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GACE Social Studies Review Session

GACE Social Studies Review Session. Presented By: Joe E. Hart jhart@clayton.k12.ga.us. Overview. What is Social Studies? Goal of Social Studies Curriculum Ten Themes of Social Studies Social Studies and Social Sciences Community as Source of Data Typical Scope and Sequence. Overview.

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GACE Social Studies Review Session

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  1. GACE Social Studies Review Session Presented By: Joe E. Hart jhart@clayton.k12.ga.us

  2. Overview • What is Social Studies? • Goal of Social Studies Curriculum • Ten Themes of Social Studies • Social Studies and Social Sciences • Community as Source of Data • Typical Scope and Sequence

  3. Overview • Instructional Strategies • Bloom’s Taxonomy • Learning Concepts • Citizenship • Maps and Spatial Sense • Multicultural Education • Assessment

  4. What is Social Studies? • The social studies are: • selected information and modes of investigation from the social sciences • selected information from any area that relates directly to an understanding of individuals, groups, and societies • applications of the selected information to citizenship education. Social Studies for Elementary School Classrooms (Martorella and Beal, 2002)

  5. Goal of the Social Studies Curriculum • NCSS states the following view: • “The primary purpose of social studies is to help young people develop the ability to make informal and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.” Social Studies for Elementary School Classrooms (Martorella and Beal, 2002)

  6. Ten Themes of Social Studies • The National Council for Social studies (NCSS) has created ten themes that form the framework of the social studies standards<title>socialstudies.org | Curriculum Standards for Social Studies: Executive Summary

  7. Ten Themes of Social Studies • Culture • Time, Continuity, and Change • People, Places, and Environments • Individual Identity and Development • Individuals, Groups, and Institutions

  8. Ten Themes of Social Studies • Power, Authority, and Governance • Production, Distribution, and Consumption • Science, Technology, and Society • Global Connections • Civic Ideals and Practices

  9. Social Studies and Social Sciences • Geography • Organized according to five central themes • location- describing positions of people and places on Earth • place- detailing the human or physical characteristics of places on Earth • relationships within places- cultural and physical relationships between humans • movement- relationships between and among places • regions- the ways areas are identified

  10. Social Studies and Social Sciences • History • A selective representation of reality with selective interpretation of events • Cause-effect relationships • History websites • www.historyplace.com • http://www.worldalmanacforkids.com • Click on Explore • Click on US History Timeline • Economics • relationships among people that are formed to satisfy material needs • cost, supply and demand, labor, standard of living, etc.

  11. Social Studies and Social Sciences • Political Science • analysis of power and processes by which individuals control and manage one another • Anthropology • study of humankind • Sociology • study of human interactions within groups • Psychology • understanding individual mental processes and behaviors

  12. Community as a Source of Data • Garbarino’s Four Spheres of Influence • home, peers, community, and school • Community is a great resource • Resource people • Field trips • Oral histories • Surveys and interviews • Community service projects

  13. Typical Scope and Sequence • “Expanding Communities Pattern” (Hanna) • Students are introduced each school year to an increasingly expanding world, starting with self and family to the world at large • Start with child as center and move out • http://public.doe.k12.ga.us/DMGetDocument.aspx/social.studiesK-5.pdf?p=4BE1EECF99CD364EA5554055463F1FBBF5D074D5FB1F2CAEB3B63B3ECB220CDD26C2114F3C57D8D2ACA0D35EC5A9A538&Type=D

  14. Typical Scope and Sequence • K-1: Self, Family, School • 2: Neighborhoods • 3: Communities • 4: State history, geographic regions • 5: United States history, culture, and geography • 6: World Cultures

  15. Instructional Strategies • Activating prior knowledge • Constructing knowledge • Metacognition • Coaching • Modeling • Informal Reasoning • Demonstration • Cooperative Learning

  16. Instructional Strategies • Guided oral and silent work • Graphic organizers • Inquiry method • Role-playing • Simulations • Small-group work (social skills) • Jigsaw

  17. Bloom’s Taxonomy • Levels of questioning • Ordering questions in sequence to stimulate the development of students’ higher-order thinking skills • Bloom's Taxonomy • www.officeport.com/edu/blooms.htm

  18. Learning Concepts • Concepts: categories into which we group information within our experience • Identify misconceptions and stereotypes in students’ understandings of concepts • Analyze concepts according to examples and non-examples • Assess concept learning • Transportation vs. Not Transportation

  19. Citizenship • Skills needed to function effectively in our complex society • Social skills • Conflict resolution skills • Participation in democratic process

  20. Maps and Spatial Skills • Maps furnish 8 basic types of information • land and water forms • relief features • direction and distance • social data • economic information • political information • scientific information • human factors

  21. Maps and Spatial Skills • Introducing maps and globes • Body maps • Start with “me” and expand out • Students must understand: • maps represent a place • maps use symbols • maps show a perspective from above • maps reduce the size of an actual place

  22. Multicultural Education • America is a multicultural nation because of so many cultural and ethnic groups that are represented • Addressing perspectives is crucial to multicultural understanding

  23. Multicultural Education • Multicultural education will help students: • learn how and where to obtain accurate information about a cultural group • identify and examine positive accounts of diverse cultural groups • encounter positive experiences with diverse cultural groups • develop empathic behavior • practice using perspectives • improve self-esteem of all students • identify and analyze cultural stereotypes • identify cases of discrimination and prejudice • teach social studies multiculturally all year

  24. Assessment • Observation • Oral Reports • Portfolios • Performance samples • Tests

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