https://padlet.com/jcanty11/y42rbwensuj4zndg Critical Elementary Social Studies Education Padlet en-us 2022-06-05 14:47:28 UTC 2025-04-22 22:39:58 UTC hello@padlet.com jcanty11 https://padlet.com/jcanty11/y42rbwensuj4zndg/wish/2211585060 In this article Demoiny and Ferraras-Stone (2018) discuss how picture books can be used to teach a critical awareness of America's history to elementary-aged students. The authors assert that picture books can be used to teach the master narrative, while also teaching counter-narratives that give light to the stories of marginalized groups. The article also gives a sample lesson plan that teachers could use as they work to create lessons covering social studies topics. The authors also provide a list of recommended picture books that could be used as starting points for discussing various social studies topics.

The article is pretty clear in its intention to create space for the counter-narratives of marginalized groups. Since social studies instruction at the elementary level has become increasingly diminished, the authors propose using picture books to address both reading and social studies standards in tandem. This can be done to promote both critical literacy and civic knowledge simultaneously. The goal is to create learners who can question and critique the master narrative related to power structures.

One criticism of this article pertains to the fact that it does not consider teacher bias when it comes to approaching controversial topics. Most teachers' social studies knowledge is informed by the master narrative that the authors seek to dispel. However, we have to realize that all teachers bring their worldviews into the classroom. So, if teachers don't possess an innate critical awareness, then it will be harder for them to project that onto students. The article is loaded with some great ideas and aims, but that is one aspect that could be more informed.

This aligns with my theme of taking a more critical approach to elementary social studies. This article seeks to disrupt the same master narrative to which we have become so accustomed. It is important to equip teachers with tools that actively work toward creating more informed citizens who can become changemakers. This needs to start at the elementary level and this article provides a good starting point for teachers to work towards this aim.

Reference:
Demoiny, S.B., & Ferraras-Stone, J. (2018). Critical literacy in elementary social studies: Juxtaposing historical master and counter narratives in picture books. The Social Studies, 109(2), 64-73.

      


]]> 2022-06-05 23:22:29 UTC https://padlet.com/jcanty11/y42rbwensuj4zndg/wish/2211585060 jcanty11 https://padlet.com/jcanty11/y42rbwensuj4zndg/wish/2211596899 This video shows a 3rd-grade teacher launching a unit over Native Americans. The teacher centers the learners and allows them to work collaboratively to build knowledge. The students appear to have some background knowledge to create questions. Towards the end of the lesson, she does a closing that allows students to synthesize all the information they have learned.
 
This video gives teachers a great model for digging deeper into the social studies content. The students are very engaged to the point that they don't realize that they are generating critical questions and assumptions about why Native Americans lived the way they did. I also like that she addresses the contributions Native Americans have made to American life because marginalized groups' contributions are often not directly addressed. This is crucial in helping students understand how it is known as a melting pot of all different kinds of people.

Reference:
GeorgiaStandards.Org. (2020, March 30). Everyday inquiry in k-5 social studies: 3rd grade - using inquiry to launch lesson: American indians [Video]. YouTube. https://www.youtube.com/watch?v=P_dFl3jD-AQ]]> 2022-06-05 23:54:24 UTC https://padlet.com/jcanty11/y42rbwensuj4zndg/wish/2211596899 jcanty11 https://padlet.com/jcanty11/y42rbwensuj4zndg/wish/2212285686 This website is developed by the National Endowment for the Humanities. It offers a variety of lesson plans for educators who desire to take a more critical approach to social studies. The lessons involve different strands of social studies (history, geography, civics, etc.) and also integrate ELA and other content areas. It is not the most exciting or interactive website, but it is a useful tool for teachers who want to take a deeper dive into social studies content and not just skim the surface of the standards.

Reference:
National Endowment for the Humanities. (2022). EDSITEment. https://edsitement.neh.gov/

]]> 2022-06-06 14:33:16 UTC https://padlet.com/jcanty11/y42rbwensuj4zndg/wish/2212285686 jcanty11 https://padlet.com/jcanty11/y42rbwensuj4zndg/wish/2212299929 This website has a ton of free lessons and materials for educators to explore. The aim of the website is to promote equity, respect, and citizenship. It does this by offering a variety of student texts, tasks, and teaching strategies that address the many inequalities that pervade our world. It also offers workshops and professional development for teachers who desire to further their understanding of how social justice can be embedded in social studies education.

This site is a useful resource for any teacher who wants to develop into a more critical educator. The lessons are not developed in such a way to stir controversy, but to promote reflection and understanding. Therefore, I feel that it is an invaluable resource for teachers who want to really "do" good social studies instruction.

Reference:
Learning for justice. (2021). Learning for justice. https://www.learningforjustice.org/]]> 2022-06-06 14:44:59 UTC https://padlet.com/jcanty11/y42rbwensuj4zndg/wish/2212299929 jcanty11 https://padlet.com/jcanty11/y42rbwensuj4zndg/wish/2215272940 Demoiny (2017) discusses pre-service elementary educators and their beliefs and perceptions of including race in the context of the social studies curriculum. She interviews four pre-service teachers and uses her findings to conclude what schools of education could do to ameliorate this situation. These findings include how background experiences impact teacher comfort level; also, the fact that pre-service teachers want to have discussions of race, yet at the same time are not sure how to do this; next, the lack of instructional examples hinders these discussions; finally, a lack of modeling also stifles such conversations. Demoiny (2017) asserts that these findings should give guidance to education schools to be more intentional with placements and that they should be more intentional with how they approach their social studies methods course since this would be where teachers would be given strategies about best practices when it comes to addressing race in the social studies curriculum.

This study implies that elementary social studies instruction shies away from race and its permeation throughout our history and current times. Further, it implies that teachers' backgrounds get in the way of them addressing how race and power are related. Finally, the article suggests that our society should allow conversations surrounding race to happen early on for our students so that more work can be done to balance the racial power scales.

Demoiny (2017) pinpoints criticism when she discusses the limitations. For one, she says that she only interviewed four participants, and they all were the same demographically. A more comprehensive range of participants would have netted more diverse responses. Also, while I do think that younger students are capable of having specific conversations about race, I would have liked to read more about the amount of detail that she would expect pre-service teachers to go into. Finally, while this article focused on pre-service teachers, I would have liked to reach more about the perceptions of in-service teachers who are practicing teachers. Those voices have a place in a conversation surrounding race dialogues in social studies instruction.

I have included this article because it addresses social studies in a critical capacity. This article is a helpful reflection tool for pre-service and in-service teachers who desire to take a critical approach to social studies instruction. It would also be a good read for schools of education as they try to produce educators who are aware of how students' lived experiences impact their ability to learn and thrive.

Reference:
Demoiny, S.B. (2017). Are you ready? Elementary pre-service teachers' perceptions about discussing race in social studies. Multicultural Education, 24(2), 25-33.

]]> 2022-06-08 17:33:22 UTC https://padlet.com/jcanty11/y42rbwensuj4zndg/wish/2215272940 jcanty11 https://padlet.com/jcanty11/y42rbwensuj4zndg/wish/2217512239  Linowes et al. (2019) tackle controversial issues in this article. They argue that these issues should be addressed through social studies at the elementary level. The authors state that students who can engage in value-based learning concerning controversial topics are better schooled in conflict resolution and develop a more ethical consciousness. The authors discuss lesson plans about controversial issues (such as immigration) that were implemented in classrooms. They offer rich discussions of how students responded to these lesson plans and provide suggestions for how teachers can begin working towards a justice goal in elementary social studies.

This study implies that controversial issues can and should be addressed at the elementary level. It asserts that this helps students differentiate between fundamental right and wrong. It further undergirds the notion that a critical consciousness of the world is needed to better it. I think the article works towards equipping elementary-aged students with this consciousness so that they may become change agents of the future.

One primary criticism of this article is that demographics are not discussed when it comes to the settings of the classrooms. Most controversial issues deal with already marginalized groups, so I would be interested to know about the teachers' and students' backgrounds and experiences. For me, it would better frame the approaches being used so that I could better understand the students' takeaways.

This article aligns with my overall theme because it looks at how controversial topics can be addressed in elementary social studies. It takes another critical approach to social studies at the critical level. I believe that elementary teachers tend to stay in safe and comfortable spaces. This article and my other offerings are good starting points for them to move out of those spaces and into more disruptive spaces.

Reference:
Linowes, D., Misco, T., Ho, L., & Stahlsmith, M. (2019). Exploring controversial issues in elementary social studies. Journal of International Social Studies, 9(2), 35-55.]]> 2022-06-10 13:40:25 UTC https://padlet.com/jcanty11/y42rbwensuj4zndg/wish/2217512239 jcanty11 https://padlet.com/jcanty11/y42rbwensuj4zndg/wish/2217532575 This fantastic teacher blog offers suggestions and ideas about how teachers can get students to think critically in social studies. She has a lot of great ideas that are adaptable to different state standards and learning goals. I especially like the section on historical perspectives, cause and effect, compare and contrast, and the impact of geography. These are areas where students could have some lively discussions and dig deeper into the content.

I include this because the website gives teachers ideas to help students develop their critical thinking skills. The goal of social studies should be to help students think for themselves and not indoctrinate them into any one way of thinking and knowing. This site is easy to follow and does not overwhelm teachers. If implemented correctly, I think students would enjoy participating in her activities!

Reference:
AlyssaTeaches. (2021, July 21). Critical thinking in your social studies lesson. AlyssaTeaches, https://alyssateaches.com/critical-thinking-in-social-studies/]]> 2022-06-10 14:00:35 UTC https://padlet.com/jcanty11/y42rbwensuj4zndg/wish/2217532575 jcanty11 https://padlet.com/jcanty11/y42rbwensuj4zndg/wish/2217797552 This infographic makes a case for embedding social studies in the common core curriculum. It has a lot of information that speaks to how social studies has become an increasingly marginalized content area throughout the 21st century. It offers tenable solutions that teachers can work towards as students encounter pivotal moments that cut across the various strands of social studies.

This fits within my theme because it offers teachers insight into how impactful adequate social studies instruction can be. It would be a good resource to help schools and districts train teachers on the basic need and purpose of sound social studies practices. While this resource does not speak directly to the critical aspect of social studies, it does provide a guide for teachers to work towards that end if they so desire.

Reference:
Common Core Presents Opportunities for Social Studies. (2014, January 19). Common Core A Pivotal Moment for Social Studies Education [Infographic]. Elearninginfographics. https://elearninginfographics.com/the-importance-of-social-studies-in-the-common-core-infographic/]]> 2022-06-10 19:53:45 UTC https://padlet.com/jcanty11/y42rbwensuj4zndg/wish/2217797552 jcanty11 https://padlet.com/jcanty11/y42rbwensuj4zndg/wish/2217805665 James Loewen's seminal work is a landmark book that benefits any history teacher. He admonishes how history has been historically taught in American schools, including omitting America's wrongdoing. It also offers critiques of America's Eurocentric, whitewashed version of history.

I include this book because it is a famous work that would benefit any teacher who desires to be subversive when teaching history. While the book's primary audience is teachers who teach high school history, I think that teachers who teach at the elementary level would find this an interesting read because a lot of the information within the book speaks to the social studies standards they are expected to teach. It has a much broader appeal and could be utilized to help teachers be more critical of the content they are charged to teach.

Reference:
Loewen, J. (1995). Lies my teacher told me. The New Press.]]> 2022-06-10 20:12:46 UTC https://padlet.com/jcanty11/y42rbwensuj4zndg/wish/2217805665 jcanty11 https://padlet.com/jcanty11/y42rbwensuj4zndg/wish/2218118827 This website uses photographs as primary sources to help students investigate the meaning behind social studies topics. It allows students to critically think because they are expected to connect what is happening in the photographs to things in their daily lives. This site is funded by the Library of Congress and is meant to help foster historical inquiry and student literacy.

I include this resource because it student-centered. It is also helpful in developing the critical thinking skills that any critical social studies teacher should aim to foster. This website would be beneficial for teachers during whole group discussions because the pictures can be interpreted in many ways. The varying perspectives that students will bring will aid all students in understanding how our lived experiences have many commonalities that can unify us. The episode about a Mother's Day card from Rosa Parks to her mother is a beautiful example of this!

Reference:
KidCitizen. (2022). KidCitizen. https://www.kidcitizen.net/]]> 2022-06-11 12:32:23 UTC https://padlet.com/jcanty11/y42rbwensuj4zndg/wish/2218118827