Bringing the “Social” Back to Social Studies: Literacy Strategies as Tools for Understanding History

MacPhee, Deborah; Whitecotton, Emily J.

doi:10.1080/00377996.2011.571300

Cited by 10 publications

(5 citation statements)

References 7 publications

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“…Numerous social studies scholars have found that reading and writing deepen students' understanding of social studies content (Cutthrell and Yates 2007;Jones and Thomas 2006;MacPhee and Whitecotton 2011;Pace 2007;Schell and Fischer;2007). Students use literacy tools to construct social studies knowledge.…”

Section: Resultsmentioning

confidence: 97%

Developing a Vision for the Common Core Classroom: What Does Elementary Social Studies Look Like?

Britt

Howe²

2014

The Social Studies

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Section: Resultsmentioning

confidence: 97%

Developing a Vision for the Common Core Classroom: What Does Elementary Social Studies Look Like?

Britt

Howe²

2014

The Social Studies

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“…The playlist assignment demonstrates to TCs how SS and ELA naturally complement one another to serve both disciplines (Kenna et al, 2018; Macphee & Whitecotten, 2011; Sibbett & Au, 2018). This learning opportunity is essential within methods courses to model for TCs how a specific assignment might disrupt the standardization of interdisciplinary SS and ELA (Field et al, 2011; Heafner, 2018).…”

Section: Discussion/conclusionmentioning

confidence: 99%

“Living in These Two Places Really Shaped My Life”: Examining Multimodal Playlist Assignments in Social Studies and Language Arts Methods Courses

Neville,

Popielarz

2023

The Journal of Social Studies Research

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In this article, the authors consider the use of a “Playlist of My Life Assignment” in helping social studies (SS) and English language arts (ELA) teacher candidates (TCs) conceptualize multimodal and humanizing SS and ELA curricula. The Playlist Assignment asked teacher candidates to center the music, texts, land, spaces, and places that are most important to them, and potentially relate these back to their own pedagogies as SS and ELA teachers. Taken from two qualitative studies of two teacher education courses at two separate, large research universities in the U.S. Southwest, this article examines teacher candidates’ understandings of their disciplines as humanizing and multimodal, and as centered in their and their students’ communities, through the Playlist Assignment. Data included the Playlist Assignment, curated by TCs in each methods course, and TCs’ class response journals. TCs offered profound texts they carried within them throughout their lives, demonstrating (1) their multimodal disruptions of the definition of a “text” and (2) the empowering and limiting effect of life texts for humanizing curricula. This work has implications for SS and ELA teacher educators interested in supporting teacher candidates as they conceptualize multimodal and humanizing curricula with and for their future students.

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“…Since results compiled by Vars and Schug and Cross more than a decade ago, research dealing with integration has increased. However, the literature is somewhat confined by the number of descriptive studies across a dispersed number of subjects, such as integrating social studies with technology (Maloy, Poirier, Smith, & Edwards, 2010); science (Singletary & Miller, 2009); mathematics (Kinniburgh & Bryd, 2008); visual arts (Lucey & Laney, 2009); and literacy (MacPhee & Whitecotton, 2011). One reason for the dearth of empirical studies is that integration is challenging to describe, hard to implement, and even more difficult to measure (Hinde, 2005).…”

Section: Integration To Preserve Social Studies As Part Of the Corementioning

confidence: 99%

Preserving the Social Studies as Core Curricula in an Era of Common Core Reform

Denton¹,

Sink²

2015

JSSER

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Education reform over the last two decades has changed perceptions of core curricula. Although social studies has traditionally been part of the core, emphasis on standards-based teaching and learning, along with elaborate accountability schemes, is causing unbalanced treatment of subjects. While the research literature indicates teachers are spending less time on social studies, perceptions about the subject are more complicated. Some educators accept the value of social studies knowledge and skills, while others see it as an auxiliary subject for supporting test achievement. Integration is one way elementary school teachers reconcile the need to focus on tested disciplines, while holding to traditional notions of the core curricula. Results from a case study involving elementary teachers show integration as the preferred method for teaching social studies. Participants, however, also indicated they were unable to achieve effective integration due to time constraints, limited training, and inadequate curricular resources. The trajectory of standards-based reform suggests educators will continue to encounter obstacles that impede integration.Systematic change that preserves the place of social studies as part of the core curricula is unlikely. Nevertheless, adoption of Common Core standards presents an opportunity for educators to reexamine the merits of social studies integration.

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Bringing the “Social” Back to Social Studies: Literacy Strategies as Tools for Understanding History

Cited by 10 publications

References 7 publications

Developing a Vision for the Common Core Classroom: What Does Elementary Social Studies Look Like?

Developing a Vision for the Common Core Classroom: What Does Elementary Social Studies Look Like?

“Living in These Two Places Really Shaped My Life”: Examining Multimodal Playlist Assignments in Social Studies and Language Arts Methods Courses

Preserving the Social Studies as Core Curricula in an Era of Common Core Reform

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