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PreK-Elementary

Why are People Marching? Discussing Justice-Oriented Citizenship Using Picture Books

“Why are people marching?” Given today’s level of activism, this is a plausible question many students may have. Although only some students voice the questions, it is very likely that many more have pondered why people are protesting after seeing reports of events such as the Women’s March (equality for women), March for Our Lives (about gun control), Black Lives Matter (for racial justice), Janitors March (for fair pay), and Keep Families Together (demanding the Trump administration reunite immigrant families separated at the U.S.-Mexico border).
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October 21, 2019 - 8:00pm

Are you searching for compelling early grade and elementary social studies ideas tied to current issues of Identity and Immigration? Would you like to find ways to include NCSS Notable Trade Books and Carter G. Woodson titles in relation to these themes?

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Sports Reporter Mary Garber: Expanding the Trailblazer Approach to Women’s History

While guest teaching in a third-grade classroom as part of her doctoral studies, the author became interested in how students think about female pioneers and what it means to be first in a historical sense. This article explores the potential of interactive read-aloud books to teach women’s history with young students.

“Even If She Fell Down, She Kept Getting Up!”: Teaching Women’s History through the Olympics

Sports can be a unique platform to teach third-grade students about women’s history and civic values. This lesson addresses two social studies practices for the third grade in the New York State K-8 Social Studies Framework (Gathering, Interpreting, and Using Evidence; and Chronological Reasoning and Causation) and three themes from the National Curriculum Standards for Social Studies (TIME, CONTINUITY, AND CHANGE; PEOPLE, PLACES, AND ENVIRONMENTS; and INDIVIDUAL DEVELOPMENT AND IDENTITY).

Reading, Analyzing, and Creating Informational Graphics in the Elementary Classroom

From maps, graphs, and tables to photographs and political cartoons, social studies is replete with potentially rich visual images for students to analyze. Yet, elementary students often struggle to understand the information within such graphics. In this article, we first provide an overview of some commonly used graphics, and then suggest a way to approach an upper elementary lesson that incorporates the use of a graphical analysis strategy aligned with the C3 Framework to help prepare students to be effective, critical consumers and producers of such visuals.
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Inspiring Young Girls' Civic Engagement with Biographies of Women

A troubling observation is that—outside of Black History Month in February and Women’s History Month in March, during which students are acquiring some knowledge about noteworthy women and minorities—teachers in every grade level often teach about the same figures rather than expanding their lessons to include less-conventional or less-well-known individuals. To address these gender equity gaps related to social studies instruction, the authors established “Little Leaders,” a group consisting of pre-kindergarten and kindergarten girls.

Reflective Discussion Circles: A Method for Promoting Civic Engagement

The abilities to listen reflectively and speak respectfully con- cerning another person’s opinion, as well as to think critically about that opinion and one’s own, are essential to a functioning democracy. The teaching and learning of these abilities is well incorporated into the social studies and English language arts standards that are used to inform state and local curricular guidelines throughout most of the United States. This article describes a method of teaching civic discussion and offers a step-by-step guide for classroom implementation.
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