Social Studies and the Young Learner November/December 2021
Social Studies and the Young Learner November/December 2021
Volume:34
Num:2
MEMBERS ONLY
“We’re Going to the Zoo!” Re-envisioning Prop Boxes as Meaningful and Playful Inquiry in Early Childhood Social Studies
In this article, the authors suggest that prop boxes can make more time in the school day for social studies learning and play. The authors share suggestions for designing and implementing prop boxes with young children. Several examples of social studies prop boxes for kindergarten and first grade are investigated.
MEMBERS ONLY
Hollywood Film and the C3 Framework: An Inquiry-Based Lesson about Immigration
Despite some drawbacks, such as overuse in classrooms, lack of student engagement, and historical inaccuracies, research has suggested that Hollywood movies can be an effective tool in the teaching and learning of social studies. This article describes a strategy for using film in the upper elementary classroom. The authors outline their strategy and delineate how the strategy incorporates each dimension of the NCSS C3 Framework.
MEMBERS ONLY
Where Are We? A Process for Developing Elementary Inquiries
This article and accompanying pullout describes a process for developing inquiry projects, based on the Inquiry Design Model (IDM), for students in grades K-2. In this article, he provides examples from preservice teachers that show that the process can lead to high-quality social studies teaching in primary grades.
OPEN ACCESS
Teaching Ecological Citizenship Through An Earthen Early-Childhood Curriculum
Jenn Hooven, Mark Kissling, and Misty Woods show how children between the ages of 3 and 5 learn to be ecological citizens at the Child Care Center at Hort Woods on Penn State’s University Park campus. The authors demonstrate how the curriculum provides a learning focus on animals, insects, plants, weather, and nature-at-large and includes both planned and spontaneous connections to the outdoors.
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Creative Citizens in the Making: Social Studies and Makerspaces
The article focuses on making and makerspaces in the elementary classroom. The authors argue that making in the elementary classroom offers a creative opportunity to capitalize on students’ natural sense of wondering and curiosity. They provide a brief background on making and makerspaces and share rich classroom examples of making. Finally, the authors share additional resources and suggestions to get started with making.
