinking as well as other skills needed for active citizens in the 21 st century..
Attribute 3: Instructional Practices That Promote and Support Learning
Social studies must be delivered in a developmentally appropriate way during the elementary years. This mission,
referred to throughout the text as dynamic social studies, encourages young students to discover the young social
scientists within themselves. Children are curious about their world and seek answers to their questions in order to
D
obtain knowledge about their social environment.
Powerful and Purposeful Social Studies Instruction.
The NCSS position statements provide guidelines for engaging students and encouraging them to connect
?
what they learn to authentic situations. This means instruction should be:
2
Copyright © 2018, 2014, 2010 by Pearson Education, Inc. All Rights Reserved
, Meaningful-capitalize on the diversity and natural interests of students.
Integrative-social studies synthesizes the social sciences as well as other curricular areas.
Value Based-core democratic values are fundamental beliefs and constitutional principles of
American society. Exploring, discussing, and making connections between these values and
TU
students’ lives are important for understanding citizenship.
Challenging-requires application of higher order thinking skills that are part of social studies
activities. Questions should stimulate decision-making, problem solving, and issue analysis.
Active-teachers use a variety of approaches, strategies, and materials to support interests and
abilities, as they guide, rather than dictate, learning.
Constructivist Teaching Practices
The constructivist model of teaching serves as the model for this textbook. Children build their knowledge
VI
of the world as they strive to establish connections between what they already know and what is new to
them. Building new concepts by altering existing cognitive structures is at the center of constructivism. The
emphasis on mental activity corresponds with the way practicing social scientists carry out investigations.
In social studies classrooms, teachers must be able to create and present intriguing situations to inspire
young social scientists.
A
Teaches must be aware of students’ existing background knowledge. If the situation is too far removed,
students will become frustrated, but if it is too comfortably within existing background knowledge, they
will not be challenged. The key is to gear the intriguing situation slightly in advance of children’s existing
background understanding. The change that occurs is referred to as constructivist learning, and new
information is integrated into the knowledge that already exists.
A
Constructivism has both cognitive (the process of resolving intriguing situations), and social (collaborations
with teachers and peers) components. In constructivist social studies classrooms, teachers do not commit to
one “right way to teach.” Rather, they understand balance and proportion, sometimes working as
PP
collaborators and other times as facilitators.
Attribute 4: A Democratic Classroom
Social studies in a democratic classroom engenders a positive sense of self in all students. Teachers aware of
typically developing milestones and individual variations work to ensure that the classroom environment is
inclusive. In democratic classrooms teachers value diversity and build a sense of community. Teachers and children
respect and trust each other. The American democratic principles of “liberty, freedom, justice, fairness, equality and
R
equal opportunity” are modeled as teachers consider who they are teaching, what they are teaching and how they are
teaching.
Discussion Questions
O
1. How does the history of the development of social studies as a subject connect to the history of the United
States? How do social studies knowledge, skills, and values and beliefs fit into this history?
VE
2. Break down the NCSS (1993) definition of social studies on page 8 of the text into sections for discussion
(for example, the first sentence is one section, each discipline might be thought of as separate sections). For
each section, explain your background and prior experiences. Which do you think are your strengths?
Which are areas for growth?
3. Are your experiences as a student in social studies classrooms from pre-kindergarten through 12 th grade
consistent with the NCSS (2010) statement stressing the aims of social studies on page 12? Also, share
your thoughts about the Task Force on Early Childhood/Elementary Social Studies (1989) list. To what
D
extent were these skills part of your early education?
4. Within the Professional Standards on pages 19-20 are the NCSS themes which incorporate the six social
sciences. Where do you see each of these-- geography, history, civics (political science), anthropology,
sociology, and economics) included? How are each included? Do the themes reflect each of these
?
3
Copyright © 2018, 2014, 2010 by Pearson Education, Inc. All Rights Reserved
TU
Dynamic Social Studies, 11th
edition
VI
Author (s): George W. Maxim
A
A
PP
R
O
VE
D
??
, Chapter 1
Social Studies: The Subject You Will Teach
TU
Chapter Outline
I. Memories of Elementary School Social Studies
II. Attribute 1: Social Studies as a School Subject
A. Integrated Social Studies
B. Major Social Studies Goals
III. Attribute 2: The Origin, Erosion and Rebirth of Social Studies
A. Social Studies is Born
VI
B. Social Studies in Decline
IV. Attribute 3: Instructional Practices That Promote and Support Learning
A. Powerful and Purposeful Social Studies Instruction
B. Constructivist Teaching Practices
V. Attribute 4: Democratic Classroom Communities
A
A. A Democratic Classroom
VI. A Final Thought
VII. References
Chapter 1: The Subject You Will Teach models a constructivist approach, asking students to first reflect on the
qualities of a good social studies teacher, using a fourth grade learning adventure. Next, students consider the
A
question, What Do You Remember about Social Studies? and identify the best and the worst social studies
elementary experiences. Through these two reflective tasks, students review classroom examples and consider the
context and policies as well as the dilemmas and opportunities facing them as social studies teachers.
PP
Chapter Overview
Attribute 1: Social Studies as a School Subject
A social science is any of several disciplines that examine how people interact and develop as societies.
Six major social sciences
These contribute to the backbone of elementary social studies programs: geography, history, civics
R
(political science), anthropology, sociology, and economics.
The Goals of Elementary School Social Studies
The overriding purpose of social studies is to ready students for the most important duty they will have as
O
adults, what Thomas Jefferson called the “office of citizen” with civic competence as a central aim. The
NCSS Task Force on Early Childhood/Elementary Social Studies (1989) suggests that the traditional
skills of reading, writing, and computing are necessary but insufficient to help young citizens to
participate in a complex world. Social studies specialized goals help children accomplish what other
VE
subjects cannot help them achieve. The task force recommended essential goals be divided into three broad
areas:
Knowledge-The knowledge base should include rich, accurate information across the social
sciences
Skills-Map and globe skills are primary to social studies. Other skills including communication
skills are also shared with other parts of the curriculum.
Values and Beliefs-The early years are ideal for children to understand core civic
principles, particularly in terms of smaller social entities such as the family, classroom,
D
and community along with positive attitudes toward learning and a spirit of inquiry.
Attribute 2: The Origin, Erosion and Rebirth of Social Studies
?
1
Copyright © 2018, 2014, 2010 by Pearson Education, Inc. All Rights Reserved
, At the beginning of the 20th century American schools focused on ensuring that immigrant children were exposed to
“American customs, standards of behavior, and morals.” The National Education Association (NEA) proposed a
new school subject called social studies.
TU
Social Studies is Born
The Progressive Social Studies Curriculum. This curriculum grew out of the progressive
movement work of John Dewey (1896). Lucy Sprague Mitchell’s (1934) “Here-and-Now” social
studies curriculum began with children’s experiences and built on the natural progression of
children’s understandings.
The Expanding Environments Approach. This is the basic structure commonly organizing
elementary social studies, dominating it for over 50 years. Paul Hanna (1963) conceived the
VI
“Expanding Communities” format, building on Mitchell’s work, presenting content as a series of
concentric circles starting with the self at the center and progressing to the family, school,
neighborhood until reaching the international community. In the mid 1980’s the approach was
criticized as being redundant and in 2009, a NCSS position statement referred to the curriculum as
“insufficient for today’s young learners”; however, it remains in frequent use.
A
The Spiral Curriculum. Introduced by Jerome S. Bruner (1966) as a pattern where students return
to key topics introduced in earlier grades throughout the curriculum with greater depth and
difficulty. Key concepts such as culture, heritage, authority, interdependence, and scarcity are
selected for their ability to synthesize a large amount of information and ease of use on different
levels of complexity or abstraction. A dynamic social studies curriculum, expanding or spiral, is
A
consistent, cumulative, and enriched at each level.
Social Studies in Decline
Social studies curriculum came under heavy criticism during the 1980’s with the publication of A Nation at
PP
Risk. For social studies in particular, standardized test results indicated America’s students did not have the
knowledge to make decisions. In response, some argued social studies move “back to the basics” and teach
essential elements of lasting knowledge.
NCSS National Curriculum Standards. The NCSS Standards, revised in 2010, focus on 10 themes
that constitute the organizing strands that should thread through social studies programs from pre-
K through grade 12.
R
Individual Discipline and State Standards. Individual states and most of the individual social
sciences (history, geography, civics, economics) have also created standards to present a
consistent understanding of what students are expected to learn or be able to do.
O
No Child Left Behind (NCLB). With an increased focus on reading and mathematics, social
studies was frequently viewed as a non-essential subject. The rebirth of social students came with
the Common Core Standards and the release of the NCSS (2013) College, Career and Civic Life
VE
Framework (C3). Using an interdisciplinary lens, NCSS introduced the concept of an “inquiry arc”
as means of engaging students in the experiences that support their development of problem-
solving and critical thinking as well as other skills needed for active citizens in the 21 st century..
Attribute 3: Instructional Practices That Promote and Support Learning
Social studies must be delivered in a developmentally appropriate way during the elementary years. This mission,
referred to throughout the text as dynamic social studies, encourages young students to discover the young social
scientists within themselves. Children are curious about their world and seek answers to their questions in order to
D
obtain knowledge about their social environment.
Powerful and Purposeful Social Studies Instruction.
The NCSS position statements provide guidelines for engaging students and encouraging them to connect
?
what they learn to authentic situations. This means instruction should be:
2
Copyright © 2018, 2014, 2010 by Pearson Education, Inc. All Rights Reserved
, Meaningful-capitalize on the diversity and natural interests of students.
Integrative-social studies synthesizes the social sciences as well as other curricular areas.
Value Based-core democratic values are fundamental beliefs and constitutional principles of
American society. Exploring, discussing, and making connections between these values and
TU
students’ lives are important for understanding citizenship.
Challenging-requires application of higher order thinking skills that are part of social studies
activities. Questions should stimulate decision-making, problem solving, and issue analysis.
Active-teachers use a variety of approaches, strategies, and materials to support interests and
abilities, as they guide, rather than dictate, learning.
Constructivist Teaching Practices
The constructivist model of teaching serves as the model for this textbook. Children build their knowledge
VI
of the world as they strive to establish connections between what they already know and what is new to
them. Building new concepts by altering existing cognitive structures is at the center of constructivism. The
emphasis on mental activity corresponds with the way practicing social scientists carry out investigations.
In social studies classrooms, teachers must be able to create and present intriguing situations to inspire
young social scientists.
A
Teaches must be aware of students’ existing background knowledge. If the situation is too far removed,
students will become frustrated, but if it is too comfortably within existing background knowledge, they
will not be challenged. The key is to gear the intriguing situation slightly in advance of children’s existing
background understanding. The change that occurs is referred to as constructivist learning, and new
information is integrated into the knowledge that already exists.
A
Constructivism has both cognitive (the process of resolving intriguing situations), and social (collaborations
with teachers and peers) components. In constructivist social studies classrooms, teachers do not commit to
one “right way to teach.” Rather, they understand balance and proportion, sometimes working as
PP
collaborators and other times as facilitators.
Attribute 4: A Democratic Classroom
Social studies in a democratic classroom engenders a positive sense of self in all students. Teachers aware of
typically developing milestones and individual variations work to ensure that the classroom environment is
inclusive. In democratic classrooms teachers value diversity and build a sense of community. Teachers and children
respect and trust each other. The American democratic principles of “liberty, freedom, justice, fairness, equality and
R
equal opportunity” are modeled as teachers consider who they are teaching, what they are teaching and how they are
teaching.
Discussion Questions
O
1. How does the history of the development of social studies as a subject connect to the history of the United
States? How do social studies knowledge, skills, and values and beliefs fit into this history?
VE
2. Break down the NCSS (1993) definition of social studies on page 8 of the text into sections for discussion
(for example, the first sentence is one section, each discipline might be thought of as separate sections). For
each section, explain your background and prior experiences. Which do you think are your strengths?
Which are areas for growth?
3. Are your experiences as a student in social studies classrooms from pre-kindergarten through 12 th grade
consistent with the NCSS (2010) statement stressing the aims of social studies on page 12? Also, share
your thoughts about the Task Force on Early Childhood/Elementary Social Studies (1989) list. To what
D
extent were these skills part of your early education?
4. Within the Professional Standards on pages 19-20 are the NCSS themes which incorporate the six social
sciences. Where do you see each of these-- geography, history, civics (political science), anthropology,
sociology, and economics) included? How are each included? Do the themes reflect each of these
?
3
Copyright © 2018, 2014, 2010 by Pearson Education, Inc. All Rights Reserved
