In traditional social studies classroom environments students are exposed to lots of information that they are expected to recall and utilize on quizzes and tests, but much of what students are required to “learn” is forgotten soon after the exam is completed. The 2010 National Assessment of Educational Progress (NAEP), for instance, revealed that only 45 percent of high school seniors possess even a basic knowledge of United States history. Furthermore, not only do American students have a poor retention rate of social studies content, they also harbor chronic feelings of dislike for the study of history. Since the author’s comparatively limited teaching and planning experience pointed towards new and more promising methods of social studies instruction, the author performed a comprehensive review of the literature related to reforming social studies education and developed a new model for social studies lesson planning and instruction that synthesizes key findings from the literature review with state and local standards, the Common Core State Standards Initiative, and current best practices in education. In developing his model, the author relied extensively on Gaudelli’s (2002) four schools of thought (perennialism, essentialism, constructivism, and multiculturalism) and the various approaches to teaching with primary sources described by Drake and Brown (2003), Gradwell (2010), and Wineburg (2001).
|Presenter:||Daniel Smith (Roberts Wesleyan College) -- firstname.lastname@example.org
|Topic:||Education - Panel|
|Time:||3:15 pm (Session IV)|