I am currently student teaching in a first-grade classroom. Our schedule has time designated for science and social studies from 10:00 a.m.-10:45 a.m., alternating subjects every week. However, more often than not, we do not do the lessons that are planned for that time because we finish the reading or writing activities from the morning. I believe it is very important to include these subjects in the classroom; it includes a variety of activities and experiences for students to have during the day. In my future classroom, I plan on spending time each week on engaging and relevant science and social studies lessons.
I love the topic of this article; teaching and encouraging students to "think historically." Since I have come to college, I have learned a majority of the social studies and history lessons I experienced in grades K-12 were not beneficial. There were historical inaccuracies, rote memorization, and no drive for investigation. I agree with the article that young students have the ability to think historically and ask investigative questions. This year, the students in my class have blown me away by how much they know and the questions they ask; six and seven-year-old's know more than we give them credit for.
Due to the limited amount of time that is allotted to social studies lessons, I must integrate short, yet effective, investigative lessons. These lessons could also be continued over a number of days. Your whole week could be devoted to one investigation. I'm glad the article includes the paragraphs at the end about time, support, and preparation. I want to include these types of lessons, but it seems difficult when you are the only person in the classroom and when you're also preparing other lessons for the day. This makes me feel like it is achievable and I can have lessons like this in my future classroom.
I love the topic of this article; teaching and encouraging students to "think historically." Since I have come to college, I have learned a majority of the social studies and history lessons I experienced in grades K-12 were not beneficial. There were historical inaccuracies, rote memorization, and no drive for investigation. I agree with the article that young students have the ability to think historically and ask investigative questions. This year, the students in my class have blown me away by how much they know and the questions they ask; six and seven-year-old's know more than we give them credit for.
Due to the limited amount of time that is allotted to social studies lessons, I must integrate short, yet effective, investigative lessons. These lessons could also be continued over a number of days. Your whole week could be devoted to one investigation. I'm glad the article includes the paragraphs at the end about time, support, and preparation. I want to include these types of lessons, but it seems difficult when you are the only person in the classroom and when you're also preparing other lessons for the day. This makes me feel like it is achievable and I can have lessons like this in my future classroom.
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