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Social Studies Inclusion in Elementary Language Arts

Strategies for Effective Social Studies Inclusion in the Language Arts

Steve Simpson

on 3 May 2010

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Transcript of Social Studies Inclusion in Elementary Language Arts

Double click anywhere & add an idea Social Studies in Language Arts
Integration Strategies The Problem NCLB requires that Reading and Math
be tested every year, from grades 3 - 8 Social Studies was not included
in the NCLB accountabilty framework As a result . . . social studies curriculum has . . . largely disappeared from elementary school classrooms. Texas does not require social studies accountability until 8th grade One "solution" Cross Curricular Social Studies Although an incomplete solution,
many educators have recognized
the obvious connections between
social studies and language arts
curriculum "A subject should not be considered as simply a body of content, which is often the mistake made with social studies. There are ways of thinking that govern the disciplined study of social studies concepts, ranging from cause and effect, thesis and proof, to comparison and chronology." Vocabulary
Acquisition Writing Critical Thinking Skills Areas of Emphasis Utilize relevant social studies terms for vocab. skill building
Students must generate their own understanding of concepts
Two suggested strategies are the Marzano's Six Step Vocabulary Process and Concept Mapping What students are asked to write about in language arts can open the door to social studies content
Process is most important, i.e. triggering prior knowledge, organizing evidence to support a main idea, developing ideas, and creating an argument
Instruction must go beyond rote memorization of facts
Social studies' skills are strongly linked to language arts skills
In both content areas, students should be expected to apply critical thinking to problem solving and analytical tasks RAFT strategy:
Students must consider not only their topic but also (R)ole, (A)udience, (F)ormat, (T)opic Pararaph Frames Curriculum Integration
"Do's" Curriculum Integration
"Do not's" Create educationally significant for both content areas
Lessons should not distort the social studies content
Lessons / activities should be developmentally appropriate
Activities should include te authentic application of social studies skills
Do not distort the social studies content; tasks should represent or be based upon historical accuracy
Do not assign exercises that are strange or impossible
Do not ask students to do things they are developmentally incapable of completing
Do not water down the content
Do not assign social studies "busy work"! The world our students will have to navigate through in order to be successful in life requires the integration of skills and knowledge. References:

Hinde, E. R. (2005). Revisiting curriculum integration: A fresh look at an old idea. Social Studies, 96(3), 105.

Jones, R. C., & Thomas, T. G. (2006). Leave no discipline behind. Reading Teacher, 60(1), 58-64.
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