Social Studies Problems Raised in ED-LTCY 440

This was a list created in my ED-LTCY 440 class. It was created for us to try and brainstorm problem areas and solutions to those problems in different subject areas. The work was done in small groups then presented to the class. I wanted to snag it right after class because some of the problems corresponded to issues and questions raised in our own social studies class.

Problems:

• Vocabulary (too much)

• Americanized (problem being keeping students interested)

• Doesn’t seem relevant/significant

• Too much talking (teachers don’t stop to make sure students comprehend material)

• Memorization of geography

• Not engaging too overwhelming too much material

• Lack of participation

Solutions:
• Show multiple view points on topics
• Explain relevancy (make connections to familiar terms)
     o ie. State, Territories, Providences
• Group work/research projects
• Engaging activities (videos, readers theatre, photos/visual aids, news anchors on historical events)
• Appropriate planning/time management
• Bring in cultural awareness activities

I thought most of the solutions where great. One of the problems seemed interesting to me though. Especially since one of the solutions was to show multiple points of view. The problem I’m referring to was “too much material.” This could mean the students feel overwhelmed, or the teacher feels the pressure to cram everything in, or both. I think the solution to the problem(s) can be reached with the aid of backward design.

This solution is stretched across all three areas in backward design. First, identify the desired results. Second, determine acceptable evidence. Third, plan learning experiences and instruction. As I’ve state in previous entries, and we discussed in class, it is impossible to represent every view point in history. Instead identify what students should be familiar with, what is important to know/do, and third what should student retain for the future. From here a teacher could begin their planning for assessment and engagement by students. Both of which are important aspects of the classroom but both can be assembled after the results have been established.