In this episode, we explore the national curriculum standards and organizing strands of the NCSS “10 Themes” and review the various, related disciplinary content areas that contribute broadly to the whole social studies curriculum in the K-12 classroom. / https://dc.etsu.edu/social-studies-education-oer/1001/thumbnail.jpg

In this episode, we discuss the use of primary and secondary sources in the elementary social studies classroom. We explore the definitions for both primary and secondary sources, examine how they are connected to K-5 standards and curriculum frameworks, and visit various digital resources where teachers can find engaging primary sources for their students. / https://dc.etsu.edu/social-studies-education-oer/1003/thumbnail.jpg

In this episode, we take a deeper look at the definitions and five standards for historical thinking in the elementary social studies classroom. What does it mean for young learners and teachers to think like a historian? / https://dc.etsu.edu/social-studies-education-oer/1004/thumbnail.jpg

In this episode, we consider the role of civics, government, and political science in K-5 classrooms. We explore related standards, connections to the NCSS, and review some essential content and topics for elementary learners. We also visit some key civic digital resources for the classroom. / https://dc.etsu.edu/social-studies-education-oer/1006/thumbnail.jpg

Syftet med denna empiriska studie är att öka förståelsen för hur lärare upplever det ämnesintegrerade arbetssättet i SO-undervisningen. Frågeställningen för arbetet lyder: Hur reflekterar lärare i årskurserna 1–3 över sina upplevelser av att integrera SO medövriga skolämnen?. Studien riktar sig till de lärare och studenter som är intresserade av att arbeta ämnesintegrerat med SO-ämnena och vill veta mer om vad arbetssättet kan innebära. Vi har genomfört studien på en kvalitativ metodansats och intervjuat nio verksamma lågstadielärare om deras upplevelser och erfarenheter av att integrera SO-ämnena med andra skolämnen. Vi har analyserat lärarnas utsagor utifrån det hermeneutiska perspektivet intersubjektivitet såväl som lärandeteorierna det sociokulturella perspektivet, konstruktivismen samt pragmatismen. Vi har även analyserat utsagorna utifrån det teoretiska begreppet KASAM. Studien uppmärksammar att det finns intersubjektivitet bland de intervjuade lärarna kring vilka fördelar de upplever att det ämnesintegrerade arbetssättet kan ha i undervisningen och elevers förståelse- och kunskapsutveckling. I resultat- och analyskapitlet uppmärksammas såväl det som gör att lärarnas uppfattningar och erfarenhet av ämnesintegrerat arbete i SO skiljer sig åt, bland annat huruvida de undervisar i alla lågstadiets skolämnen eller enbart några. Utifrån de intervjuade lärarnas utsagor för vi en diskussion i förhållande till tidigare forskning. Slutsatserna av denna diskussion är att lärarnas utsagor stämmer bra överens med tidigare forskning. Slutsatsen lyfter även fram att det finns både likheter och skillnader, exempelvis att huruvida de undervisar i alla lågstadiets ämnen eller enbart några, påverkar hur lågstadielärare upplever att integrera SO med andra skolämnen och vice versa. Studien avslutas med förslag på vidare forskning, där vi lyfter fram att forskningen kring elevernas syn på den ämnesintegrerade undervisningen är bristande. Vidare forskning som undersöker ett elevperspektiv anser vi hade tillfört kunskap och förståelse om det ämnesintegrerade arbetssättet.

Driven 2 Teach is a privately funded program for history teachers in the state of Utah. The program emphasizes the importance of teacher travel to educate history teachers in the places where history happened. This study investigated the program’s influence on participant gains in learning about history and how to best teach about the past, social studies professional development, teacher beliefs, and changes in instructional practices. This study utilized a case study methodology, autoethnography, and six interconnected frameworks: Professional development, experiential education, site-based learning, pedagogical content knowledge, teacher beliefs, and professional learning communities. This study helps demonstrate the effectiveness of travel as a teaching method. Data from this study were used to answer the following questions: How do history teachers perceive their pedagogical content knowledge as changing as a result of participating in the Driven 2 Teach program? How do the experiences with Driven 2 Teach differ from other professional development experiences? How do history teacher beliefs about social studies education contribute to the changes in pedagogical content knowledge and instructional practice? How do these history teachers plan on changing instructional practices based on their new pedagogical content knowledge? The results of this study show that participants’ knowledge of historical content and how to best teach that content increased significantly. This study also found that more social studies professional development is needed in the state of Utah. Teachers’ confidence levels increased because of their experience with this program in regard to teaching history and social studies skills to their students. Participants, as a result of participation with Driven 2 Teach, are more likely to teach students’ skills using social studies content rather than merely teaching social studies through rote memorization. Participants want to incorporate more hands-on learning experiences for students, and use more primary source documents in their lessons. Traveling together to historical sites and other important places with other social studies teachers enhanced the learning of all involved and increased the retention of what was learned. Participants benefited from both planned and unplanned events, and had experiences that made them realize even more, the importance of social studies education and incorporating multiple perspectives when learning about the past.

This dissertation focused on citizen advocacy groups as an intervention strategy for affecting change in the policy process. The analysis is of a specific intervention in school desegregation policy by a citizen advocacy group. The purpose of this research was to identify the conditions under which a citizen advocacy group can intervene; the constraints to a successful intervention; and the attributes of a successful intervention. The case study was of the Community Coalition for School Integration, a citizen advocacy group which existed in Portland, Oregon between 1977 and 1980. A multi-method approach was used. It involved fifty interviews with members of the Coalition, school administration, school board and the media. In addition, historical and document analysis of secondary data and extensive literature review was done. The theoretical framework guiding this research was Iannaccone's dissatisfaction theory of governance, DIS/ID/STO/OS. DIS is evidence of community changed dissatisfaction reflected in voting behavior leading next to incumbent school board member defeat (ID) followed within two years by involuntary superintendent turnover (STO) and outside succession (OS). Rothman's (1968) models of community organization practice were used to analyze the intervention of the Coalition. The findings do confirm the DIS/ID/STO/OS theory of governance, but also suggest that community intervention is an intervening variable between the stage of dissatisfaction and incumbent defeat. The analysis of the intervention identifies six conditions necessary for community intervention: timeliness of the issue, financial resources, leadership, organizational support, staff, and media coverage. The major constraints were the lack of trust between the policy-making body and the citizen advocacy groups, and the political environment of the community. Attributes of successful intervention were: focused advocacy, multiple intervention strategies, and permanency of the organization. The impact of the citizen advocacy group's intervention is discussed, as are recommendations for future research.

The call of the recent Regular Education Initiative for special educators to provide support services to regular classroom teachers is echoing loud and clear in core subject areas (e.g., History and Social Studies). Special educators need to know the best methods for instructing learning and behaviorally disordered populations prior to transmitting the information to regular classroom teachers. This study asked questions about the relative effectiveness and efficiency of two instructional procedures: Direct Instruction with visual displays and Direct Instruction without visual displays. These were used to bring about the acquisition, maintenance and generalization of basic historical information for 41 learning and behaviorally handicapped youngsters. Subjects were from 12-15 years of age, I.Q.'s in 80-100 range, and attended special education non-public schools. Thirteen teachers were trained to implement four Direct Instruction lessons about George Washington, Abraham Lincoln, Fourth of July and Thanksgiving. Although significant learning occurred, results indicated there were no statistically significant differences in learning as a result of the two approaches. The implications for use or non-use of visual displays in teaching content area material are discussed.

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