Elementary SS Strategies

Elementary Social Studies Integration Strategies: 

Elementary Social Studies Integration Strategies Michelle Davidson Ungurait

Quick Review of Social Studies TEKS: 

Quick Review of Social Studies TEKS By rule and by law, the elementary grades lay the foundations  for: History Geography Economics Government Citizenship Culture Science, Technology, and Society Social Studies Skills

Reading/SS connections: 

Reading/SS connections Identification Data Collection Critical-Thinking Representation Communication

Four Modes of Discourse in Social Studies: 

Four Modes of Discourse in Social Studies Narrative Expository Descriptive Argument

Understanding Integration: 

Understanding Integration List of topics found in Reading programs highlight many of the SS TEKS topics. Review how the social studies TEKS build in content Examine whether shared topics exist between the reading and social studies expectations.

Understanding Integration: 

Understanding Integration Social Studies can be taught through Reading! Provide a documentation device to record where this occurs, and how it is implemented.

Integration Planning Tips: Guiding Principles: 

Integration Planning Tips: Guiding Principles Identifying Big Ideas for Conceptual Understanding Balancing Processes and Content Attending to Multiple Means of Representing Ideas

Tools of the Historian: 

Tools of the Historian Begin with a significant question about the past/geographic area. Locate sources that could serve as evidence Select and organize the evidence Reflect on what the evidence provides such as whether it agrees with or contradicts with the area of study Explain the interpretations of the past/geographic area

Disciplined Inquiry Results in:: 

Disciplined Inquiry Results in: Chronological and causal reasoning Recognition of perspective Evaluation of historically significant people and places Debate/discussion of what it means to study events and human behavior through time

Linking to Language Arts: 

Linking to Language Arts Create a list of questions to ask the student besides literary ones such as: Why did a particular event occur? How did this one event affect another, or was it affected by another event? Did anything change because of this event? How did culture influence this event or place?

Keep in Mind!: 

Keep in Mind! “Elementary students’ interpretations of causal relationships are highly dependent on their understanding of human behavior in the present.” Gary Fertig SS V. 96

Addressing the Textbook: 

Addressing the Textbook Understanding the Importance of Content Literacy Moving beyond reading as a technical skill Encouraging decoding to lead to comprehension Using the research found within the social studies regarding textbook comprehension

Addressing the Textbook: 

Addressing the Textbook Provide opportunities for spoken and written connections to the text Provide time for choosing books and reading independently from the text but RELATE it back to information found in the textbook. Create an environment which entices students to utilize their texts such as dividing the reading exercise into the before, during and after reading.

Addressing the Textbook: 

Addressing the Textbook Establish a relationship with the textbook. Identifying important information such as titles, organization of book, helpful additions to the textbook. Find out what the students already know about the topic. Start with a visual.

Encourage Using Primary ResourcesThrough Photographs and Portraits: 

Encourage Using Primary Resources Through Photographs and Portraits Increase competence in visual arts Analyze photographs of adults and children Maximize the analytical skills of young people

Photographs and Portraits: 

Photographs and Portraits Elementary students : struggle with the concept of differences lack a frame of reference need a non-threatening non-judgmental approach

Example: Photo Comparisons: 

Example: Photo Comparisons

Tips for Photograph Analysis: 

Tips for Photograph Analysis Knowledge: Summarize what you already know about the situation and time period shown, and the people and objects that appear. Interpretation: Say what you conclude from what you see. Comprehension: Reflect on probing questions: What is happening in the picture? Who are the people & what are they doing? What is the function of the objects? What can we conclude about the time period?

Outreach to Technology: 

Outreach to Technology Recognize the need for information Identify and locate information sources Know how to gain information Judge information for quality Organize information Use information effectively

Please contact me at:: 

Please contact me at: Michelle Davidson Ungurait Texas Education Agency 1701 North Congress Austin, Texas 78701 Michelle.Ungurait@tea.state.tx.us 512-463-1420