Integrating Language Arts and Social Studies: 25 Strategies for K-8 Inquiry-Based Learning by Leah MelberWith an emphasis on active learning, this supplementary text helps busy elementary and middle school teachers engage all students in the vibrant world of social studies. This inquiry-based book presents hands-on explorations, interaction with primary sources, and critical thinking activities, that provide concrete methods to successfully integrate the language arts into the social studies curriculum.
Promotes the development of literacy skills by authentically integrating language arts
Supports differentiated instruction for specific grade levels, English language learners, and students with special needs
Connects to standards in language arts, social studies, and technology
Inquiry-Based Tasks in Social Studies
Some states, districts, and schools adopt the full framework and standards, and others adopt the general framework, but modify or create their own grade-level standards. An important element of the framework either way is something called the Inquiry Arc. They then write an argumentative essay to answer the original question, using the sources they examined as evidence. As an extension, they might create a public service announcement on how to assess how effective their school or community is in preventing and controlling the spread of disease. By default, inquiry is hardwired into the C3 framework and standards: In order to effectively implement the C3, you must engage students in inquiry practices. IDM tasks include the following :.
I find that inquiry-based instructional strategies are designed to do just that: they create an active and engaged classroom by offering a diverse set of learning opportunities designed to appeal to the varying learning styles of the students in your classroom. You can bring exciting inquiry learning into your classroom with some key considerations and steps:. The programs encourage students to Connect, Investigate, Synthesize, and Demonstrate. No matter what grade level you teach, these strategies are intended to create continuity and foster connections to your content area for your students. Introduce inquiry-based instruction to your classroom by encouraging your students to examine something they experience every day: their community.
As you begin to learn about inquiry-based Social Studies education, you might find the quality pre-written inquiries are hard to come by. Who Built America? This website is specifically focused on Social History, so their inquiries have a specific Social History focus.
Unique to the IDM is the blueprint, a one-page representation of the questions, tasks, and sources that define a curricular inquiry. The second IDM book will walk readers through the process of designing an inquiry. Foreword by Walter Parker. This collection of six instructional modules emerged from our initial work on IDM. The modules integrate skills from the Common Core and C3 Framework indicators into social studies instruction. Each module features inquiry and historical sources from the Library of Congress. The instructional ideas in these modules follow the Literacy Design Collaborative task-based approach.
Thacker, E. Contemporary Issues in Technology and Teacher Education, 17 3. The researchers used activity theory to examine how teachers planned and implemented inquiries in social studies classrooms given the recent publication of the College, Career, and Civic Life C3 Framework for Social Studies State Standards. Participants noted that support was necessary for their successful use of inquiry. This study provides insight into how social studies teachers bring inquiry into their social studies classrooms and points to ways in which teachers can be better supported in this endeavor. For the C3 Framework to be a positive force for social studies education, classroom teachers must learn about, understand, and use it—particularly the curricular guidance of the inquiry arc.
To say that social studies education is in a stake a flux would be a Hindenburg-esque understatement. Increasingly, the days of memorization and regurgitation are fading. Students are now asked to consider the work of historians and take on their role. They are encouraged to ask and create their own questions, inspect primary sources, and make inferences about the past. What once was the domain of the Advanced Placement AP class is now quickly becoming the standard for all. As middle school teacher and author Heather Wolpert-Gawron writes, "Inquiry-based learning is more than asking a student what he or she wants to know.