How to teach Social Studies effectively? In the main, social studies is about understandings, not skills.

Ostensibly, these understandings will lead one to become just, compassionate, honest, and perhaps even curious about not just questions of "what," but also questions of "how" and "why." Learning the content of the social studies is about creating knowledge, not memorizing facts. Students certainly require factual information to construct knowledge, but that is only the beginning. As opposed to the content of the "structured disciplines," the social studies are especially amenable to constructivist ideas for teaching and learning. Constructivism has little value in learning skills such as those found in mathematics, language arts, and certain content represented in the sciences. For the social studies, it can be pure magic in the hands of competent teachers. "I think we include social studies in the curriculum for the wrong reasons. It doesn't help us avoid the mistakes of the past, and if voting turnout is an indicator of good citizenship, it doesn't have much to do with that either. Social studies is probably best understood as an organized way of helping students develop understandings and appreciations that have long-term staying power, and that will influence them in positive ways to do the right thing when doing the right thing is hard to do." Ultimately, social studies is, or at least should be, about helping students develop positive values that will lead them to make good decisions, do the right thing, and be decent, moral, caring, and involved citizens. With the above in mind, I offer the following in an attempt to help education majors who are willing to do the work and make some sacrifices become good social studies teachers regardless of the level at which they intend to teach. Think about the following. There are three major concepts involved here. First, you must understand the content of the social studies at a level appropriate to that which you intend to teach. To understand content means more than mere memorization of facts. To understand content for a teacher means that you can explain it in more than one way to others, whether the content concerns facts, generalizations, principles, themes, and so on. To put it bluntly, you do not understand subject matter content unless you understand it in more than one way. For example, if your understanding of the causes of the American Revolution is limited to catch-phrases such as "taxation without representation," and the Intolerable Acts, you do not understand the causes in sufficient depth to explain them to others. So, the first concept involved in becoming a good social studies teacher is that you understand in more than one way the content of what you are to teach. You arrive at this level by reading, thinking, reflecting, and yes, teaching. Also, after many years of reflection, it is obvious that the very best social studies teachers have an insatiable appetite for their subject area; they read a lot, they are wonderfully curious about how our social fabric came to be and how our values and institutions shape our world. There is no other way to put it. Second, you must be able to translate the content you so understand to make it learnable, interesting, and challenging for students at the age and grade level you are teaching. It requires rearranging what you know. This applies to social studies more than any other content area simply because social studies as a discipline lacks any widely agreed-upon structure. For example, you may thoroughly understand the events, chronology, and causes of World War II. You may have taken one or more courses at the college level that dealt with World War II, and you may also have independently read several books about the war. This does not mean that what you "know" is in a form that a typical 4th, 8th, or 11th grader can readily understand. You will need to look at the specific curriculum you are supposed to implement and integrate what you know with the objectives or what is intended students learn. The tyranny of "following the book" has historically produced several generations of students who have at best a poor understanding of social studies. Third, you must consider pedagogy. This means that you not only understand the content in more than one way, can translate it into a form understandable, learnable, challenging, and interesting to your students, but that you also have the skills to actually teach the content. Pedagogy without subject matter content isn't worth very much. Simply "knowing about" teaching methods won't do. There is probably no more important skill required in teaching social studies than the ability to explain events, ideas, principles, and social interrelationships. In some ways, good social studies teaching rests on the ability to tell stories well. For social studies, this story telling ability is grounded in the depth and awareness of the connective possibilities of the content. Helping students make new connections, to find

challenge and meaning in social studies content is what excellent social studies teachers do every day. They are able to do it because they understand in more than one way what they are teaching and are able to draw upon this knowledge to make any lesson an adventure for their students. They adjust the content in a myriad of ways as the situation requires. They are never stuck, never at a loss to show or tell students something new, different, or interesting about what they are learning. For these fortunate teachers, teaching social studies is a true joy. It was at the very least for me one of the most satisfying periods of my career as a teacher. http://www.socialstudies.org/positions/powerful

A Vision of Powerful Teaching and Learning in the Social Studies: Building Social Understanding and Civic Efficacy
A Position Statement of National Council for the Social Studies
The function of education is to teach one to think intensively and to think critically Intelligence plus character that is the goal of true education. ~Martin Luther King Jr.

Rationale
The last decade of the twentieth century and the first decade of the twenty-first have seen a marginalization of social studies curriculum, instruction, and assessment at all grade levels. In many state houses, in departments of education and in school districts across this great nation, education for citizenship has taken a back seat to education for career and college. As Judith L. Pace wrote in Education Week in December 2007, the data point to a social studies divide, caused by the confluence of high-stakes accountability and school segregation by race and class. 1 She affirmed the view, widely held by social studies educators, that depth of historical, political, and cultural understanding is essential if this democracy is to survive and thrive. Powerful social studies teaching helps students develop enduring understandings in the core content areas of civics, economics, geography, and history, and assures their readiness and willingness to assume citizenship responsibilities. Powerful social studies learning leads to a wellinformed and civic-minded citizenry that can sustain and build on democratic traditions.

Purpose
This position statement presents a vision of social studies teaching and learning needed to achieve the levels of civic efficacy that the nation requires of its citizens. It does not outline a K12 social studies program nor does it suggest any particular curricular scope and sequence. The emphasis is on principles of teaching and learning that have enduring applicability across grade levels, social studies core content areas, and scope-and-sequence arrangements. These principles are summarized in this declaration: Teaching and learning in social studies are powerful when they are meaningful, integrative, value-based, challenging, and active. The vital task of preparing students to become citizens in a democracy is complex. The social studies disciplines are diverse, encompassing an expansive range of potential content. This content engages students in a comprehensive process of confronting multiple dilemmas, and encourages students to speculate, think critically, and make personal and civic decisions based on information from multiple perspectives. A powerful and rigorous social studies curriculum provides strategies and activities that engage students with significant ideas, and encourages them to connect what they are learning to their prior knowledge and to current issues, to think critically and creatively about what they are learning, and to apply that learning to authentic situations.

A Guiding Vision: The Goals of Social Studies

Teaching social studies powerfully and authentically begins with a deep knowledge and understanding of the subject and its unique goals. Social studies programs prepare students to identify, understand, and work to solve the challenges facing our diverse nation in an increasingly interdependent world. Education for citizenship should

help students acquire and learn to use the skills, knowledge, and attitudes that will prepare them to be competent and responsible citizens throughout their lives. Competent and responsible citizens are informed and thoughtful, participate in their communities, are involved politically, and exhibit moral and civic virtues.

Qualities of Powerful and Authentic Social Studies

A. Social Studies Teaching and Learning Are Powerful When They Are Meaningful
Meaningful social studies builds curriculum networks of knowledge, skills, beliefs, and attitudes that are structured around enduring understandings, essential questions, important ideas, and goals. Key concepts and themes are developed in depth. The most effective social studies teachers do not diffuse their efforts by covering too many topics superficially. Breadth is important, but deep and thoughtful understanding is essential to prepare students for the issues of twenty-first century citizenship. Skills necessary to help our students thrive in a world of continuous and accelerating change are emphasized. These include discipline-based literacy, multi-disciplinary awareness, information gathering and analysis, inquiry and critical thinking, communication, data analysis and the prudent use of twenty-first century media and technology. Skills are embedded throughout meaningful social studies lessons, rather than added on at the end. Teachers are reflective in planning, implementing, and assessing meaningful curriculum. Reflective teachers are well informed about the nature and purposes of social studies, have a continually growing understanding of the disciplines that they teach, and keep up with pedagogical developments in the field of social studies. Meaningful curriculum includes extensive and reflective study of the United States and other nations histories, religions, and cultures.

B. Social Studies Teaching and Learning Are Powerful When They Are Integrative
The subjects that comprise social studies--i.e., history, economics, geography, political science, sociology, anthropology, archaeology and psychology--are rich, interrelated disciplines, each critical to the background of thoughtful citizens. The social studies curriculum is integrative, addressing the totality of human experience over time and space, connecting with the past, linked to the present, and looking ahead to the future. Focusing on the core social studies disciplines, it includes materials drawn from the arts, sciences, and humanities, from current events, from local examples and from students own lives. Each of the social studies disciplines themselves integrates content from the others. Units and lessons can draw on ideas from economics, geography, history, political science, and sociology to increase understanding of an event or concept. Each disciplined pursuit demands a level of sensitivity and awareness to content drawn from the arts, humanities, and sciences. Powerful social studies teaching combines elements of all the disciplines as it provides opportunities for students to conduct inquiry, develop and display data, synthesize findings, and make judgments. Social studies teaching and learning requires effective use of technology, communication, and reading/writing skills that add important dimensions to students learning.

C. Social Studies Teaching and Learning Are Powerful When They Are Value-Based
Social studies teachers recognize that students do not become responsible, participating citizens automatically. The values embodied in our democratic form of government, with its commitment to justice, equality, and freedom of thought and speech, are reflected in social studies classroom practice. Social studies teachers develop awareness of their own values and how those values influence their teaching. They assess their teaching from multiple perspectives and, when appropriate, adjust it to achieve a better balance. Students are made aware of potential policy implications and taught to think critically and make decisions about a variety of issues, modeling the choices they will make as adult citizens. Students learn to assess the merits of competing arguments, and make reasoned decisions that include consideration of the values within alternative policy recommendations.

Through discussions, debates, the use of authentic documents, simulations, research, and other occasions for critical thinking and decision making, students learn to apply value-based reasoning when addressing problems and issues. Students engage in experiences that develop fair-mindedness, and encourage recognition and serious consideration of opposing points of view, respect for well-supported positions, sensitivity to cultural similarities and differences, and a commitment to individual and social responsibility.

D. Social Studies Teaching and Learning Are Powerful When They Are Challenging
Student work should reflect a balance between retrieval and recitation of content and a thoughtful examination of concepts in order to provide intellectual challenges. The teacher must explain and model intellectual standards expected of students. These include, but are not limited to: clarity, precision, completeness, depth, relevance, and fairness. Challenging social studies instruction makes use of regular writing and the analysis of various types of documents, such as primary and secondary sources, graphs, charts, and data banks. It includes sources from the arts, humanities, and sciences, substantive conversation, and disciplined inquiry. Disciplined inquiry, in turn, includes the teaching of sophisticated concepts and ideas, and in-depth investigation of fewer rather than more topics, with deep processing and detailed study of each topic. Challenging social studies includes the rigorous teaching of the core disciplines as influential and continually growing tools for inquiry.

E. Social Studies Teaching and Learning Are Powerful When They Are Active
Active lessons require students to process and think about what they are learning. There is a profound difference between learning about the actions and conclusions of others and reasoning ones way toward those conclusions. Active learning is not just hands-on, it is minds-on. Students work individually and collaboratively, using rich and varied sources, to reach understandings, make decisions, discuss issues and solve problems. Student construction of meaning is facilitated by clear explanation, modeling, and interactive discourse. Explanation and modeling from the teacher are important, as are student opportunities to ask and answer questions, discuss or debate implications, and participate in compelling projects that call for critical thinking. Powerful social studies teachers develop and/or expand repertoires of engaging, thoughtful teaching strategies for lessons that allow students to analyze content in a variety of learning modes.

Conclusion
Thomas Jefferson and other founders of the republic emphasized that the vitality of a democracy depends upon the education and participation of its citizens. The need for an informed citizenry was the very impetus for the creation of free public education in the United States. If the nation is to develop fully the readiness of its citizenry to carry forward its democratic traditions, it must support progress toward attainment of the vision of powerful social studies teaching and learning. Note 1. Judith L. Pace, Why We Need to Save (and Strengthen) Social Studies, Education Week (December 18, 2007). **This position statement is a revision of the statement prepared by the NCSS Task Force on Standards for Teaching and Learning in the Social Studies that, was approved by the NCSS Board of 1992. The revised statement was approved by the NCSS Board in May 2008. **

http://www.education.ky.gov/kde/instructional+resources/highly+effective+teaching+and+learning/characteristics+of+h ighly+effective+social+studies+teaching+and+learning.htm

Learning Climate: a safe environment supported by the teacher in which high, clear expectations and positive relationships are fostered; active learning is promoted Teacher Characteristics: A- Teacher creates learning environments where students are active participants as individuals and as members of collaborative groups. The teacher: 1) creates, questions, shares, discusses, reasons, and analyzes the processes involved in civic engagement, social studies inquiry and historical thinking. 2) promotes respect for various viewpoints, well-supported positions, and a sensitivity to cultural differences and similarities. B- Teacher motivates students and nurtures their desire to learn in a safe, healthy and supportive environment which develops compassion and mutual respect. The teacher: 1) motivates students and nurtures their desire to learn in a safe, healthy and supportive environment which develops compassion, mutual respect, tolerance of ambiguity and courage 2) promotes the demonstration and advocacy of civic dispositions such as individual responsibility, selfdiscipline/self-governance, civility, respect for rights of others, honesty, respect for law, open-mindedness, critical mindedness, negotiation and compromise, persistence, civic mindedness, compassion and patriotism C- Teacher cultivates cross cultural understandings and the value of diversity. D- Teacher encourages students to accept responsibility for their own learning and accommodates the diverse learning needs of all students. E- Teacher displays effective and efficient classroom management that includes classroom routines that promote comfort, order and appropriate student behaviors. The teacher: 1) facilitates cooperative groups, project-based tasks, authentic work, dialogue/debate/discussion, service learning, and student presentations. 2) encourages students to function as members of a learning community

F- Teacher provides students equitable access to technology, space, tools and time. G- Teacher effectively allocates time for students to engage in hands-on experiences, discuss and process content and make meaningful connections. The teacher: 1) promotes social interaction, historical thinking, and civic engagement. 2) fosters lifelong learning, inquiry, civic participation, democratic principles and processes. H- Teacher designs lessons that allow students to participate in empowering activities in which they understand that learning is a process and mistakes are a natural part of learning.

I- Teacher creates an environment where student work is valued, appreciated and used as a learning tool. The teacher: 1) knows each student individually, responds to each one insightfully, and builds a constructive relationship with every student. Student Characteristics:

A- Student accepts responsibility for his/her own learning. B- Student actively participates and is authentically engaged. C- Student collaborates/teams with other students. The student: 1) demonstrates and advocates civic dispositions such as individual responsibility to the group, selfdiscipline/governance, civility, respect for rights of other individuals, honesty, and respect for law, openmindedness, critical mindedness, persistence, compassion, civic mindedness, patriotism, negotiation and compromise. 2) exhibits mutual respect for differing perspectives and points of view. 3) makes informed and reasoned decisions for the common good as citizens of a culturally diverse, democratic society in an interdependent world. D- Student exhibits a sense of accomplishment and confidence. The student: 1) expresses and defends personal points of view and positions within the school and/or community. 2) thinks critically and makes value-based decisions. E- Student takes educational risks in class. The student: 1) refutes, defends, and supports his/her beliefs and opinions on controversial issues. F- Student practices and engages in safe, responsible and ethical use of technology.

Classroom Assessment and Reflection: the teacher and student collaboratively gather information and reflect on learning through a systematic process that informs instruction Teacher Characteristics: A- Teacher uses multiple methods to systematically gather data about student understanding and ability. The teacher: 1) uses multiple methods to systematically gather data about student understanding and ability including service learning, authentic and performance assessments (scored discussions and criteria scored debates). B- Teacher uses student work/data, observations of instruction, assignments and interactions with colleagues to reflect on and improve teaching practice. The teacher:

1) uses student work/data, observations of instruction, assignments and interactions with colleagues to reflect on and improve social studies teaching practice. 2) monitors progress in knowledge, skills and civic dispositions (individual responsibility, self-discipline, selfgovernance, civility, respect for rights of others, honesty, respect for law, open-mindedness, critical mindedness, negotiation and compromise, persistence, civic mindedness, compassion and patriotism). C- Teacher revises instructional strategies based upon student achievement data. D- Teacher uncovers students prior understanding of the concepts to be addressed and addresses students misconceptions/incomplete conceptions. The teacher: 1) uncovers students prior understanding of the knowledge, skills, concepts and civic dispositions to be addressed in social studies and addresses students misconceptions/incomplete conceptions. E- Teacher co-develops scoring guides/rubrics with students and provides adequate modeling to make clear the expectations for quality performance. The teacher: 1) co-develops scoring guides/rubrics with students and provides adequate modeling to make clear the expectations for performance such as the criteria in debates, discussions, writing assignments and responses, cooperative group work, inquiry based investigations, and presentations.

F- Teacher guides students to apply rubrics to assess their performance and identify improvement strategies. G- Teacher provides regular and timely feedback to students and parents that moves learners forward. H- Teacher allows students to use feedback to improve their work before a grade is assigned. I- Teacher facilitates students in self- and peer-assessment. J- Teacher reflects on instruction and makes adjustments as student learning occurs. Student Characteristics:

A- Student recognizes what proficient work looks like and determines steps necessary for improving his/her work. B- Student monitors progress toward reaching learning targets. C- Student develops and/or uses scoring guides periodically to assess his/her own work or that of peers. D- Student uses teacher and peer feedback to improve his/her work. E- Student reflects on work and makes adjustments as learning occurs.

Instructional Rigor and Student Engagement: a teacher supports and encourages a students commitment to initiate and complete complex, inquiry-based learning requiring creative and critical thinking with attention to problem solving Teacher Characteristics:

A - Teacher instructs the complex processes, concepts and principles contained in state and national standards using differentiated strategies that make instruction accessible to all students.

B Teacher scaffolds instruction to help students reason and develop problem-solving strategies. The teacher: 1) develops historical inquiry. 2) focuses topics on authentic real world issues and public policy regarding cultures and societies, economics, geography, historical perspective, government & civics. C - Teacher orchestrates effective classroom discussions, questioning, and learning tasks that promote higher-order thinking skills. The teacher: 1) facilitates lively classroom debates and written learning tasks where students are expected to defend their responses with facts, opinions, ideas and points of view. D -Teacher provides meaningful learning opportunities for students. The teacher: 1) connects social studies concepts across time (past, present, future) and place, sub-domains, and content areas.

E -Teacher challenges students to think deeply about problems and encourages/models a variety of approaches to a solution. The teacher: 1) challenges students to think innovatively, critically, creatively, socially, civically and ethically about problems faced by citizens and leaders and encourages/models a variety of approaches to conflicting perspectives on controversial issues and public policy.

F -Teacher integrates a variety of learning resources with classroom instruction to increase learning options. The teacher: 1) provides authentic, creative and problem solving opportunities for all students using a variety of resources (e.g., newspapers, multimedia presentations, speakers, monuments, artifacts, literature, music, and artwork) into classroom instruction to maximize larning options and authentic creative and problem solving opportunities for all students.

G -Teacher structures and facilitates ongoing formal and informal discussions based on a shared understanding of rules and discourse.

H -Teacher integrates the application of inquiry skills into learning experiences. The teacher: 1) integrates the application of historical inquiry, value based decision making on controversial issues, examination and evaluation of public policy, critical analysis of conflicting sources of information, cause effect, problem solution, interpretive analysis of historical artifacts, and primary and secondary source documents into learning experiences.

I -Teacher clarifies and shares with students learning intentions/targets and criteria for success.

Student Characteristics:

A -Student articulates and understands learning intentions/targets and criteria for success. B - Student reads with understanding a variety of texts. The student: 1) synthesizes information from a variety of primary and secondary source documents and multiple viewpoints. C -Student applies and refines inquiry skills. The student: 1) analyzes the credibility of historical data, proposes and advocates for solutions to real-world issues, through dialogue, debate, discussion, speech writing, and other modes of communication. 2) initiates leadership and mediation strategies in collaborative projects, class discussions, dialogue and debates.

Instructional Relevance: a teachers ability to facilitate learning experiences that are meaningful to students and prepare them for their futures.

Teacher Characteristics: A- Teacher designs learning opportunities that allow students to participate in empowering activities in which they understand that learning is a process and mistakes are a natural part of the learning. B- Teacher links concepts and key ideas to students prior experiences and understandings, uses multiple representations, examples and explanations. C- Teacher incorporates student experiences, interests and real-life situations in instruction. The teacher: 1) implements lessons that include students and teachers local and personal histories. 2) stimulates students to investigate and respond to human condition in the contemporary world. 3) encourages students to consider multiple perspectives and share their point of view, values and beliefs. 4) offers student choice in the formulation of goals, selection of activities, materials, instructional strategies and assessment of Social Studies curricular outcomes. 5) considers the age, maturity, and concerns of all students in connecting social studies content and pervasive social issues to their lives. 6) builds student background knowledge through various learning experiences (e.g., field trips, multimedia presentations, historical fiction, technology, community resource people). D- Teacher selects and utilizes a variety of technology that support student learning. E- Teacher effectively incorporates 21st Century Learning Skills that prepare students to meet future challenges. The teacher: 1) connects student learning to the world of work through the exploration of careers and the application of

essential social studies skills into their lives. 2) encourages students to consider multiple perspectives and share their point of view, values and beliefs. F- Teacher works with other teachers to make connections between and among disciplines. G- Teacher makes lesson connections to community, society, and current events. The teacher: 1) encourages students to be involved in service learning projects. 2) utilizes the experience and expertise of a variety of community resource people. 3) connects learning to community, society, current events, multiple points of view and global perspectives. 4) encourages students to develop a commitment to social responsibility, justice, action, citizenship, civic values and reflective concern for the common good. Student Characteristics:

A- Student poses and responds to meaningful questions. The student: 1) demonstrates and advocates for their values, beliefs, personal perspectives and points of view through debate, dialogue, and writing. B- Student uses appropriate tools and techniques to gather, analyze, and interpret quantitative and qualitative data. C- Student develops descriptions, explanation, predictions, and models using evidence. D- Student works collaboratively to address complex, authentic problems which require innovative approaches to solve. The student: 1) demonstrates and advocates for collaboration, compromise, and cooperation. 2) demonstrates respect and accountable talk when participating in interactive activities, group work, debates and classroom discussions. E- Student communicates knowledge and understanding in a variety of real-world forms. The student: 1) understands that social studies is important to future success (e.g., citizenship, civic engagement, career, education). 2) utilizes their personal experience to make connections to the past, present and future. 3) utilizes their personal experiences, historical data, and research to make connections and form value-based opinions on social, political, geographical, and economic issues. F- Student communicates knowledge and understanding for a variety of purposes. The student: 1) reflects the importance of citizenship and civic values in our global society through classroom discussions, written assignments, community involvement and/or service projects.

Knowledge of Content: a teachers understanding and application of the current theories, principles, concepts and skills of a discipline.

Teacher Characteristics:

A- Teacher demonstrates an understanding and in-depth knowledge of content and maintains an ability to convey this content to students. The teacher: 1) demonstrates an in-depth understanding of the social studies content (U.S. History, World History, Kentucky History, Economics, Geography, Cultures and Societies, Government and Civics) in the grades and courses assigned. 2) imparts to the students the social studies content knowledge, skills and dispositions essential for understanding, appreciation and real world application and communication 3) provides intensive and recurring cross cultural study of groups. 4) provides a clear and accurate examination of the past, present and future social world (its flaws, strengths, dangers, conditions, problems and promise) and human achievement and failures. B- Teacher maintains on-going knowledge and awareness of current content developments. The teacher: 1) keeps abreast of current developments and research in the field of social studies and participates in professional learning (e.g., curriculum advisory committees, higher education, professional organizations, community affairs, professional magazines, study, and travel). 2) participates and contributes to professional learning communities. C- Teacher designs and implements standards-based courses/lessons/units using state and national social studies standards. D- Teacher uses and promotes the understanding of appropriate social studies content vocabulary. The teacher: 1) uses a variety of content vocabulary literacy strategies (e.g., verbal and visual word association, Frayer Model). E- Teacher provides essential supports for students who are struggling with the social studies content. The teacher: 1) provides appropriate interventions and modifications (e.g., self assessments, study sheets, break down content into manageable chunks, graphic organizers, peer tutor) while utilizing each students multiple intelligences and learning styles. F- Teacher accesses a rich repertoire of instructional practices, strategies, resources and applies them appropriately. The teacher: 1) demonstrates an understanding of the conceptual nature of social studies content, and interconnects knowledge, skills, beliefs, values, perspectives, and attitudes within multiple sub-domains and content areas. 2) provides learning experiences that develop civic minded, responsible citizens by integrating and engaging students in the culture, economics, civics, geography and history of the past, present and future. 3) utilizes challenging resources (artifacts, primary and secondary sources), and implements them appropriately according to the particular learning needs of his/her students and aligns them with the cognitive demand of the social studies content. 4) demonstrates proficiency in the use of tools and technology related to social studies (e.g., maps, charts, graphs, GPS) and other techniques to gather and manage, analyze, and interpret historical data.

Student Characteristics: A- Student demonstrates growth in social studies content knowledge. The student: 1) demonstrates an understanding of content knowledge through authentic presentations, written and oral expressions. B- Student uses and seeks to expand appropriate social studies vocabulary.

C- Student connects ideas across content areas. The student: 1) makes connections between sub-domains of social studies (Government and Civics, Cultures and Societies, Economics, Geography and Historical Perspective) 2) makes connections to the other content areas (e.g., Math, Science, Humanities, Language Arts, World Languages) D-Student uses ideas in realistic problem solving situations. The student: 1) applies concepts to real world situations and multiple perspectives and communicates these ideas verbally and in writing using accountable talk 2) uses critical thinking, observing, reading, writing, non-linguistic representations and discussion to effectively analyze artifacts, primary and secondary sources for historical perspectives and interpretations. In addition to the common characteristics, each content area below has developed a set of content specific characteristics that demonstrate highly effective teaching and learning. In order to access the characteristics in each content area, please click a content area below.

Plan activities, assignments, and projects for the unit. Not only will you be sharing information with your students, but you will also provide them opportunities to explore the subject on their own, practice with the information you are giving them, and use the knowledge to draw conclusions and apply it to the real world. Worksheets may provide practice, but you can also look for journal assignments, art activities, group activities, role playing and speech opportunities. For example, if you are teaching first grade students about their families, you can assign them a family tree. Students can work with their parents to find out about their grandparents and great-grandparents and then bring in a poster-sized family tree. Another activity that is popular for many historical units of study is turning part of your classroom into that historical time. When you are teaching about colonial times, you might create a colonial marketplace in your room. When you are studying the Industrial Revolution, you might make an assembly line. Look for ways to bring the Social Studies curriculum to life as well as to provide practice for kids. Read more: How to Teach Social Studies to Kids | eHow.com http://www.ehow.com/how_4811720_teach-socialstudies-kids.html#ixzz1weckP1Rn