# data[].attributes.body
The article "Producing a Documentary in Third Grade" describes a walk and talk where students use a timeline to tell a story about what happened in history. the author quoted the teacher who said, "This exercise, Kim observed, “encourages students to compose narratives rather than memorize facts"" (Fehn & Heckart, 2013, p.19).  As an elementary social studies teacher, I think it is important to have the students create stories from history because it allows them to make meaning and form personal connections to the content. In the article, "Maps as Stories about the World" Segall states, "Every map tells a story that serves a purpose and advances an interest"(Segall, 2003, p.21). As a social studies teacher, I want to use a variety of maps in my classroom including political maps, physical maps, and pictorial maps. I think it is important for my students to look at the story maps are telling in order to read maps more critically. Relating timelines and maps to stories will allow for more powerful meaning making to take place. Then it will be easier for students recall the information they have learned.

# data[].attributes.body
As an elementary social studies teacher, I think it is important to explore controversial issues with my students even when they are young. I hope to incorporate the LETS ACT acronym in my class when exploring controversial issues. I do not think we should keep children from learning about controversial issues because they are seeing these issues in the world around them. In the article "Discussion in Social Studies: Is it worth the trouble?", Hess states: "The IEA researchers reported that discussion of controversial issues in an open classroom climate is a significant predictor of civic knowledge, support for democratic values, participation in political discussion, and political engagement" (Hess, 2004, p.153). I think discussing these issues can help me in transforming my students into well rounded citizens.

# data[].attributes.body
I plan to teach for transformation by integrating technology into lesson plans, and using technology to assist me in data collection. The video  "Using Technology to Collect Classroom Data" has showed me many different ideas I can use to collect data. For example, I think it is a good idea to record students conversations because it not only holds students accountable for having meaningful conversations, but can assist in planning for further instruction (“Using Technology to”, 2018). Also, I plan to use technology to take pictures of students work over the year, so I can track progress. I also think its important to integrate technology in my lesson plans to make lessons interactive and engaging for my students. I think adding technology to the lesson can help to enhance the content I am teaching.

# data[].attributes.body
As an elementary social studies teacher, I want to take my class on field trips to provide my students with real-world experiences. Some ideas I would like to integrate in my classroom come from the article "Let's Go to the Market!" In this article, Diana Gomez talks about different field trips her class took to discover economics and culture. She took her class to different markets: American, Korean, Chinese, and Indian markets. (Gomez, 2010, p.153). I think visiting these markets assisted the students in learning about different cultures because they were experiencing them first hand. In my classroom I want to make sure to include diverse, culturally relevant content. I hope I have the opportunity to provide my students with first hand experience by taking them on field trips.

# data[].attributes.body
As an elementary social studies teacher, I want to transform my students into well rounded citizens. I want my teaching to be about the people my students are becoming. I want to talk about different characteristics of a good citizen. To do this, I will model and show them what it means to be a responsible citizen. In the article "Goals of the Social Studies", Turner (2018) says "the two primary jobs of schools are to help the society by producing effective, contributing

citizens and to help the children lead happy lives in which they are enabled to achieve their potential". I have learned that transmitting knowledge of social studies content is not the primary job as a social studies teacher. I want to transform the community of my classroom to be a positive place with responsible citizens.

# data[].attributes.body
I think including students in discussion and deliberation could help to teach for transformation. In the article "Talk Isn't Cheap" it is stated that:
"deliberation is more likely to arrive at an efficient, workable solution than would the simpler

approaches: “the teacher decides all” or its opposite, “just let the kids work it out”"(Parker, 2006, p.12). I think it is important to include students in decisions in the classroom because it is a major component of democratic citizenship. Allowing my students to discuss and deliberate will help me transform them into responsible citizens. One way I will implement discussion and deliberation in my classroom is by holding a class discussion of what the rules for our classroom should be at the beginning of the school year.

# data[].attributes.body
From the week four power point, historical thinking is defined as "a way of using primary sources and document based questions to help students reason about history." I plan to use primary sources and DBQs to promote student engagement in my classroom. The students are more likely to make meaning from the sources because they become detectives of first hand accounts. Using primary sources provides the student with a real view of a different time period. I plan to use my journey box lesson plan in my classroom, so student can work with artifacts and primary sources.

# data[].attributes.body
As an elementary social studies teacher, I will teach for transformation. At the beginning of the semester, I defined transmisson and transformation on our first discussion board. I said the teaching of transmission is giving the students knowledge by lecturing or talking at the students. Where, transformation is when teachers create experiences to ensure learning in the brains of students. I teach for transformation by engaging my students with meaningful, hands on activities that allow them to make deep connections to what they are learning. I do not just want to transmit my knowledge to my students, I want to transform them into well rounded citizens.

# data[].attributes.body
From the power point, Teaching in Diverse Classrooms, Multiple perspectives is defined as "combining one perspective with others to compare and contrast different view points and provide a balanced conclusion." Teaching for transformation involves teaching from multiple and diverse perspectives, so students are getting the whole truth. This relates me back to our book club because my group found that there was often information that was left out or wrong. As a social studies teacher, I will gather material from multiple sources in order to teach the right information.

# data[].attributes.body
As an elementary social studies teacher, I plan to create learning objectives, and class actives using Bloom's Taxonomy in order for my students to use higher order thinking skills.  I found that higher order thinking skills are addressed when different/multiple levels of thinking are included in learning goals. I have been able to gain a better understanding of each level in Bloom's Taxonomy from practicing writing learning objectives in class, and creating a lesson plan for my journey box. This was not only beneficial for me to write my journey box lesson plan, but it was beneficial for my professional development skills in the area of writing objectives.