Why Social Studies Matters

 

The social studies are paramount to a well-rounded education.  In teaching the social studies we not only have the capacity to educate students on how the past has shaped the modern day, but to also to educate them on how they can shape the future.  

 

The first responsibility of a social studies teacher is to teach history.  We are bound to the past that has taken place, and the study of the past leads to a better understanding of the present.  Knowing the origin of their home nations and nations of the world, their governments and their traditions can lead to more educated citizenship.  Having students know history is not enough, understanding it is the key. Understanding history contextualizes the present and deepens students willingness to participate as citizens.

 

The second responsibility of a social studies teacher is to teach responsible citizenship through civics.  The pillars of governance is clear but how they directly affect a student's life is not. By teaching the foundations of government and the legislation that has passed from then to the modern day, students will have a better understanding of how and why government operates today. The more students know about how government operates the more likely they are to interact with it.  Responsible citizenship begins with knowing the duties and rights that come with citizenship. It is our duty as social studies to not only educate students on the forms of government but how to interact with government as to foster proactive citizens.

 

The third responsibility of a social studies teacher is to teach critical thinking.  Content knowledge is good, but understanding the actions of those names, their motivations, their effects on the past and therefore the present leads to mastery of history. If students understand the relevance of the past and how it has shaped their lives in the modern day, it empowers with them with the knowledge that they will be able to apply in their daily lives.  This can be accomplished by critical thinking by contextualizing events and asking questions that go beyond deaths and names. This critical thinking can help foster students that are curious and not only ask what, but are able to discern the why and how things have come to be.

 

The fourth responsibility of a social studies teacher is to teach social advocacy.  Students education should empower them to act as citizens, and this means the promotion of their ideals and values for the benefit of social discourse. Social studies teachers are uniquely equipped to teach students communication through the study and understanding of how social movements are and have been formed.  By incorporating media into lessons and teaching students communication skills through projects and classwork, they will be able to be effect advocates for whatever change they want to see.

 

History, responsible citizenship, critical thinking, and advocacy are paramount responsibilities of a social studies teacher. When taught together, students can become more engaged in their classwork and their community, preparing them for life outside of high school, no matter what path they choose to take.

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My Approach to Teaching Social Studies

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Coming into the classroom with the expectations that you can affect the efficacy of students and to shape them into responsible citizens without a plan would be folly.  The ways that I can teach responsible citizenship is by refining skills that students use to both receive history content and how they show mastery of that content.

 

How students receive content is the first and most important task. Lectures and powerpoints are a very efficient way of providing information but do not allow for students to engage the content in a meaningful way or promote the content going into their long term memories.  I hope to create a hybrid classroom where a short lecture helps to provide context or a setting where then students would read documents or conduct their own research. Educational psychology has proven that providing a visual is the most effective way to promote long term memory. I can provide my students visuals, background information, and the skills to analyze documents or texts. Once they read then the class can reconvene as a whole or in groups to discuss findings and refine their content. This research-based form of learning not only gives students the content that meets the State Standards, but also allows for students to refine their skills in analyzing readings, detecting bias, and alternative perspective taking. All of which are tools the students can take out of the classroom.  There are a variety of ways that this research and discussion can take place through individual work, web quests, partners work, reading groups, student presentations, document analysis exchange, event walks, and many others.

 

This brings up the question of the application and assessment of knowledge which offers another opportunity to teach real-world skills.  Written tests and quizzes are necessary at times for standardization and cumulative assessments. Throughout the semester, however, I hope to provide my students with assessment opportunities that not only highlight their mastery of the content but how to effectively communicate that content.  This can be accomplished through avenues such as short video talks, fake social media accounts, role-playing, Socratic seminars, portfolio building, and letter or email writing. With the increase of information and work being done digitally, it makes sense that how to use that technology should be taught as well.  By teaching students how to utilize technology professionally and safely to communicate historical content, it makes the students more prepared to use the technology safely and proactively when they need to when they finish their schooling or go to a university.

 

I understand that creating a classroom where research is the norm and students not only have to learn the content but how to communicate their knowledge is a tall order.  To lessen the stress of the students I can do things like provide guided notes for the short lectures and rubrics for assessments prior to them beginning work. By clearly explaining the expectations of the assignments beforehand and providing constant support I know my students will be able to meet and exceed the expectations of my classroom. To me teaching them the content comes first but must be followed by how they can apply that knowledge and how that history applies to them is just as important.