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One effective method for planning units of study for young children's growth and development in understanding social studies content is relating the class content with the students' lives ( Cowhey, 2006). So students can have a better chance of understanding the content.

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Learning by doing is significant in framing social studies within the PreK-5th grade because it gives the students an opportunity to express and role-play whatever content they are learning about. They express the characteristics of being a good citizen, which is helping others ( Cowhey, 2006). I feel like students can truly understand something if they have the ability to do it.

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Project-based activities, which frame social studies within the PrekK-5th grade curriculum, give the students an opportunity to do hands-on activities and play a significant role in creating learning and teachable moments ( Cowhey, 2006). For example, teachable moments can occur during classroom discussions, classroom meetings, poems/ songs, and a project based on the content they are learning. Project-based activities are full of moments that students can learn and gain from. Also, students can take over the lesson and think off of each other.

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Social Studies educators can teach about active and engaged citizenship by bringing guests into the classroom to connect with students by doing activities and talking to the students about topics that will spark a connection between the students and the speaker ( Cowhey, 2006). They can connect with the speakers, and due to having similarities with the speaker, students may be able to align with others and start thinking about the future. Also, students can also learn about active and engaged citizenship by taking trips outside of the classroom and exploring with the speaker being the tour guide.

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When teaching a social studies class in a 21st-century classroom, you and your students must have a schedule and a routine. Having a schedule and a routine in your classroom gives students a better idea of what to do when they enter your classroom and allows them to learn. Learning happens much more when you have a schedule and a routine than in a room lacking direction. You are so busy managing the classroom that you do not have time to teach (Cowhey, 2006). I think one way for students to learn in a 21st-century social studies classroom is by giving them helper jobs in the classroom, and this will teach them the responsibilities and duties of having a job, which is one of many aspects of social studies and relating it to community workers and how being a classroom helper contributes to the community which is made up of the child's classroom.

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Social studies educators teach for and about active and engaged citizenship through hands-on activities that are engaging to the students but also challenging, such as food drives and fundraisers. It is a good opportunity for students to give back to the community or put effort towards the community and helping people, which is one of the many responsibilities of being a citizen (Cowhey, 2006)

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Project-based activities can be used to address and tackle harmful stereotypes that impact not only women but also men in today's society. Students can research stereotypes that are actively trending, such as "all women must be skinny" (Cowhey, 2006), and then students can take this activity home and see if it's occurring at home or in the media at home because stereotypes are everywhere and it not just limited to your computer screens this will give students a reality check that the topics that they talk about in class are fundamental and is happening. This project can also be extended to body image and paired with a book to introduce students to stereotypes and their harmful effects.

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Teaching and learning in a 21st-century social studies classroom means students come from diverse backgrounds and family structures (Cowhey, 2006). Student must see themselves and their families represented accurately in the classroom and by the teacher. To teach in the 21st century is to pay attention and represent all of your students. Teaching today is not how it was in the 1950s when the only families being represented accurately were cis-gender, heterosexual, white traditional families. We have students coming from all different backgrounds, and when you are addressing or doing activities regarding families, it is best to acknowledge and shed light on all families coming into your classroom.

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One effective method for planning units of study for young children's understanding of social studies content, such as family diversity, is to bring photos of your family to share with students (Cowhey, 2006). You can bring in photos and explain your history and family life a little, but to students, this may lead to students finding something in common with you. To expand this activity, you can allow students to bring a family photo and share it with peers. By doing this, you are building a community with your students because they share and become closer. Also, this activity is an excellent way to introduce different family structures and lives to students.

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Teaching and learning in a 21st-century social studies classroom means educating students on activism and that activism does not have an age restriction, and anyone, big or small, young or old, can express the act of activism. You are teaching students that they have the right to take action if injustice is shown. Activism is not limited to marching and protesting but also includes singing, raising money, and writing letters (Cowhey, 2006). Learning and teaching in a social studies classroom in the 21st century are teaching students a variety of ways of activism and how to address injustice appropriately because, as an American citizen, they have the right to express activism, and there are going to be many times in their lives that they are going to witness injustice. They should know how to respond to injustices happening to them or others.

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Social studies educators can teach for and about active and engaged citizenship by creating lesson plans that encourage students to be active and engaged citizens in their community; this means being educated and having the right to vote. Cowhey spoke about this in chapter 6 where he taught his students about the history of voting and the importance of voting (Cowhey, 2006) I think that is an amazing way to teach students about the significance and the history behind voting and that students have the right and the desire to vote.

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One effective method for planning units of study to help young children understand social studies is to determine the lesson's purpose. At the end of the lesson, educators and students should be able to identify its purpose and what they learned from it. To ensure students understand social studies, state the purpose and expectations of the lesson. For example, in this chapter, students were taught the importance of voting, the history of voting, and how many groups in America did not have the right to vote and had to march and protest to have that right (Cowhey. 2006). When the teacher designed this lesson, he had that purpose in mind. On page 149, he states, " One goal of the project was to increase student and family understanding of the right to vote, which is often taken for granted." Now that he knows the goal/ purpose of his lesson, he knows how to implement the class content to students effectively and have assignments that help students understand that voting is essential and a lot of groups of people such as women, Native Americans, immigrants, etc have fought to vote. It is insignificance that we do not vote. I feel like when teachers have a motive/ purpose behind assignments instead of giving work to students to keep them busy, students have a better chance of understanding social studies content.

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Cowhey 2006 stated, "Like it or not, the world comes into our classroom, so all of our teaching and learning, one way or another, is mediated by the world."

This quote is a great example of what it means to teach and learn in a 21st-century social studies classroom. We can not shelter our students from all the parts of the world and only show them the good side of the world. We are not teaching our students about reality because reality isn't always happy; there are strategies in this world, and in our society, people are dying, and wars are going on, crimes of all sorts are happening. As educators, we need not shy away from these topics but address them appropriately and sensitively. Educators need to welcome all parts of the world into the classroom-even the bad parts, and turn them into teachable moments.

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To be a citizen is to help those in need and show sympathy. Grief/ sympathy can be shown in many ways, but I liked how they demonstrated caring and compassion for others by having students draw cards, pictures, or notes for those struggling (Cowhey, 2006). Having students reach out to those struggling and show them they are not alone is a good example of being an actively engaged citizen, being human and caring, and wanting to help those you see in distress. It's also a creative way to address tragedies happening in the world.

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One effective method for planning units of study to help young children understand social studies is to create a space for student thinking and discussion. Let students share with peers what's happening in the world, and invite students to think critically and engage with others. For example, on page 255, we can see students talking among each other about 911 and the terrorist groups that caused the planes to crash (Cowhey, 2006). The teacher did not lead or control the discussion; he allowed his students to control it and see where it went. The only time he stepped in was when they started to stereotype Islamic men. When students can have a class discussion, ask each other questions, and brainstorm, they have a better chance of understanding social studies content.

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Students can demonstrate being active and engaged citizens by writing letters of criticism to political leaders to address injustices or issues they are having (Cowhey, 2006). By doing this, students are learning how to appropriately address issues they have with their government without harming themselves or others. Also, writing letters helps students with social and writing skills.

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Cowhey 2006 stated, "We can teach to bring equality and justice. We can start by teaching history so children will care."

This quote reflects what it means to teach in a social studies classroom in the 21st century. We hope our students become better citizens and people at the end of every lesson. We want them to practice equality and justice outside of the classroom so that they can see that those two qualities are the best qualities to have.

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One effective method for planning units of study for young children to understand social studies content is ensuring the activity you created is engaging. Students learn better through assignments where they are engaging and encourage students. Cowhey states, " History is more engaging to children when they are given many different opportunities to engage with it." This is true; students are more willing to learn and have a higher chance of understanding when the assignment is engaging and not limited to one way of taking in the information.

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week 8 ( Hammond, Hesterman, & Knaus and Nenadal & Mistry)

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week 8 ( Hammond, Hesterman, & Knaus and Nenadal & Mistry)

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One effective method for planning units of study for young children's understanding of the social studies content is ensuring your activity has open-ended questions. It will encourage students to think critically, develop more profound and thoughtful responses, and hear responses from different perspectives. In the reading, the researchers asked students open-ended questions regarding food and why some fridges were fuller than others ( Hammond, Hesterman, & Knaus, 2015). By asking these questions, students are becoming closer to understanding poverty, food shortages, and how everyone lives differently, which is a huge aspect of social studies knowledge that everyone is different from each other and may not have the same qualities as each other. Overall, asking questions that require students to think more and to lead the discussion is an excellent method for young children to understand social studies content

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Social studies educators can teach about active and engaged citizenship by letting students roleplay and learn about citizenship through dramatic play. Students can learn about economic differences and how to respond to these differences as citizens through class discussions and roleplaying activities (Nenadal & Mistry). One way of being an active citizen is helping and giving back to others that you know who are less fortunate and participating in community service.

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Nenadal and Mistry stated, "In order to have such conversations with young children, it is necessary to use developmentally appropriate practices (e.g., whole group
and small group instruction, hands-on art activities, discussions about read-alouds, opportunities for individual exploration) and to do so in ways that encourage students to think critically, dialogue with others respectfully, and work collaboratively."

This quote reflects what it means to teach and learn in a 21st-century social studies classroom because educators are not sticking to one strategy to teach students. Instead, we use diverse teaching strategies to help our students understand insensitive topics such as poverty and economic status. We're not standing in front of the board, and they are listening to what I am saying. No, they are doing hands-on activities and collaborating with others. We can not teach one teaching method because students do not benefit from it if they are just seated at their desks. To teach in a 21st-century social studies classroom means exploring and using different teaching practices with students.