Meaningful Social Studies

Meaningful Social Studies Running head: MEANINGFUL SOCIAL STUDIES

Meaningful Social Studies The Third Grade Michigan Studies Concepts of Place and Region in Geography Kathleen Silvey Grand Canyon University EED 563 March 29, 2009

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Meaningful Social Studies The Third Grade Michigan Studies Concepts of Place and Region in Geography In Michigan, third grade students explore the social studies disciplines of history, geography, civics and government, and economics through the context of Michigan studies. Building on prior social studies knowledge and applying new concepts of each social studies discipline to the increasingly complex social environment of their state, the third grade content expectations help prepare students for more sophisticated studies of their country and world in later grades (Michigan Department of Education, 2007). The five themes of geography were created in 1984 by the National Council for Geographic Education and the Association of American Geographers to facilitate and organize the teaching of geography in the K-12 classroom. While they have been supplanted by the National Geography Standards, they provide an effective organization of the teaching of geography (Rosenberg, n.d.). The five themes are location, place, human-environment interaction, movement, and region. Third grade students draw upon prior knowledge to create more complex understandings of geographic concepts using the context of Michigan. They further develop spatial awareness through the use of more complex maps of Michigan. Students refine the concept of regions as they explore different ways Michigan can be divided into regions and learn about the different geographic regions to which Michigan belongs. This is one of the foundations that prepare students for a more elaborate understanding of geography as they examine their country and world in subsequent grades (Michigan Department of Education, 2007). The Michigan social studies content expectations of places and regions are met through the following objectives. Understand how regions are created from common physical and human characteristics through:

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 G2.0.1 Use of a variety of visual materials and data sources to describe ways in which Michigan can be divided into regions.  G2.0.2 Describing different regions to which Michigan belongs (e.g., Great Lakes Region, Midwest). Learning the concepts of place and regions in geography can be an easy topic to differentiate instruction by using multiple instructional strategies. For example, some students may need modifications such as advance and graphic organizers, instructional scaffolding, additional practice and time to complete assignments, and/or alternative media (e.g., large-print materials, audiotapes, or electronic materials). Without specific modifications, the standard curricular materials can be inadequate for these students, and too frequently they can find themselves blocked from access to essential aspects of the curriculum. Teachers must adjust the materials or their presentation to break down the barriers and assist these students in learning (ERIC Clearinghouse on Disabilities and Gifted Education, 1999). Other students may need advanced modifications where they are able to work independently on more difficult activities, such as book reports, interviewing people and writing articles about them, or creating artwork and projects related to the topic being taught. To cater to the needs of every student, teachers can also use a range of specific strategies to differentiate in the classroom. Lessons planned using strategies such as big question teaching, learning agendas, flexible grouping, centers/stations, curriculum overlapping, and project-based instruction will support the needs of students with and without disabilities; students with a range of gifts, talents, and interests; and students who are ethnically, linguistically, and culturally diverse. Perhaps the easiest way to differentiate for all learners is to frame lessons and units as questions, issues or problems (Bigelow, 1994; Onosko & Jorgensen, 1995). Lessons structured as questions or problems tend to be more challenging and interesting that those that are structured as

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topics. An example of big question teaching in places and regions of Michigan would be, “What makes Michigan’s landscape unique or different from other states?” The openness of the question stimulates thought, permits and encourages inventive thinking, encourages different responses from different students, and allows for the pursuit of authentic learning and investigation. Further, students with a wide range of needs can answer “big questions”; some learners will provide answers that are more concrete while others will be able to answer in ways that are more complex and abstract (Kluth, 2005). The other strategies, such as flexible grouping and centers or stations, are also catered towards teaching a diverse group because they allow students to work on the concept being taught based on interests, needs or skills. According to Tomlinson (1999), centers should focus on important learning goals, contain materials that promote individual students' growth toward those goals; use activities addressing a wide range of reading levels, learning profiles, and student interests; provide clear directions; include instructions about what a student should do when he completes the work at the center; and include a record-keeping system to monitor what students do at the center and the quality level. An example of this strategy while teaching the concept of places and regions in Michigan would be to set up about a half a dozen centers that utilize various learning styles. For the artistic and visual learners, one center could have the students highlight a city in Michigan that they’ve been to using a cut-out of the state of Michigan. They could locate the city that they’ve been to with a sticker or star and on the back, write about their visit to that city. Other stations could utilize computer technology, another could use actual items that relate to Michigan such as maple leaves, cherries, a bottle of Vernor’s or Faygo soda, etc., and another could use reading a book about places in Michigan and either writing an essay about it or give an oral report.

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In curriculum overlapping, students needing more enrichment or more support might work on objectives that are different from those peers are addressing. When teachers use curriculum overlapping, some students focus on objectives that are different from but clearly connected to those being addressed by the class (Kluth, 2005). For example, a student who is already knows a lot about the geography of Michigan can opt out of the unit on this topic and instead work on a classroom computer assembling a classroom website that helps classmates study geography concepts and connect to pen pals around other parts of Michigan, as well as other parts of the world. Lastly, project-based instruction is especially appropriate for students with diverse learning profiles, because many student needs and learning styles can be addressed, there are increased opportunities for peer support and the development of relationships, students can work at their own pace; and a number of skills and disciplines can be incorporated into any project (Kluth, 2005). As one can plainly see, differentiated instruction is student-based learning where the student is in some form of control of their learning and what activities to choose to enhance their learning. How do teachers maintain control in the student-based classroom? When students are empowered in their learning and have more control, they become more responsible and accountable. At the same time, they learn to be more responsible and accountable with their behavior. References Bigelow, B. (1994). Getting O0ff the Ttrack: Stories from an Uuntracked Cclassroom. Milwaukee, WI: Rethinking Schools.

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ERIC Clearinghouse on Disabilities and Gifted Education. (1999). Teaching Social Studies to Students with Learning Disabilities. Retrieved March 29, 2009 from the Hoagies’ Gifted Education Page at http://www.hoagiesgifted.org/eric/faq/soc-stud.html. Kluth, P. (2005). Differentiating Instruction: 5 Easy Strategies for Inclusive Classrooms. Retrieved March 29, 2009 from http://www.paulakluth.com/articles/diffstrategies.html. Michigan Department of Education. (2007). Grades K-8 Social Studies Content Expectations. Vol. 12/07. Retrieved March 29, 2009 from http://www.michigan.gov/documents/mde/3rdgradeSSGLCE_229667_7.pdf. Onosko, J., & Jorgensen, C. (1998). Unit and Lesson Planning in the Inclusive Classroom: Maximizing Learning Opportunities for All Students. Baltimore: Brookes. Rosenberg, M. (n.d.). The Five Themes of Geography. Retrieved March 29, 2009 from About.com’s website: http://geography.about.com/od/teachgeography/a/5themes.htm. Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria, VA: ASCD. Grading Criteria

Unsatisfactory

Needs Improvement

Satisfactory

Points Earned

Meaningful Social Studies Content: (6 points)

Content is incomplete or omits some requirements stated in the assignment’s criteria. Major points are not clear and/or persuasive. No outside sources were used to support major points.

No relevant academic sources were used to write the paper. Comments

Content is not comprehensive and/or persuasive.

Content is comprehensive, accurate, and persuasive; definitions are clearly stated.

Major points are addressed, but are not well supported by outside sources. Research is inadequate in either relevance, quality of outside sources, and/or timeliness.

Major points are stated clearly and are well supported.

Only one relevant academic source was used to write the paper.

Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment’s criteria. At least two relevant academic sources were used to write the paper.

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Meaningful Social Studies Organization & Format: (2 points)

Comments

Organization and structure of the paper detract from the writer’s message. Introduction is missing.

Structure of the paper is not easy to follow.

Structure of the paper is clear and easy to follow.

Introduction is provided but it does not preview major points.

Paragraphs are disjointed and do not transition ideas smoothly and logically.

Paragraph transitions need improvement.

Conclusion is missing.

Conclusion is provided but does not flow from the body of the paper.

Paper lacks many elements of correct APA format. Citations and references are not provided.

Paper follows most guidelines for APA format.

Introduction provides sufficient background on the topic and previews major points. Paragraph transitions are present and logical, and maintain the flow of thought throughout the paper. Conclusion is logical, flows from the body of the paper, and does not include new information. Paper follows designated guidelines for APA format. Citations and references are presented appropriately.

Paper provides citations for sources, but they are incorrectly presented; reference list is provided but has some errors or omissions. (-.4)

1.6

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Meaningful Social Studies Grammar, Punctuation, Spelling, Word Choices, Readability: (2 points)

Comments Total Score

Paper contains numerous grammar, punctuation, spelling, and word choice errors. Language uses jargon or conversational tone.

Paper contains few grammar, punctuation, spelling, and word choice errors. Language lacks clarity or includes the use of some jargon or conversational tone. Paper is over or under the stated word length.

Rules of grammar usage and punctuation are followed; spelling and word choices are correct.

Language is clear and precise; sentences display consistently strong, varied structure. Paper is Paper is the considerably appropriate length below or above as described in the stated word the assignment’s count. criteria. Your paper was outstanding; it was well written and detailed. Your major points were well supported with examples and detailed explanations. Keep up the good work! 9.6

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