No Social Studies Teacher Left Behind

Social Studies teachers can begin now, linking their important work to the Common Core State Standards.  Here is a teaser:

Statistics and data analysis play an important role in many subjects other than Mathematics. Teachers of history, government, and the sciences rely on data to help interpret important elements. Collaboration with mathematics teachers will assist teachers of other subjects in identifying and reinforcing lessons from the mathematics classroom and demonstrate that the content is relevant in a variety of courses and the world of work.  (source: Education Northwest lab-see link below)

I imagine every creative and passionate Social Studies teacher might be thinking about how powerful the work across the curriculum can be anyway.  While doing so, don’t forget to use/assign statistics and data-analysis based work with your kids.

Teaser above was taken from a neat little article on CCSS by Education Northwest lab.  Link is: http://educationnorthwest.org/webfm_send/1166

As we move forward with our work in implementing CCSS, our work with kids in classrooms can become so much more robust and alive!  Educators in Texas and Virginia-you can just make your shifts to the Common Core under the political RADAR.  Your state cannot make you refrain from this good work.

Good luck!

JW

5 Comments on “No Social Studies Teacher Left Behind

  1. Dr. Wise, you are correct that data is a great source or tool to use in teaching. As a Social Studies teacher I have been using data collection to help me focus on what the students know. I break it down in the different benchmarks in relation to the current state standards. I gauge from data collection how well students do in areas dealing with History, Economics, Government, and Geography. If 82% of the students understand the power of the Executive branch implementing Executive order 9066 during World War II. This tells me they have a good understanding of the function of our government and the understanding of World War II at the domestic end. If 36% understand the increase of industrial production and the relationship to the improvement of our economy, then I have to focus more on the economic end of World War II and discuss the business cycle and how the market works with supply and demand. I would focus on questions, such as why did the demand increase? What is the impact of increase demand on the industrial market? Why is there a limited work force, this is where Rosie the Riveter comes in, to meet the industrial demand? Results like these help me focus on what is needed to be taught in the classroom and what is known by the students. Knowledge is power.

  2. With the focus on the Language arts or Humanities end of teaching I agree. Common Core is being implemented in 2014 in the state of Ohio. This will help with cross curriculum by having Social Studies relate with English/ Language Arts to increase the discussion of History. Examples are having the English class read “Farewell to Manzanar” and then relate it to the Japanese Internment camps in American History. This one two combination helps focus the content needed to be taught using two core content areas. I have been trying to approach it this way at my school, but the English Department seems hesitant. This could expand to Government by discussing political philosophy by reading “Civil Disobedience” by Thoreau.

    • I’ve often thought that if “core subject area” teachers collaborated more and more deeply with Social Studies, Music, Art, other subject area teachers that better connections could be made with kids. You’ve got a lot to offer, so I hope you are sharing often and openly. THX for your comments to my posts. JW

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