Elem Social Studies 12 (Mike)

The first video we needed to review before class connects very well with the graphic organizer we have used/discussed in the first 2 class sessions. Memory shows us what we know (or think) happened in the past while history is what actually happened based on primary sources we have to complete research with today. So for the “It says, I say, and so” organizer, our memory is what we need to use for the “I say” column, History (primary sources) is what we need to use for the “It says” column, and we need to evaluate both pieces of information to determine what our “and so” answer should be.

The main thing I learned in class is that there isn’t necessarily one right answer to any historical question based on the information used to arrive at that answer. Yes, it is one thing if everyone who is answering the same question is reaching their answer by using the same primary sources, then answers, most likely, will be in the same realm as one another. However, some people do tend to pick different parts of the same source to use in creating their answer. The big difference will come into play when a group is told to take a question or topic and come up with what happened using different primary sources.

When people use different sources to come up with one realization of what took place, the answers will be directly reflected by those sources used. What I am getting at is the fact that all sources are not reliable. This was a big takeaway for me in class. Even though, each primary source “is” accurate based on the first hand account of the person or who ever created it, the source may not be valid for the purpose of the research. The information can also be different based on the point of view. It is important to make sure that you have several sources from different places. I believe someone in class said that you should find multiple sources to back up your “I say” and look to find multiple sources that question what you thought. Then you can tell the “whole” history.

I wonder if we were given different primary sources instead of the same primary sources in class, what the different answers would have been with the boycott activity.

Three key points from class:

• History is a slow process – Hands on learning takes time
• Make a lesson/strategy your own – Make changes so it makes sense to you
• Go beyond the textbook – Primary sources are key to learning

Starting with vocabulary, one big takeaway from class that will stick with me is how vocabulary is much more than just the definition. I have learned in other classes about how a new word must be used 8-10 times (I might have to go back and look that up to check myself) but there wasn’t much direction into the many ways that new vocabulary can be learned outside of reading and speaking the word several times. This class showed that you can set up many activities that can revolve around a central vocabulary terms (s). My fear will be not using the correct terms to center activities around.

As mentioned in the previous blog, I did not have the most interesting social studies classes in high school, nor in my college career for that matter. I don’t have the content knowledge that I should at this point, so re-visiting and re-learning content will be key for my success in teaching social studies. With that being said, knowing the importance of vocabulary and ways in which I can integrate vocabulary activities into my social studies (or another subject) teachings, I could use my lack of content knowledge to my advantage. While reviewing and re-learning the content, it should be easier for me to pick up on what vocabulary terms will be most meaningful for planning my lessons.

The front loading concept seems to make sense. More upfront information and time spent on specific areas would make learning more in-depth and meaningful but how would you do that? I know that “teaching to the test” is going to become less of the norm but in reality, if the students are going to take an SOL of any kind, won’t teachers always put the most focus toward them? Even if front loading should require less review, how would a new teacher (or any teacher) be able to take the steps in using the front loading approach without fear of not using the same approach as the teachers who will be our mentors (or students teaching guides) as we enter the school? Is front loading something we can do as beginning teachers or is it something we will have to adjust to over time?

Every social studies class I had, that I can recall, basically all consisted of the teacher lecturing, readings from text books, and discussing time periods throughout history. None of which ever kept my attention, made me want to learn, nor stuck with me. Our first class meeting opened my eyes to see that there is a lot more to social studies than the picture drawn from my previous experiences. Not only can social studies be taught in a way to keep students attention, it can be taught in a way that can be fun and entertaining. I learned that social studies (and all subjects) can be best taught through integration. It is important that, we as teachers, try to find as many ways to mix subject matter together in a way that will enhance the learning process for our students.

I thought the way the class started was a great demonstration as to how we can open our classes when we begin teaching. We will be spending a whole school year with the same students and while it is very important for us as teachers to learn about our students and connect with our students, its just as important for our students to connect with each other. The getting to know you exercise, meet and great, and the subject exercise allowed all of us to get to know each other a little better than we did before. Using activities like this at the beginning of the year will allow the classroom to form unity and connections with one another. Likewise, the closing activity was also powerful. Using the snowball exercise in my class will get my students excited about sharing one takeaway from class which will not only reinforce that takeaway for them but also reinforce the other students takeaways for closure.

I hope to continue to learn many more ways in how to make social studies fun and exciting for my students, best practices and strategies in teaching social studies, and how I can better my knowledge of social studies to pass on to my students.