Meaningful Social Studies 1

Running head: MEANINGFUL SOCIAL STUDIES

Meaningful Social Studies

The Third Grade Michigan Studies

Concepts of Place and Region in Geography

Kathleen Silvey

Grand Canyon University

EED 563

March 29, 2009

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Meaningful Social Studies

The Third Grade Michigan Studies Concepts of Place and Region in Geography

In Michigan, third grade students explore the social studies disciplines of history,

geography, civics and government, and economics through the context of Michigan studies.

Building on prior social studies knowledge and applying new concepts of each social studies

discipline to the increasingly complex social environment of their state, the third grade content

expectations help prepare students for more sophisticated studies of their country and world in

later grades (Michigan Department of Education, 2007).

The five themes of geography were created in 1984 by the National Council for

Geographic Education and the Association of American Geographers to facilitate and organize the

teaching of geography in the K-12 classroom. While they have been supplanted by the National

Geography Standards, they provide an effective organization of the teaching of geography

(Rosenberg, n.d.). The five themes are location, place, human-environment interaction,

movement, and region.

Third grade students draw upon prior knowledge to create more complex understandings

of geographic concepts using the context of Michigan. They further develop spatial awareness

through the use of more complex maps of Michigan. Students refine the concept of regions as

they explore different ways Michigan can be divided into regions and learn about the different

geographic regions to which Michigan belongs. This is one of the foundations that prepare

students for a more elaborate understanding of geography as they examine their country and

world in subsequent grades (Michigan Department of Education, 2007).

The Michigan social studies content expectations of places and regions are met through

the following objectives.

Understand how regions are created from common physical and human characteristics through:
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 G2.0.1 Use of a variety of visual materials and data sources to describe ways in which

Michigan can be divided into regions.

 G2.0.2 Describing different regions to which Michigan belongs (e.g., Great Lakes Region,

Midwest).

Learning the concepts of place and regions in geography can be an easy topic to

differentiate instruction by using multiple instructional strategies. For example, some students may

need modifications such as advance and graphic organizers, instructional scaffolding, additional

practice and time to complete assignments, and/or alternative media (e.g., large-print materials,

audiotapes, or electronic materials). Without specific modifications, the standard curricular

materials can be inadequate for these students, and too frequently they can find themselves

blocked from access to essential aspects of the curriculum. Teachers must adjust the materials or

their presentation to break down the barriers and assist these students in learning (ERIC

Clearinghouse on Disabilities and Gifted Education, 1999).

Other students may need advanced modifications where they are able to work

independently on more difficult activities, such as book reports, interviewing people and writing

articles about them, or creating artwork and projects related to the topic being taught.

To cater to the needs of every student, teachers can also use a range of specific strategies

to differentiate in the classroom. Lessons planned using strategies such as big question teaching,

learning agendas, flexible grouping, centers/stations, curriculum overlapping, and project-based

instruction will support the needs of students with and without disabilities; students with a range

of gifts, talents, and interests; and students who are ethnically, linguistically, and culturally diverse.

Perhaps the easiest way to differentiate for all learners is to frame lessons and units as

questions, issues or problems (Bigelow, 1994; Onosko & Jorgensen, 1995). Lessons structured as

questions or problems tend to be more challenging and interesting that those that are structured as
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topics. An example of big question teaching in places and regions of Michigan would be, “What

makes Michigan’s landscape unique or different from other states?”

The openness of the question stimulates thought, permits and encourages inventive

thinking, encourages different responses from different students, and allows for the pursuit of

authentic learning and investigation. Further, students with a wide range of needs can answer “big

questions”; some learners will provide answers that are more concrete while others will be able to

answer in ways that are more complex and abstract (Kluth, 2005).

The other strategies, such as flexible grouping and centers or stations, are also catered

towards teaching a diverse group because they allow students to work on the concept being

taught based on interests, needs or skills.

According to Tomlinson (1999), centers should focus on important learning goals, contain

materials that promote individual students' growth toward those goals; use activities addressing a

wide range of reading levels, learning profiles, and student interests; provide clear directions;

include instructions about what a student should do when he completes the work at the center;

and include a record-keeping system to monitor what students do at the center and the quality

level.

An example of this strategy while teaching the concept of places and regions in Michigan

would be to set up about a half a dozen centers that utilize various learning styles. For the artistic

and visual learners, one center could have the students highlight a city in Michigan that they’ve

been to using a cut-out of the state of Michigan. They could locate the city that they’ve been to

with a sticker or star and on the back, write about their visit to that city. Other stations could

utilize computer technology, another could use actual items that relate to Michigan such as maple

leaves, cherries, a bottle of Vernor’s or Faygo soda, etc., and another could use reading a book

about places in Michigan and either writing an essay about it or give an oral report.
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In curriculum overlapping, students needing more enrichment or more support might work

on objectives that are different from those peers are addressing. When teachers use curriculum

overlapping, some students focus on objectives that are different from but clearly connected to

those being addressed by the class (Kluth, 2005).

For example, a student who is already knows a lot about the geography of Michigan can

opt out of the unit on this topic and instead work on a classroom computer assembling a

classroom website that helps classmates study geography concepts and connect to pen pals

around other parts of Michigan, as well as other parts of the world.

Lastly, project-based instruction is especially appropriate for students with diverse learning

profiles, because many student needs and learning styles can be addressed, there are increased

opportunities for peer support and the development of relationships, students can work at their

own pace; and a number of skills and disciplines can be incorporated into any project (Kluth,

2005).

As one can plainly see, differentiated instruction is student-based learning where the

student is in some form of control of their learning and what activities to choose to enhance their

learning. How do teachers maintain control in the student-based classroom? When students are

empowered in their learning and have more control, they become more responsible and

accountable. At the same time, they learn to be more responsible and accountable with their

behavior.

References

Bigelow, B. (1994). Getting O0ff the Ttrack: Stories from an Uuntracked Cclassroom.

Milwaukee, WI: Rethinking Schools.

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ERIC Clearinghouse on Disabilities and Gifted Education. (1999). Teaching Social Studies to

Students with Learning Disabilities. Retrieved March 29, 2009 from the Hoagies’ Gifted

Education Page at http://www.hoagiesgifted.org/eric/faq/soc-stud.html.

Kluth, P. (2005). Differentiating Instruction: 5 Easy Strategies for Inclusive Classrooms.

Retrieved March 29, 2009 from http://www.paulakluth.com/articles/diffstrategies.html.

Michigan Department of Education. (2007). Grades K-8 Social Studies Content Expectations.

Vol. 12/07. Retrieved March 29, 2009 from

http://www.michigan.gov/documents/mde/3rdgradeSSGLCE_229667_7.pdf.

Onosko, J., & Jorgensen, C. (1998). Unit and Lesson Planning in the Inclusive Classroom:

Maximizing Learning Opportunities for All Students. Baltimore: Brookes.

Rosenberg, M. (n.d.). The Five Themes of Geography. Retrieved March 29, 2009 from

About.com’s website: http://geography.about.com/od/teachgeography/a/5themes.htm.

Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of All Learners.

Alexandria, VA: ASCD.

Grading Unsatisfactory Needs Satisfactory Points

Criteria Improvement Earned
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Content: Content is Content is not Content is 6

(6 points) incomplete or comprehensive comprehensive,
omits some and/or persuasive. accurate, and
requirements persuasive;
stated in the definitions are
assignment’s clearly stated.
criteria.
Major points are Major points are Major points are
not clear and/or addressed, but are stated clearly and
persuasive. not well supported are well
by outside supported.
sources.
No outside Research is Research is
sources were inadequate in adequate, timely,
used to support either relevance, relevant, and
major points. quality of outside addresses all of
sources, and/or the issues stated
timeliness. in the
assignment’s
criteria.
No relevant Only one relevant At least two
academic academic source relevant academic
sources were was used to write sources were
used to write the the paper. used to write the
paper. paper.
Comments
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Organization Organization and Structure of the Structure of the 1.6

& Format: (2 structure of the paper is not easy paper is clear and
points) paper detract to follow. easy to follow.
from the writer’s
message.
Introduction is Introduction is Introduction
missing. provided but it provides sufficient
does not preview background on the
major points. topic and previews
major points.
Paragraphs are Paragraph Paragraph
disjointed and do transitions need transitions are
not transition improvement. present and
ideas smoothly logical, and
and logically. maintain the flow
of thought
throughout the
paper.
Conclusion is Conclusion is Conclusion is
missing. provided but does logical, flows from
not flow from the the body of the
body of the paper. paper, and does
not include new
information.
Paper lacks Paper follows most Paper follows
many elements of guidelines for APA designated
correct APA format. guidelines for APA
format. format.
Citations and Paper provides Citations and
references are citations for references are
not provided. sources, but they presented
are incorrectly appropriately.
presented;
reference list is
provided but has
some errors or
omissions. (-.4)
Comments
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Grammar, Paper contains Paper contains few Rules of grammar

Punctuation, numerous grammar, usage and
Spelling, grammar, punctuation, punctuation are
Word punctuation, spelling, and word followed; spelling
Choices, spelling, and choice errors. and word choices
Readability: (2 word choice are correct.
points) errors.
Language uses Language lacks Language is clear
jargon or clarity or includes and precise;
conversational the use of some sentences display
tone. jargon or consistently
conversational strong, varied
tone. structure.
Paper is Paper is over or Paper is the
considerably under the stated appropriate length
below or above word length. as described in
the stated word the assignment’s
count. criteria.
Comments Your paper was outstanding; it was well written and detailed. Your
major points were well supported with examples and detailed
explanations. Keep up the good work!
Total Score 9.6