Exploring Early Social Studies Learning Experiences

1. History–Social Science: Learning Experience 1 http://www.wested.org/facultyinitiative/

2. History–Social Science The preschool foundations for history–social science relate to: History–Social Science Content Standards for California Public Schools, Kindergarten Through Grade Twelve (CDE, 2005) National Council for Social Studies: 10 important themes in social studies History–Social Science: Learning Experience 1 http://www.wested.org/facultyinitiative/

3. History–Social Science Self and Society: beginning to identify with how their family does things and understand that other families and people have ways of doing things that are different or similar to what their family does. Becoming a Preschool Community Member (Civics): how to live with others and how rules work, such as taking turns to go down the slide. History–Social Science: Learning Experience 1 http://www.wested.org/facultyinitiative/

4. History–Social Science Marketplace (Economics): a beginning understanding of money and the exchange of things and services, such as groceries purchased at the store. Sense of Time (History): events that happened in the past, even before they were born, such as when their mommy was a little girl. History–Social Science: Learning Experience 1 http://www.wested.org/facultyinitiative/

5. History–Social Science Sense of Place (Geography): the location of familiar places in relation to each other, such as knowing the way to preschool or that the park is across the street from the grocery store) and the different kinds of places where people live. (Ecology) learning to take care of earth and animals. History–Social Science: Learning Experience 1 http://www.wested.org/facultyinitiative/

6. History–Social Science: Learning Experience 1 http://www.wested.org/facultyinitiative/

7. History–Social Science • What similar experiences did you discover? • What different experiences did you discover? • What does this suggest in regard to working with the history–social science domain with young children? • How might you apply what you have learned here to your current or future work with young children? History–Social Science: Learning Experience 1 http://www.wested.org/facultyinitiative/

8. History–Social Science: Learning Experience 2 http://www.wested.org/facultyinitiative/

9. History–Social Science “ . . . children learn about themselves in a social and human context, enabling them to acquire a deep understanding of the responsibilities of members of a democratic society, their place in a complex economy, the legacy of past generations who contributed to society, and an appreciation of richness and diversity of other people.” (California Preschool Learning Foundations, Volume 3, page 1) History–Social Science: Learning Experience 2 http://www.wested.org/facultyinitiative/

10. History–Social Science: Learning Experience 2 http://www.wested.org/facultyinitiative/

11. History–Social Science • What were the similarities and differences you found when discussing your responses with a partner or small group? • Were there some substrands that you felt were not familiar concepts for you? Which ones? • Were some easier than others to consider for responding? Which ones? History–Social Science: Learning Experience 2 http://www.wested.org/facultyinitiative/

12. History–Social Science • Was anything surprising to you about these substrands? • Do you have values that are important to you that are expressed in these substrands? What are they? History–Social Science: Learning Experience 2 http://www.wested.org/facultyinitiative/

13. History–Social Science • How do you think your own experiences with the content of this domain will affect the work you do with young children? • Why do you think these are important areas of development to support in young children? History–Social Science: Learning Experience 2 http://www.wested.org/facultyinitiative/

14. History–Social Science: Learning Experience 3 http://www.wested.org/facultyinitiative/

15. History–Social Science Strands • Self and Society • Becoming a Preschool Member (Civics) • Sense of Time (History) • Sense of Place (Geography and Ecology) • Marketplace (Economics) History–Social Science: Learning Experience 3 http://www.wested.org/facultyinitiative/

16. History–Social Science Self and Society: centers on culture and diversity, relationships, and social roles and occupations. Becoming a Preschool Community Member (Civics): pertains to skills for democratic participation, responsible conduct, fairness and respect for other people, and conflict resolution. History–Social Science: Learning Experience 3 http://www.wested.org/facultyinitiative/

17. History–Social Science Sense of Time (History): includes understanding past events, anticipating and planning future events, personal history, and historical changes in people and the world. History–Social Science: Learning Experience 3 http://www.wested.org/facultyinitiative/

18. History–Social Science Sense of Place (Geography and Ecology): covers navigating familiar locations, caring for the natural world, and understanding the physical world through drawings and maps. Marketplace (Economics): focuses on the economic concept of exchange. History–Social Science: Learning Experience 3 http://www.wested.org/facultyinitiative/

19. History–Social Science Self and Society 1.0 Culture and Diversity 2.0 Relationships 3.0 Social Roles and Occupations History–Social Science: Learning Experience 3 http://www.wested.org/facultyinitiative/

20. History–Social Science Becoming a Preschool Community Member (Civics) 1.0 Skills for Democratic Participation 2.0 Responsible Conduct 3.0 Fairness and Respect for Other People 4.0 Conflict Resolution History–Social Science: Learning Experience 3 http://www.wested.org/facultyinitiative/

21. History–Social Science Sense of Time (History) 1.0 Understanding Past Events 2.0 Anticipating and Planning Future Events 3.0 Personal History 4.0 Historical Changes in People and the World History–Social Science: Learning Experience 3 http://www.wested.org/facultyinitiative/

22. History–Social Science Sense of Place (Geography and Ecology) 1.0 Navigating Familiar Locations 2.0 Caring for the Natural World 3.0 Understanding the Physical World Through Drawings and Maps Marketplace (Economics) 1.0 Exchange History–Social Science: Learning Experience 3 http://www.wested.org/facultyinitiative/

23. History–Social Science History–Social Science: Learning Experience 3 http://www.wested.org/facultyinitiative/

24. History–Social Science Completing the puzzle: • Assemble the pieces to show the organizational structure of the domain • Identify the 5 strands • Place appropriate substrands and foundations under each strand • Consider whether each foundation describes what children know or can do at around 48 or 60 months of age History–Social Science: Learning Experience 3 http://www.wested.org/facultyinitiative/

25. History–Social Science • What stands out for you? • Which foundations were easier to place? Why? Which ones were more challenging? Why? • What examples of any of these foundations have you seen? • Which substrand is the least familiar to you? How could you learn more about that substrand? History–Social Science: Learning Experience 3 http://www.wested.org/facultyinitiative/

26. History–Social Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

27. History–Social Science Strands • Self and Society • Becoming a Preschool Member (Civics) • Sense of Time (History) • Sense of Place (Geography and Ecology) • Marketplace (Economics) History–Social Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

28. History–Social Science Self and Society: centers on culture and diversity, relationships, and social roles and occupations. Becoming a Preschool Community Member (Civics): pertains to skills for democratic participation, responsible conduct, fairness and respect for other people, and conflict resolution. History–Social Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

29. History–Social Science Sense of Time (History): includes understanding past events, anticipating and planning future events, personal history, and historical changes in people and the world. History–Social Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

30. History–Social Science Sense of Place (Geography and Ecology): covers navigating familiar locations, caring for the natural world, and understanding the physical world through drawings and maps. Marketplace (Economics): focuses on the economic concept of exchange. History–Social Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

31. History–Social Science Self and Society 1.0 Culture and Diversity 2.0 Relationships 3.0 Social Roles and Occupations History–Social Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

32. History–Social Science Becoming a Preschool Community Member (Civics) 1.0 Skills for Democratic Participation 2.0 Responsible Conduct 3.0 Fairness and Respect for Other People 4.0 Conflict Resolution History–Social Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

33. History–Social Science Sense of Time (History) 1.0 Understanding Past Events 2.0 Anticipating and Planning Future Events 3.0 Personal History 4.0 Historical Changes in People and the World History–Social Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

34. History–Social Science Sense of Place (Geography and Ecology) 1.0 Navigating Familiar Locations 2.0 Caring for the Natural World 3.0 Understanding the Physical World Through Drawings and Maps Marketplace (Economics) 1.0 Exchange History–Social Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

35. History–Social Science History–Social Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

36. History–Social Science • What words, phrases, or images from the presentations resonated with you? • What similarities did you see? What stood out for you as unique? • Why do you think it’s important to share the history–social science foundations with the parents of children in their classrooms? • What could you use from these presentations for your future work? History–Social Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

37. History–Social Science • What terms or elements in the history–social science foundations were new or unfamiliar to you? • Which foundations describe competencies that you feel will be easy to observe in children? Which ones may be more difficult to observe? History–Social Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

38. History–Social Science • Which foundations remind you of foundations in other domains? What does this tell you about how children learn? • What will you take from this learning experience to your work on the history–social science foundations with young children? History–Social Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

39. History–Social Science Resources: • Spotlight on Young Children and Social Studies (2008), edited by Derry Koralek and Gayle Mindes. National Association for the Education of Young Children. • Active Experiences for Active Children: Social Studies (2nd ed.) (2005), by Carol Seefeldt and Alice Galper. Pearson Education. History–Social Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

40. History–Social Science • Nurturing Knowledge: Building a Foundation for School Success by Linking Early Literacy to Math, Science, Art, and Social Studies (2007), by Susan B. Neuman and Kathleen Roskos. Scholastic, Inc. History–Social Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

41. History–Social Science • Education for a Civil Society: How Guidance Teaches Young Children Democratic Life Skills (2012), by Dan Gartrell. National Association for the Education of Young Children. History–Social Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

42. History–Social Science Review a book and include: • Full citation • Background of the author • Central theme of the book and key ideas • How the theme and key ideas are supported in the book History–Social Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

43. History–Social Science Review a book and include: • Your evaluation of the book as a resource for understanding children’s acquisition of skills and knowledge described in the history–social science foundations History–Social Science: Learning Experience 4 http://www.wested.org/facultyinitiative/

44. History–Social Science: Learning Experience 5 http://www.wested.org/facultyinitiative/

45. History–Social Science The preschool learning foundations for the history–social science domain are aligned with: • History–Social Science Content Standards for California Public Schools (California Department of Education, 2000). History–Social Science: Learning Experience 5 http://www.wested.org/facultyinitiative/

46. History–Social Science The preschool learning foundations for the history–social science domain are aligned with: • National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment (National Council for the Social Studies, 2010). History–Social Science: Learning Experience 5 http://www.wested.org/facultyinitiative/

47. History–Social Science http://www.cde.ca.gov/be/st/ss/index.asp History–Social Science: Learning Experience 5 http://www.wested.org/facultyinitiative/

48. History–Social Science http://www.socialstudies.org/standards History–Social Science: Learning Experience 5 http://www.wested.org/facultyinitiative/

49. Summary: California Kindergarten History–Social Science Content Standards Learning and Working Now and Long Ago • Students understand that being a good citizen involves acting in certain ways. • Students recognize national and state symbols and icons such as the national and state flags, the bald eagle, and the Statue of Liberty. History–Social Science: Learning Experience 5 http://www.wested.org/facultyinitiative/

50. Summary: California Kindergarten History–Social Science Content Standards • Students match simple descriptions of work that people do and the names of related jobs at the school, in the local community, and from historical accounts. • Students compare and contrast the locations of people, places, and environments and describe their characteristics. History–Social Science: Learning Experience 5 http://www.wested.org/facultyinitiative/