SSCED Tool Kit, Curriculum, Instruction, and Assessment Strategies

STRATEGIES TO TEACH SOCIAL STUDIES

This document is designed to provide you with a brief description of a few key strategies. It is
not an exhaustive list. Your task as a trainer of teachers (and as a teacher) will be to match the
appropriate strategy with the content and skills students are to master.

Table of Contents
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1) Introduction
2) A Note on Cognitive Strategies
3) Activating Prior Knowledge
4) Collaborative Processes
5) Inquiry Teaching
6) Problem Solving
7) Direct Instruction
8) Visual Strategies
9) Teaching Facts, Concepts, Generalizations
10) How to Teach Generalizations
11) Concepts
12) Community Based Instruction
13) Role Play and Simulations
14) Discussion Formats
15) Using Graphic Organizers
16) References and Resources

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1) Introduction
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There are many ways to teach social studies. Open any issue of the Texan, Social Education, or
the Journal of Geography to find descriptions of an array of teaching-learning strategies. Peruse
the teacher’s edition of any social studies textbook for a variety of suggestions regarding how to
teach students specific content. Many resources are available to help teachers hone their ability
to teach in interesting and engaging ways.

This document is designed to provide you with a brief description of a few key strategies. It is
not an exhaustive list. Your task as a trainer of teachers (and as a teacher) will be to match the
appropriate strategy with the content and skills students are to master.

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2) A Note on Cognitive Strategies

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SSCED Tool Kit, Curriculum, Instruction, and Assessment Strategies

What does it mean to learn? Have you ever reflected on the mental processes you use to learn
something? Ask your students the strategies they use when they “study.” Unfortunately,
students today have relatively poor cognitive strategies or known ways people learn. It is up to
teachers to teach students how to learn.

Metacognition means “thinking about thinking.” It refers to the awareness and control students
have of their cognitive processes. Good learners have an array of learning strategies they can
use. They know how to solve problems, how to set goals, evaluate their own progress, monitor
their achievement, and assess whether they understand material. They can use graphic
organizers to study, read and review material with a purpose, rehearse skills until they master
them and so on. Poor students need explicit instructions and guidance concerning how to do
these things. It is simply not enough for teachers to say, “Learn this.” We need to show students
how to learn.

Keep this in mind as you think about each of these teaching strategies. They should help
students to learn material and skills as well as learn to be better learners.

What can teachers do to develop metacognition?

• Share and model self-monitoring processes.

Show your students how you proofread and evaluate work, check to see how lessons are
going, and so on. Take, for example, a piece of work and show students how you would
analyze it to make it better. Ask them to track their thinking processes by asking
themselves, “What could I do to improve?” “What help do I need?”

• Explain strategies that students can use.

Think outloud how you would go about solving a problem, making a decision, studying
for a particular test, or understanding a challenging piece of reading material.

• Clarify why particular strategies are helpful and useful.

There are three types of knowledge: declarative knowledge (knowing what), procedural
knowledge (knowing how), and conditional knowledge (knowing when, what, and how).
Help students to develop their conditional knowledge by letting them in on what works,
when, and why.

• Clarify and model when particular strategies are appropriate.

Modeling is key. You teach the way you were taught; you learn the way you learned.
Your methods might not suit all of your students’ thinking styles, but it is a start. Show
kids how you learn. Learn together. Model in your lessons good ways to manage the
complex learning process. Make predictions or show students how to develop
hypotheses. Describe visual images that help you to remember. Share an analogy, which
links prior information with new information. Verbalize confusing points.

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3) Activating Prior Knowledge

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SSCED Tool Kit, Curriculum, Instruction, and Assessment Strategies

Learning is a process of adding new ideas to old ideas. Teachers need to recognize the
importance of prior knowledge on learning and give students opportunities to remember what
they already know.

What are some ways to activate prior knowledge?

• Brainstorming
This is a familiar technique. Students are given a topic and invited to call out their ideas.
Everything is accepted and the teacher writes down the words, ideas, key phrases etc.
Time is needed for students to think, process, and recall but the session should end when
the responses slow down or get silly.

• Cognitive Mapping
See section 15 entitled “Using Graphic Organizers to Enhance Student Thinking.”

• KWL
Divide a piece of paper into three parts. Title one section “KNOW.” Give students time
to write what they already know about that topic you are introducing. Title the middle
column “WANT to learn.” Again, give students time to write a few ideas about what
they wish to learn about this topic. You may wish to provoke responses by asking
questions like, “How will knowing this help you as an adult? As a citizen? As a
political, economic, and social decision maker?” Finally, title the third column
“LEARN.” At the end of the lesson, ask students to reflect on what they did gain in terms
of knowledge and skills.

These are three ways students can be helped to recognize knowledge they already have which
relates to new concepts or skills they are learning.

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4) Collaborative Processes

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Collaboration means working together. This is an important work place skill identified by the
U.S. Department of Labor as one of the keys to successful adult employment. It is also an
essential skill for citizens in a democracy. Two heads are better than one, especially in the
classroom. Students enjoy working in groups on shared goals. They learn to depend upon and
use each others’ strengths to solve problems and complete tasks. Research shows that
collaborative work supports greater retention of subject matter, improved attitudes toward
learning, and teaches kids how to get along with each other.

There are many different types of collaborative work. The graphic “Collaborative Learning
Techniques” summarizes a number of different uses of this technique.

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SSCED Tool Kit, Curriculum, Instruction, and Assessment Strategies

Collaborative Learning Techniques

Name Description
Roundrobin Each student in turn shares something with his or her teammates,
this works well for expressing ideas and opinions, e.g., developing
consensus on the civic responsibilities of Texas citizens.
Corners Each student moves to a corner of the room representing a
teacher-determined alternative. Students discuss within
corners, then listen to and Paraphrase ideas from other
corners, e.g., to evaluate and debate
Numbered The teacher asks a question, students consult to make sure everyone
Heads knows the answer, then one student is called upon to answer, e.g.,
Together a group of students discuss how scientific discoveries and
technological innovations benefit U.S. citizens, making sure
everyone knows a variety of reasons. Then, the teacher calls upon
individual group members to assess progress.
Pairs Check Students work in pairs within groups of four. Within pairs, students
alternate. One answers a question/completes a task while the other
coaches. After every two questions, the pair checks to see if they
have the same answers as the other pair.
Three Step Students interview each other in pairs, first one way, then the other.
Interview Students each share with the group information they learned in the
interview, e.g., at the conclusion of a unit on why people have
adapted to and modified the Texas environment, students interview
each other to discover how they use natural resources to meet basic
needs.
Think Pair Students think to themselves on a topic provided by the teacher; they
Share pair up with another student to discuss it; then they share their
thoughts with the class, e.g., students are asked to give examples of
the processes used by individuals, political parties, interest groups or
the media to affect public policy. After quiet thought, they share
with a neighbor, then the entire class.
Team Word Students write simultaneously on a piece of butcher paper, drawing
Webbing main concepts, supporting elements, and bridges representing the
relation of concepts in a generalization. This helps students to
analyze and to see relationships in complex systems, e.g., to
compare the historical origins, central ideas, and the spread of major
religious and philosophical traditions.
Inside Outside Students stand in pairs in two concentric circles. The inside circle
Circle faces out, the outside circle in. Students use flash cards or respond
to teacher questions as they rotate to each new partner. This can
help to check for understanding, review and process information.
Co-op Students work in groups to produce a particular group product to
share with the whole class; each student makes a particular
contribution to the group.

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SSCED Tool Kit, Curriculum, Instruction, and Assessment Strategies

Many of the other strategies listed in this site use some aspect of collaboration. Here are two
additional types.

• Peer of Cross Age or Cross Ability Tutoring

In this technique students provide “tutoring” to peers or younger students. The best way to
learn it to teach. Make pairs of students experts in different topics and have them teach each
other their expertise. The Jigsaw Method is an elaboration of this. “Home groups” are
established, then one member from each “home” joins a new, “expert group.” They develop
expertise, then return to the home to teach other group members and to learn their expertise.

Jigsaw: An Example.

Goal: to learn more about the political, economic, social, and personal background of
framers of the US Constitution.

Method: Form home groups. Assign each member of the home groups a framer to
research, e.g., James Madison, Alexander Hamilton, James Mason. The framer expert
groups meet, research, teach each other, rehearse how they will share their expertise with
the home group, then return to “home” to teach about their framer.

• Reciprocal Teaching
Reciprocal teaching, developed by Palincsar and Brown, is like an interactive dialogue
between teacher and students. It helps students to become involved in the content they are
discussing by helping them to read and better understand. There are four steps.

Step 1: Summarizing. Students restate what they have read in their own words. They work
to find the most significant information in the text. Begin with summaries of sentences or
paragraphs; later, stretch students to large units of text.

Step 2: Generating Questions. Students ask questions about the material. In order to do this,
they must identify significant information, pose questions related to this information and
check to make sure they can answer their own questions.

Step 3: Clarifying. Students focus on reasons why the text is difficult to understand. For
example, the vocabulary may be challenging or they may not have the prerequisite
knowledge required to make sense of what they have read. Students may answer each
other’s questions or the teacher may fill in the gaps required to make sense of the text.

Step 4: Predicting. Students speculate on what will be discussed next in the text. To be
successful, students must recall relevant background knowledge so they can connect what
they are reading and thinking about with what they already know.

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SSCED Tool Kit, Curriculum, Instruction, and Assessment Strategies

5) Inquiry Teaching

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Inquiry teaching is a process of asking and answering key social studies questions. Students
develop questions, collect and organize data related to the questions, analyze the data, and draw
inferences or conclusions about the data to answer their questions. This is “the scientific
method” applied to social studies and, in many cases, mirrors the ways real social scientists
(economists, historians, geographers, political scientists etc.) conduct research.

A hallmark of inquiry teaching is student activity. Teachers facilitate student learning. Among
the advantages of inquiry teaching are:

• Students generate their own knowledge;

• Answers are discovered by students and are, therefore, more memorable;
• Divergent, creative thinking is encouraged;
• Higher order thinking skills (analysis, synthesis, evaluation) are emphasized;
• Skills integrate with knowledge as students organize and analyze their data in a variety of
ways (maps, graphs, charts, etc.)

Although there are a number of variations, inquiry teaching basically involves five steps.

Step 1: Identifying and clarifying questions, issues, problems. This can be student
generated (within limitations) or teacher-created.

Step 2: Propose a hypothesis. Suggest possible solutions or explanations to the

problem/question. Developing a hypothesis will help to guide student research.

Step 3: Gathering and organizing evidence. Locating and collecting data is key. This
stage allows students to develop key social studies skills identified in the TEKS, e.g.,
selecting relevant versus irrelevant data, evaluating the value of primary versus secondary
data, organize and interpret information, classifying and categorizing, presenting the
information etc.

Step 4: Evaluating, analyzing, and interpreting the data. Based on the evidence and data
available, what possible solutions or explanations are feasible?

Step 5: Concluding, inferring, and making generalizations. Is the hypothesis proven or

disproved? What is the answer to the question? What inferences can be made from this?
What additional questions are raised by the information and analysis?

This type of teaching and learning is often best if students work collaboratively. The History
Alive! project uses a form of inquiry teaching but calls it “problem solving group work.” It
suggests students address issues such as:

• Creating mini dramas on life during the Great Depression;

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SSCED Tool Kit, Curriculum, Instruction, and Assessment Strategies

• Organizing a press conference on the eve of the Civil War;

• Envisioning Native American cultures;
• Creating monuments to daily life in Constantinople;
• Structuring a “Meet the Press” to discuss the question, “Can common people be
trusted to govern themselves?

In each case, a topic (the Civil War, the Great Depression, Native American cultures) was
framed as an inquiry question. Inquiry questions hook student interest and provide a structure on
which to develop engaging instruction and assessment. Students are actively engaged in research
to answer questions and learn oral, visual, and written presentation skills.

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6) Problem Solving

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Problem solving is one of the most important skills students learn in school. Problem solving
has a special role in the social studies. It is featured prominently in the TEKS skills and is the
focus of many instructional strategies.

Students use facts, concepts, and generalizations in the process of finding solutions to problems
and reaching decisions about issues. Note that both problem-solving and decision-making are
termed a process. These two processes involve a series of steps a student follows to some
conclusion. Problem-solving and decision-making processes generally require students to use
facts, concepts, and generalizations they already know to arrive at a solution or decision.

This chart illustrates the thinking skills necessary to effectively implement the decision-making
skills.

Decision-making Skills Thinking Skills

Recognizing and clearly stating Introducing facts, analyzing and raising questions.
issues to be decided.
Suggesting alternatives. Analyzing to identify key generalizations, issues and
conflicts, synthesis to propose courses of action.
Tracing the probable Interpreting and analyzing data; developing
consequences concepts;
of each alternative. projecting consequences.
Recognizing what is required for a Evaluating each set of consequences, prioritizing and
decision. qualifying reasons for action.
Deciding. Judging.

Nickerson (1994) summarizes three approaches to problem solving:

Polya’s Four Steps

• Understand the problem

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SSCED Tool Kit, Curriculum, Instruction, and Assessment Strategies

• Devise a plan
• Carry out the plan
• Look back

Hayes Six Steps

• Find the problem
• Represent the problem
• Plan the solution
• Carry out the plan
• Evaluate the solution
• Consolidate gains

Bransford and Stein IDEAL

I=Identify the problem

D=Define and represent the problem
E=Explore possible strategies
A=Act on the strategies
L=Look back and evaluate the effects of your activities

Among the strategies suggested to solve problems are:

Problem Decomposition
Break a complex problem into smaller “sub” problems, and solve each subproblem to
solve the big problem.

Working Backwards
Start from a final goal state and move backwards. If you can’t get from A to B, try going
from B back to A.

Means-End Analysis
Begin by describing the final solution. Analyze how that goal state is different from the
current situation, then take action to minimize the difference between the two.

Forward Chaining
Begin with what is given. Describe it, then move to the goal state. This is the strategy
used by experts in a field.

Considering Analogous Problems

Try solving a problem by finding a solution to an analogous but easier problem.

Encourage students to use these alone or in combinations when approaching difficult issues.

The diagram on the following page outlines a systematic approach to problem-solving and
decision-making. You can follow this strategy to develop activities related to a number of
problems and issues.

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SSCED Tool Kit, Curriculum, Instruction, and Assessment Strategies

Identify & State Problem

What evidence is there that there is a

problem?
What events have occurred? When?
Where?
Is it a single problem or part of a
larger issue?

Knowledge Investigation
Background Analysis
Collect and analyze data/information
related to the problem. Infer reasons for action.
Verify accuracy and completeness. Identify reasons people’s
Identify people involved. opinions differ and cause
Collect and analyze data on their conflicts.
actions and statements. Hypothesize sources of conflict,
e.g., values, social/cultural
differences.

Making a Decision

Identify people or groups who could act. Character Clarification

Name alternative actions they could take.
Predict likely consequences of each Determine what is important
action. to you in the situation.
Order alternatives for most to least
feasible. From most to least desirable.

Action

Decide the best action for groups in question, for yourselves, or encourage actions by
others who have appropriate jobs and responsibilities.

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A General Approach to Problem-Solving and Decision-Making. After Maye.

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7) Direct Instruction

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Lectures are not all bad, but they are not all good either. Sometimes it is necessary to present
some baseline information, explain a new skill, model a thinking process, or provide direct
instruction to students before they proceed to grapple with learning on their own.

The typical direct instruction teaching strategy includes six steps:

• Step 1: Daily review.

• Step 2: Presentation of new material.
• Step 3: Guided practice.
• Step 4: Provision of feedback.
• Step 5: Independent practice.
• Step 6: Periodic reviews.

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8) Visual Strategies

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Variety is the spice of life, so teachers will not want to follow the path of direct instruction every
day. The presentation of new material can take many interesting and amusing turns. An
interactive lecture, well illustrated with slides or images from authentic sources, is a good
teaching strategy. It takes time to develop a richly visual presentation but teaches students
content as well as visual analysis skills. The key is to build in student involvement and
interactivity as the images are displayed and analyzed. Students will need you to model image
analysis at first, then need a little encouragement to interpret what they see independently.

A more powerful learning tool is student construction and preparation of their own visual
presentations. Multimedia, Hyperstudio, and World Wide Web pages offer many venues.
Students choose the images and develop the story and narration based on interpretation of events,
data, and information. Too conclude, they make a presentation or produce a visual product.

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9) Teaching Facts, Concepts, and Generalizations

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You have to teach it all: facts, concepts, generalizations, hypotheses and all other forms of social
studies knowledge. And you have to teach it all at once in some artful blend because none of it
can exist in isolation. Concepts rely on facts, but facts are not meaningful except as they relate
to concepts and generalizations. It is all a complex, interdependent structure, each layer relying
on the layer above and below for support and cohesion. Pull one component out, and the
structure collapses.

Existing methods of teaching do not provide much help in deciding how each of these elements
can be taught together or even sequentially for optimal student learning. Learning is a
construction process. Students build understanding, piece by piece and often in highly
individualistic ways. Not all students learn the same way. It is up to us to help them in the
endeavor.

In the face of this ambiguity, starting with some definitions may help teachers see ways to
accomplish this goal.

Generalizations

Generalizations are statements about relationships between and among concepts.

Generalizations are true and verifiable for all cases on the basis of the best evidence
available. For example, if you were once bitten by a German Shepherd (a fact), you
cannot generalize that all German Shepherds bite. If, however, you had evidence that all
German Shepherds bite, you could make the generalization, “German Shepherds bite.”

Generalizations organize and summarize information obtained from the analysis of facts.
A generalization is usually a broad assertion. In contrast, a fact is a truth only about a
particular incident or case. Compare these generalizations and related facts to see the
difference between the two.

Generalization Related Fact

Families vary in size and structure. The average family in the United States has 1.9
children.
The nature of democracy in the United States Women received the right to vote in 1924.
continually evolves as society grows and
changes.
People in communities are interdependent. In Texas, many small communities must buy
landfill space from nearby cities.
The climate, topography, and natural resources The economy of the Lower Rio Grande Valley
of a community affect the lifestyle of its people depends upon the presence of a large number
and may determine the types of goods and of older residents from the snowy North who
services the community produces. winter in the mild regions of Texas.
Geographic factors determine the types of Two-thirds of the population of Texas lives in
plants and animals that live in region and the wetter eastern portion of the state.
influence population distribution.
Every nation has a unique history that exerts an The creation of the Constitution and the Bill of

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influence on the events of the present. Rights gave the United States a unique form of
government and way of life.
Throughout history, cultures have borrowed Many of the terms used in cattle ranching in
from each other. Texas today come from Spanish.
Technology exerts a profound influence on The invention of air conditioning transformed
cultures. the population and commerce of Texas.
Economic well-being is a goal of all nations. Franklin Roosevelt initiated deficit spending to
combat the ill-effects of the Depression.

You can see that generalizations are “big ideas” while facts are specific and limited.
Generalizations come from an analysis of many sets of facts. Before a generalization is proven,
however, it is a hypothesis. Hypotheses are potential generalizations.
Increasing Generality

Generalizations

Specificity
Concepts

Facts
The Structure of Knowledge
From Armstrong 1989

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10) How to Teach Generalizations

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There are two ways to organize activities which help students to develop generalizations or prove
hypotheses (potential generalizations), the inductive (discovery) approach or the deductive
(expository) approach. Both methods require students to understand the relationships among
items and to be actively involved in learning. TAAS includes both kinds of experiences. The
steps are summarized here:

Inductive/Discovery Method

1) Students examine sets of data and materials.

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2) With teacher, they identify and explain key points through questions and discussion,
observing similarities and differences, patterns, and trends in the data and materials.
3) Finally, students draw conclusions from the data, summarize their findings, and
discover or infer the generalization.

Deductive/Expository Method

1) Students are presented with a hypothesis- a potential generalization. Or students are

given a generalization and asked to find evidence to support it.
2) The key concepts that are components of the generalization are clarified.
3) The teacher provides instructions, questions, materials, and assistance for students to
verify the generalization.
4) Students identify, find, or create new cases of the generalization.

Whatever approach you take, you are asking students to embark on a process of inquiry. As
explained under “Inquiry Teaching” this process includes:

• collecting social studies information (for example, from textbook, primary sources,
secondary sources, pictures, interviews and questionnaires).
• organizing social studies information (for example, in a data retrieval chart, T-diagram,
map, or graph).
• analyzing social studies information (see cause-and-effect relationships, summarize
patterns and trends, similarities, and differences).
• developing summary statements, generalizations, and inferences based on the
information and materials.

Students should connect facts to concepts and ideas to produce more general ideas.

Three Things You Can Do to Improve Your Students’ Ability to Make Generalizations

1. Organize your own teaching and lesson planning around generalizations.

Before you start, list the concepts, generalizations, and central understandings you are
planning for. This is difficult. It requires going beyond saying, “Events that led up to the
Civil War.” That list of facts may be expressed as one (or more) generalization. For
example, one generalization related to events leading to the Civil War might be: Multiple
influences including political conflict over territorial expansion, states’ rights, and tariffs
as well as economy contributed to the Civil War.

2. Always make students draw conclusions and make generalizations.

Too often we plan great activities for students but never follow through on those
activities to make students state conclusions. We may see this as restating the obvious-
but they may not! And remember, arriving at a “right answer” does not guarantee that a
student has applied or understands a particular generalization.

3. Design assessments to reflect your learning activity.

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If your teaching is focused on generalizations and not periods of history or regions of the
world per se, then make sure your assessments give students practice in TAAS-like
questions which require them to discover or apply generalizations. This is not teaching to
the test; it is teaching and assessing for higher-level thinking. If your goal is for students
to be able to make and use generalizations, your tests must reflect that.

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11) Concepts

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Concepts are the categories we use to cluster information. Concepts organize specific
information under one label. They are building blocks and links between facts and
generalizations. The accomplishments of Davy Crockett, Sam Houston, and Jane Long are facts.
Together, these people may be categorized as heroes, a concept. To understand a generalization
students first must understand its component concepts. Consider the generalization: People in
communities are interdependent. The student who does not know the meaning of two concepts,
community and interdependence, can not understand the generalization.

This leads to a general rule: Students must be given lots of opportunities to move through the
structure of knowledge, that is, to move from facts to concepts to generalizations.

Teaching Concepts

Research in teaching concepts has identified these general instructional strategies to be effective:

• Step 1: Identify a set of examples and place them in a logical order. Include at least one
example that is a “best” example.
• Step 2: Devise materials or oral instructions with a set of cues, directions, questions,
differences in the examples and nonexamples used.
• Step 3: Have students compare all the examples with the best example; provide
feedback to students on their comparisons.
• Step 4: Focus student attention on the best, strongest, most clear example. What are its
attributes and characteristics?
• Step 5: Ask students to develop a definition of the concept or state it for them.
• Step 6: Place the concept in relation to other student knowledge; try to attach this new
information to existing student knowledge structures.
• Step 7: Give students examples and nonexamples to assess whether students understand
the concept. Ask students to generate additional examples or apply the concept to new
situations.

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Concept: Refugees

Concept Definition: victims of political violence who see refuge outside their country

Critical Attributes: victim, political violence, seeking refuge, outside, country

Noncritical Attributes: country of origin, age, gender, educational level, socioeconomic status, race,
religion

Best Example: In 1995, Hutus and Tutsis fled Rwanda for Zaire to escape ethnic strife after the
president was thought to have been assassinated by members of the other ethnic group.

Other Examples: Palestinian refugees who fled Israel in 1948-1949; Guatemalans who have fled to
Mexico to escape political oppression in their own nation; exodus of large numbers of Vietnamese
who fled Vietnam following the fall of Saigon, 1975.

Nonexamples: criminals who escape their punishment by fleeing to another country; individuals
unhappy with their government who travel abroad.

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12) Community Based Instruction

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Community based instruction is an old idea with a new name. Teachers have always used real
life situations and settings to enrich their classroom and curriculum. Think of the traditional
social studies examples of community based instruction: community volunteer work, switching
positions with town officials for a day, observing court cases, and doing field work. Today’s
version may be slightly different but it is not new.

Community based instruction gives students authentic experience in applying what they learn in
school to real world tasks. It offers students who enjoy working with people an opportunity to
develop those skills. Community based instruction can be short or long term; it should have
clear educational goals, high expectations for student performance, and be well integrated with
school curriculum to be successful.

Types of Community Based Instruction

• Field Studies
A field study is a planned learning experience which involves an educational trip to
places where students can observe first hand and study directly in a real life setting
(Deutschman 1992). It is the new and improved version of the old “field trip.” It mirrors
the kind of field work conducted by anthropologists, sociologists, geographers, and
historians. A research question (or questions) is (are) identified. Students go to the site,
collect data, take careful notes of their observations, systematically record information,

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take pictures, sample in a scientific way to gather evidence and so on. Field studies offer
a perfect opportunity to hone graphic and sketching skills, to stimulate discussion, and for
critical thinking.

• Mentoring/Apprenticeship
Mentoring matches students with a person in the community who can offer them advice
and serve as a role model. An apprenticeship matches students with community people
who offer professional skill and knowledge to students through collaborative work
projects.

• Service Learning
Service can mean different things to different people. As a strategy for social studies
teaching, it should mean an opportunity to learn through reflection on the experience of
serving the community. Students are involved in short or long term projects which
provide many situations in which to learn and apply skills.

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13) Role Play and Simulations

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Students love playing roles. They enjoy taking on the identity of others. In the process they
learn valuable social studies skills such as developing empathy and seeing situations from
multiple perspectives. Simulations are also effective at helping students engage in problem
solving in real world contexts. Games, computer software, and reenactments of situations, for
example, a simulation of a Congressional hearing are examples of simulations. Simulations and
role plays are wonderful ways to make events from the past or present come alive. But they are
difficult to do well.

Role playing takes place in five stages:

Stage 1: Initiation and Direction

At this stage the teacher identifies a topic which requires students to look at many sides
of a difficult issue, requires the development of an opinion, or includes key players with
interesting personalities. A role play is not the way to teach a procedure or process; it is
an excellent way to explore an event, situation, or narrative with a crucial, decision
making component.

Stage 2: Describing the Context

The teacher sets the context and makes sure students do not fall into the trap of
presentism-role playing with hindsight. The situation must be set up and all perspectives
explained clearly.

Step 3: Roles

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In a successful role playing activity everyone must have a role. There may only be five
or six key roles, but the entire class should be engaged in the role playing in some way,
albeit as jurors, or interested citizens, or newspaper reporters. Everyone has an
assignment, something they do in the role play. Once everyone is assigned a role, time is
needed for students to understand their role, to practice, to “try on” their new identity.
They must try to think like Thomas Jefferson or a land developer or whomever they have
been assigned to become.

Stage 4: Enactment

Make sure students stay in role, and proceed.

Stage 5: Debriefing

Depending upon the structure of the role playing activity, students complete the action
with a written reflection followed by an oral debriefing. The debriefing is the most
important part of a role play; it is the teacher’s chance to ask students to discuss, to
reason, to draw conclusions, and to pull everything together.

Simulations run in a very similar fashion, After the simulation problem or issue is carefully
explained, the rules for the simulation or simulation “game” are carefully discussed. Roles must
be specified and the resources or constraints of the simulation outlined. Again, the debriefing is
important. Students tend to focus on “who won,” not what the process or procedure was.

______________________________________________

14) Discussion Formats

______________________________________________

Every social studies teacher includes discussion in his or her teaching repertoire. But too often
discussion degenerates into unreasoned debate, where opinions are more important than
viewpoints based on thought and research. There are several discussion models which can help
make this strategy more effective, especially as a way to model thinking and critical problem
solving.

• Educators for Social Responsibility (ESR) Model

This describes a process for dialogue. The steps are:

Step 1: Present positions.

Step 2: Each group asks questions, then restates the other group’s position as accurately
as possible.

Step 3: Each group presents a list of the agreements between the two positions.

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Step 4: Each group presents the questions that both can explore to resolve some of their
differences.
• Socratic Discussion Model

This is also called “the seminar.” It is a discussion in which students dissect a text, problem,
or event in order to better understand it. Students ask questions and probe each other’s
answers from different perspectives. This method works well to understand complex issues,
e.g., Supreme Court decisions.

Students are given roles to help them be productive in the seminar. Some students are
speakers, some are listeners. This device allows teachers to give a voice to all students and
to let talkative students develop their listening skills. Roles can rotate within a seminar or
from seminar to seminar. The goal is for students to become proficient in a variety of roles.

Speaker Listener
Explorer: Let’s try a new path or Journalist: Summarizes the important
perspective… points briefly.
Gadfly: Everyone seems to be too easily Map-maker: Makes a visual chart of paths
content with saying… and terrain covered in the conversation,,
noting major “landmarks” and “twists and
turns.”
Sherlock Holmes: I think we have Shadow: Listens to and observes one person
overlooked an important… for a fixed period of time, noting their
comments and behavior (effective in large
classes and for listening skill practice)
Librarian: Here’s a passage in the text that Referee: Judges which “moves” in the
supports your point… discussion seem warranted or unwarranted
(in terms of content) and exemplary or
outside the “rules” of good seminar behavior
(in terms of process).
Matchmaker: What you are saying is a lot Coach: Diagnoses the overall “play” and
like what Sue said earlier… proposes some new ones, improvements in
performance, strategies, etc.
Judge: Let’s see what the argument is
between you two and try to settle it…
Will Rogers: Let’s find a way to make this
seemingly odd/unpleasant/incorrect comment
more plausible or helpful…

Harvard Social Studies Project Model

This is a complex model but helpful in that it suggests a way to assess a student discussion of
public issues using these performance criteria:

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SSCED Tool Kit, Curriculum, Instruction, and Assessment Strategies

Substantive Criteria Procedural Criteria

• Stating and identifying issues Positive (+)

• Using foundational knowledge
• Elaborating statements with • Inviting contributions from others
explanations, reasons, or evidence • Acknowledging the statements of
• Stipulating claims or definitions others
• Recognizing values or value conflict • Challenging the accuracy, logic,
• Arguing by analogy relevance, or clarity of statements
• Summarizing points of agreement and
disagreement
Negative (-)

• Irrelevant distracting statements

• Obstructive interruption
• Monopolizing
Personal attack

Adapted from Harris 1997

Students are rated on each of these criteria on a scale from 1 (unsatisfactory) to 5 (exemplary).
The goals are for students to:

• present accurate knowledge related to the issue;

• use skills for stating and pursuing related issues; and
• engage others in meaningful dialogue.

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15) Using Graphic Organizers

______________________________________________

You can lead a horse to water, but you can’t make it drink. You can also set up wonderful
learning activities, but you can’t make students think. This frustrating fact perplexes teachers. It
sometimes leads us to think that some students are uncaring because they don’t participate in
classroom experiences in the ways we want them to.

This may be because these students have poor thinking skills. They simply do not have the
strategies to help them process information and construct knowledge that we take for granted. It
is up to us to provide students with these strategies.

One very fruitful strategy is the use of graphic organizers. Known by a variety of names
(concept maps, webs, thinking maps, mind maps), these are simply tools to help students
organize their thinking. Here are a few generic examples with some suggestions concerning how
you can use them with students. The goal is for teachers to use these tools frequently enough so

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SSCED Tool Kit, Curriculum, Instruction, and Assessment Strategies

that students use them automatically. The use of graphic organizers is a helpful addition to any
student’s repertoire of thinking/learning strategies.

Decision-Making

The two diagrams, Figures 1 and 2, are examples of decision making graphic organizers. Four
steps are used in the first organizer, Figure 1.

Step 1: State the need for a decision at the bottom of the organizer.
Step 2: Select four possible alternatives in the next step up the organizer.
Step 3: Next, consider and jot down the positive and negative consequences of each alternative
on the next organizer level. You may wish to share your organizer with others to add or delete
items.
Step 4: Given the possible consequences, develop a decision. This can be a personal decision or
a decision developed through group consensus. Write the decision at the top of the organizer.

Near the roots of the Decision Tree (Figure 2), students write the occasion for the decision, such
as resolving a conflict. On the main trunk and branches of the tree, students identify one or more
alternative decisions. In the leaves and stems above, they list the positive and negative
consequences of each alternative. Finally, after weighing the consequences, they write the
decision in the box of the tree. This diagram models and reinforces a thoughtful process of
decision making.

Figure 1. Decision-making Model (next page)

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 SSCED Tool Kit, Curriculum, Instruction, and Assessment Strategies

+ -+

-
+
-

Alternatives
Consequences
Decision
Decision-Making Model

+
-

+
-

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Figure 2. Decision Tree (previous page)

Step 9: Students come to a final solution.

Step 10: Students outline the action that needs to be taken to solve the problem.

Figure 3. Problem Solving

1. Statement of problem. 4. What are the 5. Why is this a 6. What other information
facts? problem? could be used to solve this
problem? How could it be
used?

2. Restate problem.

3. Restate problem.

7. What methods seem 8. How can this 9. Suggest a tentative 10. Final solution.
appropriate to find a problem be solution. Is it feasible?
solution? solved? Sketch a Why? Why Not?
plan.

11. Acceptance plan.

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16) References and Resources:

______________________________________________

Alaska Department of Education. 1996. Alaska social studies framework. Juneu: Alaska
Department of Education.

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Armstrong, D. 1989. Developing and documenting the curriculum. Needham Heights, MA:
Allyn and Bacon.

Armstrong, D. and T.V. Savage. 1994. Secondary education. New York: Macmillan.

Bower, B., J. Lobdell, and L. Swenson. 1994. History alive. Menlo Park, CA: Addison Wesley.

Deutschman, A. 1992. Why kids should learn about work. Fortune, August 10, 1992.

Ellis, A.K. 1995. Teaching and learning elementary social studies. Boston: Allyn and Bacon.

Harris, D. 1997 Assessing discussion of public issues. In Evans, R.W. and D.W. Saxe (eds)
Handbook on teaching social issues. NCSS Bulletin 93. Washington DC: National Council for
Social Studies.

Martorella, Peter H. 1996. Teaching social studies in middle and secondary schools. Englwood
Cliffs, NJ: Prentice Hall.

Maye, Brian. 1989. Developing Valuing and Decision-Making Skills in the Geography
Classroom. In Fien, J., Gerber, R. and Wilson, P, eds. The geography teacher’s guide to the
classroom. Sydney: Macmillian.

Miller, B. and L. Singleton. 1995. Preparing citizens: Linking authentic assessment and
instruction in civic/law related education. Boulder: Social Science Education Consortium.

Nickerson, R.S. 1994. The teaching of thinking and problem solving. In R.J. Sternberg, ed.
Thinking and problem solving. San Diego: Academic Press.

Wilen, W.W., and J.A. Phillips. 1995. Teaching Critical Thinking. Social Education 59(3):
135-138.

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