1. Students do not understand the importance of learning different social studies topics and how they relate to their lives.
1.1. CK - At the very beginning of the year a series of lessons that shows students how social studies is relevant in their lives today needs to be taught. This should begin by defining and explaining the 5 components (history, geography, economics, government, and civics).
1.1.1. PK - A directive approach would work best here. I would like students to be able to identify the 5 components throughout the year as we work through our content. If they already do not understand the importance of the class and content, then I think they really need things to be explained to them versus trying to find things on their own.
1.1.1.1. TK - I think first some sort of Quizlet with the 5 components of social studies and their definitions would help students understand the difference between them all, and allow them an interactive way to learn the differences. Then I think videos and real-life examples of how these relate to their lives where they could then identify what components they see would be really helpful!
2. Do not have enough time to teach content appropriately. Only have 30 minutes with each class, 4 days a week.
2.1. CK - Students need to have a basic understanding that we are a young country that is governed by the people, for the people before coming into 5th grade. This means I have to work with the younger grades and rely on them to be sure they get this understanding across to my students to save time at the beginning of the year. As for me, I need to have a very good understanding of all the content I teach and the order in which I need to teach it. This is usually pretty easy for me since I focus on the founding of our country, I can start at the beginning and work from there.
2.1.1. PK - Unfortunately, being limited on time requires more of a directive approach when teaching brand new content so that I can ensure all students understand and I can pace the class as needed. If we are running short on time I am able to change things as we go, just as I am if we are working ahead. Once we have covered information directly, I can then use a constructive approach by incorporating different activities and projects within the learning.
2.1.1.1. TK - To keep things organized and in a very accessible place for all students it makes the most sense to use Google Classroom for all of our content. Students are very familiar with this and lessons can be posted here for students who are working remotely, have missed class, or even students who need to go back and refresh their minds on different topics.
3. Students only see the points of view and relate to “white” people because we are from a predominantly white, rural community.
3.1. CK - Students need to know that there are people from all different races and cultures that have similar problems and also vastly different problems from them, and how to work with ALL people. They need to learn how to open their eyes and use lenses that are not just of the “white” culture. I, as the teacher, need to be unbiased and find material that is multicultural and shares a variety of points of view.
3.1.1. PK - I think a constructive approach would work well here. I think through exploring different points of view from different cultures, such as the natives, Africans, and indentured servants during the slave trade, students would find more meaning behind the experiences that these people had. They could then relate this to what they know and how the history of their people's experiences has affected where they are today.
3.1.1.1. TK - Having students use online databases like the National Archives to analyze primary resources, such as letters, journals, and paintings of different perspectives during a specific time in history could help them see all points of view and get a better understanding of what happened during that time. This would need to be somewhat facilitated by me. I could pull multiple and purposeful resources for students to choose from while exploring.
4. Students are used to taking traditional tests as summative assessments and the majority of my summative assessments are some sort of project.
4.1. CK - In order to facilitate projects like these I need to ensure that I have taught all the material needed for students to be successful. I also need to have a specific goal and plan in mind for my students. Students need to have a basic understanding of how to share their learning creatively and comprehend how a rubric works. They also need to know how to use and work with their tech tool of choice, this is something I would also need to teach them.
4.1.1. PK - This is definitely a constructive approach, as I would have basic guidelines for students to use but explain to them that in order to get an A they have to go above and beyond, this is often where they struggle the most. I would also have a variety of tool choices for students to pick from to demonstrate their learning.
4.1.1.1. TK - I need to provide a variety of modes for students to share their learning in these cumulative projects. This means I need to have an understanding of how to use each tech tool that students will be using. The choices provided would most likely be video, podcast, slideshow, written work, or concept map.
5. Students find the content dry and boring.
5.1. CK - I need to have a deep understanding of all the content in all of the units and lessons. This will allow me to be more of a facilitator while students are exploring things on their own. I also need to have an understanding of how to keep things in an order that students will be able to make connections and understand concepts so that they do not get lost in the content and then find it boring. Students have to understand that social studies is not just about memorizing facts but it is about understanding all the aspects of our social world and country, past to present, and how knowing these things can shape us into being active citizens in our world.
5.1.1. PK - A directive approach would be the opposite of the goal here, as this would just make things more boring. Just lecturing is one of the worst ways to teach social studies because students don’t get to experience anything but listening to their teacher talk. Incorporating as many student lead and exploration activities and projects will allow students to take charge of their learning and thus keep them more engaged.
5.1.1.1. TK - I need to use games, simulations, and inquiry learning as much as I possibly can to keep students engaged. Things like iCivics, MissionUS, and even interactive maps would help immensely.