essay on social studies in english

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How to Write a History or Social Studies Essay

Social studies classes are required in high school and college. In fact, you’ve probably taken several social studies courses throughout your school years. As you graduate into higher-level courses, you will be required to prepare research papers about various subjects. Most instructors require either MLA style or Chicago style for your social studies essay.

What Does Social Studies Mean?

Social studies cover a broad range of subjects. Even though high school students attend social studies classes, the term usually covers several subjects, such as civics and history. The National Council for the Social Studies identifies seven themes based on social science and history, plus three broadly-based subject areas:

• Culture (anthropology)
• Time, continuity, and change (history)
• People, places, and environment (geography)
• Individual development and identity (psychology)
• Individuals, groups, and institutions (sociology)
• Power, authority, and governance (political science)
• Production, distribution, and consumption (economics)
• Science, technology, and society
• Global connections
• Civic ideals and practice

Should I Use Chicago/Turabian Style?

Your teacher provides guidelines on writing format for your social studies essay; however, Chicago/Turabian style is a good choice for history, geography and sociology papers. If you use Chicago author-date style , you will prepare a bibliography of the sources you consulted to research and write your paper.

How Do I Organize My Essay?

Follow your teacher’s guidelines for format, page length, and citation style. From there, these basic steps will help you organize your social studies essay:

Select Your Topic

Common assignments in social studies classes are events in United States history, such as the Great Depression and the Dust Bowl. If you are assigned to write about the Dust Bowl, search for interesting stories about that era.

Choose an Essay Style

Will you write a persuasive essay? A compare and contrast essay? Or will you present an argument that you will support with your research? Many times, your teacher will define the type of essay for you.

Once you’ve decided on a main topic and essay style, you can zero in on exactly what your essay will be about. If you’re writing about the Dust Bowl, you might consider one of these ideas:

• A compare and contrast essay on how the dust bowl migrants’ journey compares to that of Central American migrants’ arrival in the United States at present
• An exploratory essay on one person’s experience during the migration
• A persuasive essay on how the dust bowl migration changed the course of California

Find Sources

After you decide on your topic, start searching for reliable, authoritative sources to develop your essay. One easy way to search is to start with secondary sources, such as encyclopedias, LibGuides , and educational institution websites. Once you find articles on your selected subject, then look through the bibliography or links to find primary sources.

• Primary: Original material/research
• Secondary: Material based on primary sources

Ask your school or public librarian for help finding primary sources.

Note: Use primary sources for your paper with a minimal number of secondary sources.

Helpful Sources

These authoritative websites are secondary sources that lead to primary sources on the Dust Bowl.

• University of Davis
• History.com
• University of Washington

This secondary source is a book about Caroline Henderson, a writer about the Dust Bowl.

• Henderson, Caroline Agnes.  Letters from the Dust Bowl . University of Oklahoma Press, 2001.

Also, these two sources will lead you to primary sources of Henderson’s original writings:

• Wikipedia entry
• College website

Prepare a Preliminary Bibliography

Use either the note card system or simply create a Word document for your bibliographic entries. Either way, be sure to keep track of every source you consult. Include these elements for each source:

• Author, Editor, Translator
• Date of Publication
• Publisher’s name
• Place of Publisher (location)

Organize Your Essay

Following your instructor’s guidance, create an outline for your paper. Although it seems strange, it is a good idea to write your introduction last. The outline helps you stay organized as you write your essay.

Complete Your Bibliography

A bibliography includes all the works you consulted, not just the ones you reference specifically in your paper. However, make sure that any quotes or other in-text citations are included in the bibliography. Alphabetize the bibliography using the letter by letter style and make sure your entries are formatted correctly in the Chicago/Turabian author-date style.

One Last Check

Once you’re done writing, review your MLA style or Chicago style assignment rubrics to make sure you’ve included everything that’s required. Then, re-read your essay for spelling and grammar errors. And finally, make sure your bibliography is formatted correctly. Now, you are ready to turn in your social studies school paper for top marks.

Making an Outline for Your School Essay in APA, MLA or Chicago

How to Write a Bibliography for a School Project

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Home Essay Samples Science

Essay Samples on Social Studies

Ruth benedict: shaping anthropology through cultural relativism.

The essay will assess Ruth Benedict’s contribution to anthropology, including how important her exploration into culture and personality was because it led to her most important work in abnormalities. It will explore criticism about the incommensurability of cultures and “the savage slot”, which is captured...

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Early Biological and Physical Anthropology Role in Anthropology

Early biological and physical anthropology are both a branch of Anthropology, it is the study of human evolution and development to environmental stressors. In this essay both early biological and physical anthropology will be discussed to achieve a better understanding of these concepts. This essay...

History and Implications of Educational Anthropology in India

Anthropology is the study of humans, their cultures and societies. It is the study of the others or the unfamiliar, the unfamiliar is made familiar and brought to the forefront by anthropologist. Anthropology is subdivided into four main categories: archaeological; biological; linguistics; cultural. Anthropology in...

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Best topics on Social Studies

1. Ruth Benedict: Shaping Anthropology through Cultural Relativism

2. Early Biological and Physical Anthropology Role in Anthropology

3. History and Implications of Educational Anthropology in India

4. MGH301 Epidemiology and Biostatistics with Special Reference to Social Epidemiology

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Good Essay Writing: A Social Sciences Guide

Student resources, on this website, you will find a range of resources corresponding to the topics covered in each chapter. just click on links to the left..

Writing good essays is one of the most challenging aspects of studying in the social sciences. This simple guide provides you with proven approaches and techniques to help turn you into a well-oiled, essay-writing machine.

Good Essay Writing demonstrates how to think critically and formulate your argument as well as offering water-tight structuring tips, referencing advice and a word on those all-too-familiar common worries – all brought to life through real student examples from a range of subjects.

​This practical guide is an absolute must for everybody wanting – or needing – to brush up on their essay-writing skills and boost their grades.

Disclaimer:

This website may contain links to both internal and external websites. All links included were active at the time the website was launched. SAGE does not operate these external websites and does not necessarily endorse the views expressed within them. SAGE cannot take responsibility for the changing content or nature of linked sites, as these sites are outside of our control and subject to change without our knowledge. If you do find an inactive link to an external website, please try to locate that website by using a search engine. SAGE will endeavour to update inactive or broken links when possible.

What is a Social Science Essay?

[Ed. - We present this article, adapted from a chapter of Good Essay Writing: A Social Sciences Guide , as a resource for Academic Writing Month.]

There are different types of social science essay, and essays of different lengths require slightly different approaches (these will be addressed later). However, all social science essays share a basic structure which is common to many academic subject areas. At its simplest, a social science essay looks something like this:

Title | Every essay should begin with the title written out in full. In some cases this will simply be the set question or statement for discussion.

Introduction | The introduction tells the reader what the essay is about.

Main section | The main section, or ‘body’, of the essay develops the key points of the argument in a ‘logical progression’. It uses evidence from research studies (empirical evidence) and theoretical arguments to support these points.

Conclusion | The conclusion reassesses the arguments presented in the main section in order to make a final statement in answer to the question.

List of references | This lists full details of the publications referred to in the text.

This essay on essays is drawn from the book

Good Essay Writing: A Social Sciences Guide

, Fourth Edition, by Peter Redman, a senior lecturer in sociology at The Open University, and academic consultant Wendy Maples.

Good Essay Writing

is published by SAGE, the parent of Social Science Space.

What is distinctive about a social science essay?

As you are no doubt aware, essay writing is a common feature of undergraduate study in many different subjects. What, then, is distinctive about essay writing in the social sciences? There are particular features that characterize social science essays and that relate to what is called the epistemological underpinning of work in this area (that is, to ideas about what constitutes valid social scientific knowledge and where this comes from). Among the most important of these characteristics are:

• the requirement that you support arguments with evidence, particularly evidence that is the product of systematic and rigorous research;

• the use of theory to build explanations about how the social world works.

Evidence is important in social scientific writing because it is used to support or query beliefs, propositions or hypotheses about the social world. Let’s take an example. A social scientist may ask: ‘Does prison work?’ This forms an initial question, but one that is too vague to explore as it stands. (This question might be about whether prison ‘works’ for offenders, in terms of providing rehabilitation, or re-education; or it might be about whether it ‘works’ for victims of crime who may wish to see retribution – or any number of other issues.) To answer the question in mind, the social scientist will need to formulate a more specific claim, one that can be systematically and rigorously explored. Such a claim could be formulated in the following terms:

What is a Social Science Essay?

[Ed. – We present this article, adapted from a chapter of Good Essay Writing: A Social Sciences Guide , as a resource for Academic Writing Month.]

There are different types of social science essay, and essays of different lengths require slightly different approaches (these will be addressed later). However, all social science essays share a basic structure which is common to many academic subject areas. At its simplest, a social science essay looks something like this:

Title | Every essay should begin with the title written out in full. In some cases this will simply be the set question or statement for discussion.

Introduction | The introduction tells the reader what the essay is about.

Main section | The main section, or ‘body’, of the essay develops the key points of the argument in a ‘logical progression’. It uses evidence from research studies (empirical evidence) and theoretical arguments to support these points.

Conclusion | The conclusion reassesses the arguments presented in the main section in order to make a final statement in answer to the question.

List of references | This lists full details of the publications referred to in the text.

What is distinctive about a social science essay?

As you are no doubt aware, essay writing is a common feature of undergraduate study in many different subjects. What, then, is distinctive about essay writing in the social sciences? There are particular features that characterize social science essays and that relate to what is called the epistemological underpinning of work in this area (that is, to ideas about what constitutes valid social scientific knowledge and where this comes from). Among the most important of these characteristics are:

• the requirement that you support arguments with evidence, particularly evidence that is the product of systematic and rigorous research;

• the use of theory to build explanations about how the social world works.

Evidence is important in social scientific writing because it is used to support or query beliefs, propositions or hypotheses about the social world. Let’s take an example. A social scientist may ask: ‘Does prison work?’ This forms an initial question, but one that is too vague to explore as it stands. (This question might be about whether prison ‘works’ for offenders, in terms of providing rehabilitation, or re-education; or it might be about whether it ‘works’ for victims of crime who may wish to see retribution – or any number of other issues.) To answer the question in mind, the social scientist will need to formulate a more specific claim, one that can be systematically and rigorously explored. Such a claim could be formulated in the following terms:

‘Imprisonment reduces the likelihood of subsequent reoffending’. This claim can now be subjected to systematic research. In other words, the social scientist will gather evidence for and against this claim, evidence that she or he will seek to interpret or evaluate. This process of evaluation will tend to support or refute the original claim, but it may be inconclusive, and/or it may generate further questions. Together, these processes of enquiry can be described as forming a ‘circuit of social scientific knowledge’. This circuit can be represented as in this figure.

Undergraduates may sometimes be asked to conduct their own small-scale research, for instance a small number of interviews, or some content analysis. However, the focus of social science study at undergraduate level, and particularly in the first two years of study, will be largely on the research of others. Generally, in preparing for writing your essays, the expectation will be that you will identify and evaluate evidence from existing research findings. However, the principle holds good: in writing social science essays you will need to find evidence for and against any claim, and you will need to evaluate that evidence.

Theory is important in social scientific writing because the theoretical orientation of the social scientist will tend to inform the types of question she or he asks, the specific claims tested, the ways in which evidence is identified and gathered, and the manner in which this evidence is interpreted and evaluated. In other words, the theoretical orientation of the social scientist is liable to impact upon the forms of knowledge she or he will produce.

Take, for example, the research question we asked above: ‘Does prison work?’ A pragmatic, policy-oriented social scientist may seek to answer this question by formulating a specific claim of the sort we identified, ‘Imprisonment reduces the likelihood of reoffending’. She or he may then gather evidence of reoffending rates among matched groups of convicted criminals, comparing those who were imprisoned with those who were given an alternative punishment such as forms of community service. Evidence that imprisonment did not produce significantly lower rates of reoffending than punishment in the community may then be interpreted as suggesting that prison does not work, or that it works only up to a point. However, another social scientist might look at the same research findings and come to a different conclusion, perhaps that the apparent failure of prison to reduce reoffending demonstrates that its primary purpose lies elsewhere. Indeed, more ‘critically’ oriented social scientists (for example, those informed by Marxism or the work of Michel Foucault) have sought to argue that the growth of prisons in the nineteenth century was part of wider social attempts to ‘discipline’, in particular, the working class.

The issue here is not whether these more ‘critical’ arguments are right or wrong but that a social scientist’s theoretical orientation will inform how she or he evaluates the available evidence. In fact, it is likely that a ‘critical’ social scientist of this sort would even have formulated a different research ‘claim’. For example, rather than seeking to test the claim, ‘Imprisonment reduces the likelihood of reoffending’, the critical social scientist might have sought to test the proposition, ‘Prisons are part of wider social strategies that aim to produce “disciplined” subjects’. The point for you to take away from this discussion is, then, that the theories we use shape the forms of social scientific knowledge we produce (see Figure 2).

There is considerable debate within the social sciences about the exact relationship between theory and evidence. To simplify somewhat, some social scientists tend to argue that evidence can be used to support or invalidate the claims investigated by research and thereby produce theoretical accounts of the social world that are more or less accurate. Other social scientists will tend to argue that our theoretical orientations (and the value judgements and taken-for-granted assumptions that they contain) shape the processes of social scientific enquiry itself, such that we can never claim to produce a straightforwardly ‘accurate’ account of the social world. Instead, they suggest that social scientific knowledge is always produced from a particular standpoint and will inevitably reflect its assumptions.

What you need to grasp is that essay writing in the social sciences is distinguished by its emphasis on: the use of researched evidence to support arguments and on theory as central to the process by which we build accounts of social worlds. Your own writing will need to engage with both elements.

Common errors in essays

Having identified what distinguishes a social science essay we can return to the more practical task of how to write one. This process is elaborated in the chapters that follow, but before getting into the details of this, we should think about what commonly goes wrong in essay writing.

Perhaps the most common mistakes in essay writing, all of which can have an impact on your marks, are:

• failure to answer the question;

• failure to write using your own words;

• poor use of social scientific skills (such as handling theory and evidence);

• poor structure;

• poor grammar, punctuation and spelling; and

• failure to observe the word limit (where this is specified).

Failing to answer the question sounds easy enough to avoid, but you might be surprised how easy it is to write a good answer to the wrong question. Most obviously, there is always the risk of misreading the question. However, it is frequently the case that questions will ‘index’ a wider debate and will want you to review and engage with this. Thus, you need to avoid the danger of understanding the question but failing to connect it to the debate and the body of literature to which the question refers. Equally, particularly on more advanced undergraduate courses, you are likely to be asked to work from an increasing range of sources. The dangers here include failing to select the most relevant material and failing to organize the material you have selected in a way that best fits the question. Therefore, make sure that you take time to read the question properly to ensure that you understand what is being asked. Next, think carefully about whether there is a debate that ‘lies behind’ the question. Then be sure to identify the material that addresses the question most fully.

Writing in your own words is crucial because this is the best way in which you can come to understand a topic, and the only way of demonstrating this understanding to your tutor. The important point to remember is that if you do plagiarize, your essay risks receiving a fail grade, and if you plagiarize repeatedly you risk further sanctions. You must therefore always put arguments in your own words except when you are quoting someone directly (in which case you must use the appropriate referencing conventions). The positive side of what might seem like a draconian rule is that you will remember better what you have put in your own words. This ensures that you will have the fullest possible understanding of your course. If there is an end-of-course exam, such an understanding will be a real asset.

Social science essays also need to demonstrate an effective use of social scientific skills. Perhaps the most obvious of these skills is the ability to deploy theory and evidence in an appropriate manner (as you saw in the previous section, this is what distinguishes social scientific essay writing). However, particularly as you move on to more advanced undergraduate courses, you should also keep in mind the need to demonstrate such things as confidence in handling social scientific concepts and vocabulary; an awareness of major debates, approaches and figures in your field; the ability to evaluate competing arguments; and an awareness of potential uncertainty, ambiguity and the limits of knowledge in your subject. These are important because they indicate your ability to work creatively with the tools of the social scientist’s trade.

An effective structure is important and pragmatic because it helps the person who marks your essay to understand what is going on. By contrast, a list of unconnected ideas and examples is likely to confuse, and will certainly fail to impress. The simplest way to avoid this is to follow the kind of essay writing conventions briefly outlined above and discussed in later chapters of this guide. Chapter 8, on the main body of the essay, is particularly relevant here, but you will also need to keep in mind the importance of a well-written introduction and conclusion to an effectively structured argument.

The ability to spell, punctuate and use grammar correctly is, generally speaking, something you are expected to have mastered prior to embarking on a degree-level course. This is really a matter of effective communication. While it is the content of your essay that will win you the most marks, you need to be able spell, punctuate and use grammar effectively in order to communicate what you have to say. Major problems in this area will inevitably hold down your marks, so if this is an issue in your work, it will be a good idea to seek further help.

Finally, observing the word limit is important – and, as you probably realize, more difficult than it sounds. The simplest advice is always to check whether there is a word limit and what this is, and then to be ruthless with yourself, focusing only on the material that is most pertinent to the question. If you find that you have written more words than is allowed, you will need to check for irrelevant discussions, examples, or even wordy sentence construction. Too few words may indicate that you haven’t provided the depth of discussion required, or that you have omitted essential points or evidence.

In the light of the above, we can identify four golden rules for effective social scientific essay writing.

Rule 1: Answer the question that is asked.

Rule 2: Write your answer in your own words.

Rule 3: Think about the content of your essay, being sure to demonstrate good social scientific skills.

Rule 4: Think about the structure of your essay, being sure to demonstrate good writing skills, and observing any word limit.

Why an essay is not a report, newspaper article or an exam answer

This section has mainly focused on what is distinctive about a social science essay, but there is something distinctive about essays in general that is worth keeping in mind. Many students come from professional backgrounds where report writing is a common form of communication. For other students a main source of information is newspapers or online websites. These are all legitimate forms of writing that serve useful purposes – but, apart from some of the content on academic websites, they just aren’t essays. There are exam conventions that make exam writing – even ‘essay style’ exams – different from essay writing.

In part, this is to do with ‘academic register’ or ‘voice’. Part of what you will develop as you become a stronger essay writer is a ‘voice’ that is your own, but that conforms to the conventions of academic practice. For social scientists, as we have noted above, this practice includes the use of evidence to support an argument and providing references that show where your ideas and evidence have come from. It also includes the ability to write with some confidence, using the vernacular – or language – of your subject area. Different forms of writing serve different purposes. The main purpose of academic writing is to develop and share knowledge and understanding. In some academic journals this can take the form of boisterous debate, with different academics fully and carefully defending, or arguing for, one position or another. For students of social science, however, there may be less at stake, but essays should nevertheless demonstrate knowledge and understanding of a particular issue or area. Conforming to some basic conventions around how to present ideas and arguments, helps us more easily to compare those ideas, just as conforming to the rules of a game makes it easier for one sports team to play against another: if one team is playing cricket and the other baseball, we will find there are similarities (both use bats, have innings, make runs), but there will also be lots of awkward differences. In the end, neither the players nor the spectators are likely to find it a very edifying experience. The following looks at other forms of serious writing that you may be familiar with, but that just aren’t cricket.

Report writing

Reports take a variety of forms, but typically involve: an up-front ‘executive summary’, a series of discussions, usually with numbered headings and subheadings. They are also likely to include ‘bullet points’ that capture an idea or argument in a succinct way. Professional reports may include evidence, arguments, recommendations and references. You may already have spotted some of the similarities with essays – and the crucial differences. Let’s begin with the similarities. Reports and essays both involve discussion, the use of evidence to support (or refute) a claim or argument, and a list of references. Both will have an introductory section, a main body and a conclusion. However, the differences are important. With the exception of very long essays (dissertations and the like), essays do not generally have numbered headings and subheadings. Nor do they have bullet points. They also don’t have executive summaries. And, with some notable exceptions (such as essays around areas of social policy perhaps), social science essays don’t usually require you to produce policy recommendations. The differences are significant, and are as much about style as they are about substance.

Journalistic writing

For many students, journalistic styles of writing are most familiar. Catchy headlines (or ‘titles’) are appealing, and newspapers’ to-the-point presentation may make for easier reading. News stories, however, follow a different set of requirements to essays – a different set of ‘golden rules’. In general, newspaper and website news articles foreground the ‘who, what, where, when and why’ of a story in the first paragraph. The most important information is despatched immediately, with the assumption that all readers will read the headline, most readers will read the first paragraph, and dwindling numbers will read the remainder of the article. Everyday newspaper articles often finish with a ‘whimper’ for this reason, and there may be no attempt to summarize findings or provide a conclusion at the end – that’s not the role of news journalists. (Though there is quite a different set of rules for ‘Op Ed’ or opinion pieces.) Student essays, by contrast, should be structured to be read from beginning to end. The introduction should serve to ‘outline’ or ‘signpost’ the main body of the essay, rather than cover everything in one fell swoop; the main body should proceed with a clear, coherent and logical argument that builds throughout; and the essay should end with a conclusion that ties the essay together.

Exam writing

Again, exam writing has similarities and differences with essay writing. Perhaps the main differences are these: under exam conditions, it is understood that you are writing at speed and that you may not communicate as effectively as in a planned essay; you will generally not be expected to provide references (though you may be expected to link clearly authors and ideas). Longer exam answers will need to include a short introduction and a conclusion, while short answers may omit these. Indeed, very short answers may not resemble essays at all as they may focus on factual knowledge or very brief points of comparison.

Peter Redman and Wendy Maples

Peter Redman is a senior lecturer in sociology at The Open University. With Stephen Frosh and Wendy Hollway, he edit the Palgrave book series, Studies in the Psychosocial and is a former editor of the journal, Psychoanalysis, Culture & Society . Academic consultant Wendy Maples is a research assistant in anthropology at the University of Sussex. Together they co-authored Good Essay Writing: A Social Sciences Guide (Sage, 2017) now in its fifth edition.

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The origin of the phrase “publish or perish” has been intriguing since this question was first raised by Eugene Garfield in 1996. Vladimir Moskovkinl talks about the evolution of the meaning of this phrase and shows the earliest use known at this point.

National Academies Seeks Experts to Assess 2020 U.S. Census

The National Academies’ Committee on National Statistics seeks nominations for members of an ad hoc consensus study panel — sponsored by the U.S. Census Bureau — to review and evaluate the quality of the 2020 Census.

Will the 2020 Census Be the Last of Its Kind?

Could the 2020 iteration of the United States Census, the constitutionally mandated count of everyone present in the nation, be the last of its kind?

Will We See A More Private, But Less Useful, Census?

Census data can be pretty sensitive – it’s not just how many people live in a neighborhood, a town, a state or […]

Free Online Course Reveals The Art of ChatGPT Interactions

You’ve likely heard the hype around artificial intelligence, or AI, but do you find ChatGPT genuinely useful in your professional life? A free course offered by Sage Campus could change all th

Uncovering ‘Sneaked References’ in an Article’s Metadata

The authors describe how by chance they learned how some actors have added extra references, invisible in the text but present in the articles’ metadata, when those unscrupulous actors submitted the articles to scientific databases.

Paper Opening Science to the New Statistics Proves Its Import a Decade Later

An article in the journal Psychological Science, “The New Statistics: Why and How” by La Trobe University’s Geoff Cumming, has proved remarkably popular in the years since and is the third-most cited paper published in a Sage journal in 2013.

The ESRC Festival of Social Science is an annual United Kingdom-wide celebration of the social sciences sponsored by the nation’s Economic and […]

The slow, relentless creep of computing is currently in overdrive with powerful artificial intelligence tools impacting every aspect of our lives. What […]

Whether you’re in a research leadership position, working in research development, or a researcher embarking on their project, creating a culture of […]

Exploring ‘Lost Person Behavior’ and the Science of Search and Rescue

What is the best strategy for finding someone missing in the wilderness? It’s complicated, but the method known as ‘Lost Person Behavior’ seems to offers some hope.

New Opportunity to Support Government Evaluation of Public Participation and Community Engagement Now Open

The President’s Management Agenda Learning Agenda: Public Participation & Community Engagement Evidence Challenge is dedicated to forming a strategic, evidence-based plan that federal agencies and external researchers can use to solve big problems.

AI Upskilling Can and Should Empower Business School Faculty

If schools provide the proper support and resources, they will help educators move from anxiety to empowerment when integrating AI into the classroom.

Reflections of a Former Student Body President: ‘Student Government is a Thankless Job’

Christopher Everett, outgoing student body president at the University of North Carolina, reflects on the role of student governance in the modern, and conflicted, university

Universities Should Reimagine Governance Along Co-Operative Lines

Instead of adhering to a corporate model based on individual achievement, the authors argue that universities need to shift towards co-operative governance that fosters collaborative approaches to teaching and research

A Milestone Dataset on the Road to Self-Driving Cars Proves Highly Popular

The idea of an autonomous vehicle – i.e., a self-driving car – isn’t particularly new. Leonardo da Vinci had some ideas he […]

The Public’s Statistics Should Serve, Well, the Public

Paul Allin sets out why the UK’s Royal Statistical Society is launching a new campaign for public statistics.

Philosophy Has Been – and Should Be – Integral to AI

Philosophy has been instrumental to AI since its inception, and should still be an important contributor as artificial intelligence evolves..

Infrastructure

Republican legislators in the U.S. House of Representatives, arguing that “the American people’s trust in the National Institute of Health has been broken,” have released a blueprint for reforming the agency.

New SSRC Project Aims to Develop AI Principles for Private Sector

The new AI Disclosures Project seeks to create structures that both recognize the commercial enticements of AI while ensuring that issues of safety and equity are front and center in the decisions private actors make about AI deployment.

Daron Acemoglu on Artificial Intelligence

Economist Daron Acemoglu, professor at the Massachusetts Institute of Technology, discusses the history of technological revolutions in the last millennium and what they may tell us about artificial intelligence today.

The Perils of (Even Very Minor) Celebrity

David Canter considers the confusions inherent in being (even very moderately) well-known. That has implications for the considerably greater misinformation that gets linked to those who are very well-known indeed.

Civilisation – and Some Discontents

The TV series Civilisation shows us many beautiful images and links them with a compelling narrative. But it is a narrative of its time and place.

Crafting the Best DEI Policies: Include Everyone and Include Evidence

Organizations shouldn’t back away from workplace DEI efforts. Rather, the research suggests, they should double down, using a more inclusive approach that emphasizes civility and dialogue – one aimed at finding common ground.

Why, and How, We Must Contest ‘Development’

Why is contestation a better starting point for studying and researching development than ‘everyone wants the same thing’?

Video Interview: Analyzing, Understanding, and Interpreting Qualitative Research from Interviews

Qualitative data analysis is a way of creating insight and empathy. Strategies for data analysis and interpretation are tools for meaning-making and […]

Video Interview: Exploring Visual Research with Gillian Rose

Sometimes a book jumps off my shelf and comes to life. Visual research is easier said than done. It seems simple, in […]

A Behavioral Scientist’s Take on the Dangers of Self-Censorship in Science

The word censorship might bring to mind authoritarian regimes, book-banning, and restrictions on a free press, but Cory Clark, a behavioral scientist at […]

NSF Looks Headed for a Half-Billion Dollar Haircut

Funding for the U.S. National Science Foundation would fall by a half billion dollars in this fiscal year if a proposed budget the House of Representatives’ Appropriations Committee takes effect – the first cut to the agency’s budget in several years.

Digital Transformation Needs Organizational Talent and Leadership Skills to Be Successful

Who drives digital change – the people of the technology? Katharina Gilli explains how her co-authors worked to address that question.

Six Principles for Scientists Seeking Hiring, Promotion, and Tenure

The negative consequences of relying too heavily on metrics to assess research quality are well known, potentially fostering practices harmful to scientific research such as p-hacking, salami science, or selective reporting. To address this systemic problem, Florian Naudet, and collegues present six principles for assessing scientists for hiring, promotion, and tenure.

Book Review: The Oxford Handbook of Creative Industries

Candace Jones, Mark Lorenzen, Jonathan Sapsed , eds.: The Oxford Handbook of Creative Industries. Oxford: Oxford University Press, 2015. 576 pp. $170.00, […]

Artificial Intelligence and the Social and Behavioral Sciences

Intelligence would generally be reckoned as the province of the social and behavioral sciences, so why is artificial intelligence so often relegated […]

Pandemic Nemesis: Illich reconsidered

An unexpected element of post-pandemic reflections has been the revival of interest in the work of Ivan Illich, a significant public intellectual […]

How ‘Dad Jokes’ Help Children Learn How To Handle Embarrassment

Yes, dad jokes can be fun. They play an important role in how we interact with our kids. But dad jokes may also help prepare them to handle embarrassment later in life.

Canadian Librarians Suggest Secondary Publishing Rights to Improve Public Access to Research

The Canadian Federation of Library Associations recently proposed providing secondary publishing rights to academic authors in Canada.

Webinar: How Can Public Access Advance Equity and Learning?

The U.S. National Science Foundation and the American Association for the Advancement of Science have teamed up present a 90-minute online session examining how to balance public access to federally funded research results with an equitable publishing environment.

Open Access in the Humanities and Social Sciences in Canada: A Conversation

Five organizations representing knowledge networks, research libraries, and publishing platforms joined the Federation of Humanities and Social Sciences to review the present and the future of open access — in policy and in practice – in Canada

The Long Arm of Criminality

David Canter considers the daily reminders of details of our actions that have been caused by criminality.

A Former Student Reflects on How Daniel Kahneman Changed Our Understanding of Human Nature

Daniel Read argues that one way the late Daniel Kahneman stood apart from other researchers is that his work was driven by a desire not merely to contribute to a research field, but to create new fields.

The Added Value of Latinx and Black Teachers

As the U.S. Congress debates the reauthorization of the Higher Education Act, a new paper in Policy Insights from the Behavioral and Brain Sciences urges lawmakers to focus on provisions aimed at increasing the numbers of black and Latinx teachers.

A Collection: Behavioral Science Insights on Addressing COVID’s Collateral Effects

To help in decisions surrounding the effects and aftermath of the COVID-19 pandemic, the the journal ‘Policy Insights from the Behavioral and Brain Sciences’ offers this collection of articles as a free resource.

Susan Fiske Connects Policy and Research in Print

Psychologist Susan Fiske was the founding editor of the journal Policy Insights from the Behavioral and Brain Sciences. In trying to reach a lay audience with research findings that matter, she counsels stepping a bit outside your academic comfort zone.

Mixed Methods As A Tool To Research Self-Reported Outcomes From Diverse Treatments Among People With Multiple Sclerosis

What does heritage mean to you?

Personal Information Management Strategies in Higher Education

Working Alongside Artificial Intelligence Key Focus at Critical Thinking Bootcamp 2022

SAGE Publishing — the parent of Social Science Space – will hold its Third Annual Critical Thinking Bootcamp on August 9. Leaning more and register here

Watch the Forum: A Turning Point for International Climate Policy

On May 13, the American Academy of Political and Social Science hosted an online seminar, co-sponsored by SAGE Publishing, that featured presentations […]

Event: Living, Working, Dying: Demographic Insights into COVID-19

On Friday, April 23rd, join the Population Association of America and the Association of Population Centers for a virtual congressional briefing. The […]

The Decameron Revisited – Pandemic as Farce

After viewing the the televised version of the The Decameron, our Robert Dingwall asks what the farce set during the Black Death says about a more recent pandemic.

Public Policy

Economist Kaye Husbands Fealing to Lead NSF’s Social Science Directorate

Kaye Husbands Fealing, an economist who has done pioneering work in the “science of broadening participation,” has been named the new leader of the U.S. National Science Foundation’s Directorate for Social, Behavioral and Economic Sciences.

Jane M. Simoni Named New Head of OBSSR

Clinical psychologist Jane M. Simoni has been named to head the U.S. National Institutes of Health’s Office of Behavioral and Social Sciences Research

Canada’s Federation For Humanities and Social Sciences Welcomes New Board Members

Annie Pilote, dean of the faculty of graduate and postdoctoral studies at the Université Laval, was named chair of the Federation for the Humanities and Social Sciences at its 2023 virtual annual meeting last month. Members also elected Debra Thompson as a new director on the board.

Public Interest Attorney Bryan Stevenson to Receive 2024 Moynihan Prize

Public interest attorney Bryan Stevenson, the founder and executive director of the Alabama-based Equal Justice Initiative, will receive the 2024 Daniel Patrick Moynihan Prize from the American Academy of Political and Social Science.

National Academies Looks at How to Reduce Racial Inequality In Criminal Justice System

To address racial and ethnic inequalities in the U.S. criminal justice system, the National Academies of Sciences, Engineering and Medicine just released “Reducing Racial Inequality in Crime and Justice: Science, Practice and Policy.”

Survey Examines Global Status Of Political Science Profession

The ECPR-IPSA World of Political Science Survey 2023 assesses political science scholar’s viewpoints on the global status of the discipline and the challenges it faces, specifically targeting the phenomena of cancel culture, self-censorship and threats to academic freedom of expression.

Report: Latest Academic Freedom Index Sees Global Declines

The latest update of the global Academic Freedom Index finds improvements in only five countries

Analyzing the Impact: Social Media and Mental Health 

The social and behavioral sciences supply evidence-based research that enables us to make sense of the shifting online landscape pertaining to mental health. We’ll explore three freely accessible articles (listed below) that give us a fuller picture on how TikTok, Instagram, Snapchat, and online forums affect mental health. 

The Risks Of Using Research-Based Evidence In Policymaking

With research-based evidence increasingly being seen in policy, we should acknowledge that there are risks that the research or ‘evidence’ used isn’t suitable or can be accidentally misused for a variety of reasons. 

• Surveys Provide Insight Into Three Factors That Encourage Open Data and Science

Over a 10-year period Carol Tenopir of DataONE and her team conducted a global survey of scientists, managers and government workers involved in broad environmental science activities about their willingness to share data and their opinion of the resources available to do so (Tenopir et al., 2011, 2015, 2018, 2020). Comparing the responses over that time shows a general increase in the willingness to share data (and thus engage in Open Science).

Megan Stevenson on Why Interventions in the Criminal Justice System Don’t Work

Megan Stevenson’s work finds little success in applying reforms derived from certain types of social science research on criminal justice.

How Social Science Can Hurt Those It Loves

David Canter rues the way psychologists and other social scientists too often emasculate important questions by forcing them into the straitjacket of limited scientific methods.

Maintaining Anonymity In Double-Blind Peer Review During The Age of Artificial Intelligence

The double-blind review process, adopted by many publishers and funding agencies, plays a vital role in maintaining fairness and unbiasedness by concealing the identities of authors and reviewers. However, in the era of artificial intelligence (AI) and big data, a pressing question arises: can an author’s identity be deduced even from an anonymized paper (in cases where the authors do not advertise their submitted article on social media)?

Hype Terms In Research: Words Exaggerating Results Undermine Findings

The claim that academics hype their research is not news. The use of subjective or emotive words that glamorize, publicize, embellish or exaggerate results and promote the merits of studies has been noted for some time and has drawn criticism from researchers themselves. Some argue hyping practices have reached a level where objectivity has been replaced by sensationalism and manufactured excitement. By exaggerating the importance of findings, writers are seen to undermine the impartiality of science, fuel skepticism and alienate readers.

Five Steps to Protect – and to Hear – Research Participants

Jasper Knight identifies five key issues that underlie working with human subjects in research and which transcend institutional or disciplinary differences.

Using Video Data Analysis in the 21st Century

In 2011, anti-government protests and uprisings erupted in Northern Africa and the Middle East in what is often called the “Arab Spring.” […]

Exploring Hybrid Ethnography with Liz Przybylski

Dr. Liz Przybylski was thinking ahead when she wrote Hybrid Ethnography: Online, Offline, and In Between. They unwittingly predicted that we would […]

Iris Berent on the Innate in Human Nature

How much of our understanding of the world comes built-in? More than you’d expect. That’s the conclusion that Iris Berent, a professor of psychology at Northeastern University and head of the Language and Mind Lab there, has come to after years of research

Responsible Management Education Week 2024: Sage Asks ‘What Does It Mean to You?’

Sage used the opportunity of Responsible Business Management week 2024 to ask its authors, editors, and contacts what responsible management education means to them.

Tejendra Pherali on Education and Conflict

Tejendra Pherali, a professor of education, conflict and peace at University College London, researches the intersection of education and conflict around the world.

Immigration Court’s Active Backlog Surpasses One Million

In the first post from a series of bulletins on public data that social and behavioral scientists might be interested in, Gary Price links to an analysis from the Transactional Records Access Clearinghouse.

Webinar Discusses Promoting Your Article

The next in SAGE Publishing’s How to Get Published webinar series focuses on promoting your writing after publication. The free webinar is set for November 16 at 4 p.m. BT/11 a.m. ET/8 a.m. PT.

Webinar Examines Open Access and Author Rights

The next in SAGE Publishing’s How to Get Published webinar series honors International Open Access Week (October 24-30). The free webinar is […]

Ping, Read, Reply, Repeat: Research-Based Tips About Breaking Bad Email Habits

At a time when there are so many concerns being raised about always-on work cultures and our right to disconnect, email is the bane of many of our working lives.

AI Database Created Specifically to Support Social Science Research

A new database houses more 250 different useful artificial intelligence applications that can help change the way researchers conduct social science research.

New Tool Promotes Responsible Hiring, Promotion, and Tenure in Research Institutions

Modern-day approaches to understanding the quality of research and the careers of researchers are often outdated and filled with inequalities. These approaches […]

Watch The Lecture: The ‘E’ In Science Stands For Equity

According to the National Science Foundation, the percentage of American adults with a great deal of trust in the scientific community dropped […]

Watch a Social Scientist Reflect on the Russian Invasion of Ukraine

“It’s very hard,” explains Sir Lawrence Freedman, “to motivate people when they’re going backwards.”

Dispatches from Social and Behavioral Scientists on COVID

Has the ongoing COVID-19 pandemic impacted how social and behavioral scientists view and conduct research? If so, how exactly? And what are […]

Contemporary Politics Focus of March Webinar Series

This March, the Sage Politics team launches its first Politics Webinar Week. These webinars are free to access and will be delivered by contemporary politics experts —drawn from Sage’s team of authors and editors— who range from practitioners to instructors.

New Thought Leadership Webinar Series Opens with Regional Looks at Research Impact

Research impact will be the focus of a new webinar series from Epigeum, which provides online courses for universities and colleges. The […]

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How to Promote Strong Writing Skills in Social Studies

Learning how to write well is essential for effective communication, and students benefit from getting a lot of practice in classes beyond English.

The content of our curricula can be seductive. There are so many fascinating ideas to convey, so many unanswered questions to ask, so many lifelong lessons to learn. Which is one reason why, paradoxically, it can be hard to find the time to teach critical skills like speaking, reading, and writing. Yet this is exactly what we all must do: teach skills through content.

This is true of all disciplines, and in particular social studies. If writing is in the very DNA of English and more foreign to subjects like math, social studies occupies something of a middle ground. The potential for writing is as great as its instruction is inconsistent. What follows are a few simple tips and ideas for teaching social studies students how to write.

But first, why do it? The answer is because those who can write are better able to think critically and communicate effectively. Better able to embrace ambiguity in a complex world, practice empathy, and marshal evidence in support of an argument. In short, because writing makes us smarter.

The Framework

Perhaps the first, most important takeaway is that we should provide as many opportunities as possible for students to write—every week if not every day. The assignments can range from summary paragraphs to entire analytical essays. (Grading is certainly a consideration, but remember, not every assignment merits a copy edit or a score.)

Also consider your students’ yearlong skills progression. Much as you map out the content you’d like to cover, think about doing the same for skills. A partial writing list should include annotations, summaries, analytical paragraphs, source evaluations, analytical essays, and research papers.

When teaching any of the above, and for that matter any other skill, be it playing a C chord, making salsa verde, or shooting a jump hook, the same template applies—explain, model, practice, give feedback, practice. So, for example, describe the elements of an ideally annotated excerpt, show several models, and allow students to practice. Then give them feedback along the way via formative and summative assessments, as formally or informally as you like. Just remember, there’s no way to become a better writer other than to write. Although reading voraciously certainly helps, too.

Foundational and Academic Writing

Foundational writing includes summary, source evaluation, and analytical paragraphs. It’s difficult if not impossible to graduate to more advanced modes of writing without first gaining proficiency in the foundational three.

To summarize is to shorten and paraphrase another’s content, including the main idea and requisite essential details, and excluding one’s own opinion. Set a word limit or percentage of the original, or simply follow the Goldilocks rule, providing not too little information nor too much.

When evaluating a piece of art, document, or film, students should be able to determine both its veracity and whether it’s a primary or secondary source. They should be sensitive to bias and perspective and understand the goal of the work. Look no further than students’ social media swipes and scrolls for the primacy of source evaluation.

The analytical paragraph is much like an analytical essay but in synthesized—or summarized—form. Its essential elements are argument, evidence, and analysis. Exactly the same as its more mature cousin, the analytical essay, which is simply a piece of writing with a beginning, middle, and end, or an idea that is proven over a multiple number of paragraphs.

After ample practice writing analytical paragraphs, students should find the transition to analytical essays, and therefore traditional academic writing, less strenuous and perhaps even not something to hate. And just when they’ve conquered that, you can contemplate teaching them how to write document-based question essays (DBQs) and research papers. The architecture of both remains consistent in terms of supporting an argument with evidence and analysis. They differ simply with regard to the type of evidence presented, namely teacher-provided documents or independent research. The larger point is that once a student is familiar with analytical writing, even in the hypercompacted paragraph, other, more intricate forms of analysis will be much easier to master.

Real-World Writing

And finally, the fun stuff. Think about the writing we encounter in our lives outside of school. Nearly everything you can imagine is fertile ground. The examples are legion: op-eds, book reviews, historical novels, family histories, memoirs, magazine features, white papers, speeches, even visual essays and comics. Authentic real-world writing is almost by definition more engaging, allowing students to find their own voices and their sense of self.

Show students how people in the real world write every day, some for a paycheck and others just for fun. Tell them that their ideas matter and their words hold more power than they may ever know. Try to get students to glimpse the joys of writing. To understand how it sharpens the mind, softens the heart, and feeds the soul. To realize that in addition to being a pleasurable pursuit, writing just might help them change the world.

And if all this is true, my fellow teachers, you might consider writing, too.

Social Studies Essays

Expository text and academic language in social studies, popular essay topics.

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• Depression Essay
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• Freedom of Speech
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• I Believe Essay
• Immigration
• Importance of Education
• Israel and Palestine Conflict
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• Legalizing Marijuanas
• Mental Health
• National Honor Society
• Police Brutality
• Pollution Essay
• Racism Essay
• Romeo and Juliet
• Same Sex Marriages
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Social Studies Essays (Examples)

Filter by keywords:(add comma between each), example essays.

Social Studies Course Design Title of Lesson

ocial tudies Course Design Title of Lesson: Creation Myths From Around the World Core ubjects: ocial tudies econdary ubjects: Language Arts, Geography Grade Levels: 5,6,7,8 (Varied by content depth and assessment) Course Justification/Theory: One very interesting aspect of the human experience is the manner in which certain themes appear again and again over time, in literature, religion, mythology, and culture -- regardless of the geographic location, the economic status, and the time period. Perhaps it is the innate human need to explain and explore the known and unknown, but to have disparate cultures in time and location find ways of explaining certain principles in such similar manner leads one to believe that there is perhaps more to myth and ritual than simple repetition of archetypal themes. In a sense, then, to acculturate the future, we must re-craft the past, and the way that seems to happen is in the synergism of myth and ritual as…...

mla Sources YouTube.com. 2009. North American Creation Myths. [ONLINE] Available at:   http://www.youtube.com/watch?v=P3XoYZgvEH8  YouTube.com. (2006). The Bering Migration, The First People. [ONLINE] Available at:   http://www.youtube.com/watch?v=YLpAMTZROFY&feature=related  YouTube.com. (2006). Videos on Myth. [ONLINE]

Social Studies a Person's Background Is Largely

Social Studies A person's background is largely determined by the respective individual's interactions and heritage, taking into account that he or she is practically shaped by the way that a series of ideas come together in a life-like form. When considering events that shaped who I am today and my background, I believe that concepts like race and ethnicity have had a strong influence. I've experienced change and development in accordance with the environments that I've interacted with, as they practically made me who I am today. Even with the fact that nature played an important role in shaping my personality, nurture was essential in making it possible for me to develop particular attitudes. When considering the modernization theory, it appears that one can find a series of ideas making it possible for the respective person to gain a more complex understanding of his or her background and of his or her…...

mla Bibliography: Jones, P. (2011). "Introducing Social Theory." Polity. O'Donoghue, K. (2005). "Social Work Theories in Action." Jessica Kingsley Publishers. Stinchcomb, A.L. (1987). "Constructing Social Theories." University of Chicago Press.

Social Studies Lesson Planner Course Code Grade

Social Studies Lesson Planner Course Code: Grade Level/Student Pop: 7-12 New York State Common Core Standard 1: History of the U.S. & New York Reading Strand Writing Strand RH. 9-10.1 RH. 11-12.1 WHST. 9-10.1 WHST. 11-12.1 RH. 9-10.2 RH. 11-12.2 WHST. 9-10.2 WHST. 11-12.2 Standard 2: World History RH. 9-10.3 RH. 11-12.3 WHST. 9-10.3 WHST. 11-12.3 RH. 9-10.4 RH. 11-12.4 WHST. 9-10.4 WHST. 11-12.4 Standard 3: Geography RH. 9-10.5 RH. 11-12.5 WHST. 9-10.5 WHST. 11-12.5 RH. 9-10.6 RH. 11-12.6 WHST. 9-10.6 WHST. 11-12.6 Standard 4: Economics RH. 9-10.7 RH. 11-12.7 WHST. 9-10.7 WHST. 11-12.7 RH. 9-10.8 RH. 11-12.8 WHST. 9-10.8 WHST. 11-12.8 Standard 5: Civics, Citizenship, and Gov't RH. 9-10.9 RH. 11-12.9 WHST. 9-10.9 WHST. 11-12.9 RH. 9-10.10 RH. 11-12.10 WHST.9-10.10 WHST.11-12.10 Mastery Objectives: Demonstrate the appropriate classroom public speaking and listening skills (e.g., body language, articulation, listening to be able to identify specific examples of the speaker's coordination of talking and action) that would be necessary to influence or change someone's mind or way of thinking about a topic. 2) Define the elements of persuasion. 3) Recognize the elements of personal credibility. 4) Develop methods to analyze other students' speeches. 5) Understand outlining main ideas. 6) Create a persuasive speech. 7) Standards: NCSS Standards 1. Culture 6. Power, Authority, and Governance 2. Time,…...

Social Studies the Book Being

For Movement, using a field trip to a manufacturing company to see how goods are made from parts and then moved to other locations for sale. The book also approaches learning from a multitude of learning styles, from class discussions to small groups and independent learning. For example, when reading an article or story and an issue comes up, the class can be divided into two groups with each portraying the view point of one side. The two groups can debate their points-of-view with each other. or, when teaching weather, the book suggests using small group learning stations where different groups would rotate to various weather related activities. This method works well with first graders in that it gets them actively participating yet also caters to their short attention spans. The book does an excellent job at emphasizing the importance of incorporating various teaching strategies in order to meet every student's…...

mla Bibliography Chapin, June R. (2005): Elementary Social Studies: A Practical Guide. New York: Allyn & Bacon, Inc. Ellis, Arthur. (2006): Teaching and Learning Elementary Social Studies. New York: Allyn & Bacon, Inc. Maxim, George W. (2005): Dynamic Social Studies for Constructivist Classrooms: Inspiring Children to Be Social Scientists. New York: Prentice Hall. Obenchain, Kathryn M. And Ronald V. Morris. (2006): 50 Social Studies Strategies for K-8 Classrooms. New York: Prentice Hall.

Social Studies the Importance of

Writing in the social studies also encourages students to appreciate different kinds of writing. Writing to persuade is different than merely writing to inform. Students learn to identify biases in sources, and to understand that not everything that they read is true. They can also engage in persuasive exercises where they try to change the minds of other people. This forces them to see that there are two sides to every issue. Being able to express controversial points-of-view in a way that is respectful of others fosters a sense of maturity within the students that will help them in later life. Debating historical issues and understanding how people lived differently a long time ago will also help students comprehend that their way of life is not the only way people have lived, in ages past. Students learn to read primary source documents to understand how people of the past thought about…...

Social Studies Is it History

Social studies provides an understanding of the social network, which no other subject adequately covers. B. Lack of social studies could mean a lack of understanding how to work in a large group over extended periods of time to accomplish things VI. Less Social Studies puts students at risk of general academic failure A. No understanding of vocabulary needed for history and other courses taken later in the course of education. B. General reading ability and comprehension also suffers, especially on standardized tests that assume general knowledge about certain subjects VII. "Learning in a vacuum" reduces intellectual ability A. Learning about interconnected disciplines in isolation from each other leads to lower abilities and test scores. B. Debate and thorough explanations are losing ground to the faster method of memorization, which involves no critical thinking VIII. Conclusion A. Social studies is a necessary subject that creates a sense of civic duty and furthers education overall, and needs to be…...

Social Studies Model Where in the World

World esearch shows that American students need greater geographic awareness. The lack of concern for, or appreciation of, other cultures is also deplorably low among American students. As oach (2006) points out, "Fewer than three in ten think it's absolutely necessary to know where countries in the news are located. Only 14% believe speaking another language fluently is a necessary skill," (p. 2). Not caring about geography shows that there are fundamental problems with American social values and norms. Xenophobia and insularity should not be concurrent with the American ideal. Low geographic awareness is debilitating for American students, many of whom will want to seek jobs in the global marketplace. The goal of the proposed academic program Where in the World? is to improve map reading and basic geography skills, but to do so within an appropriate framework of cultural awareness. It is our mission to not just teach children how…...

mla References Roach, J. (2006). Young Americans geographically illiterate, survey suggests. National Geographic . May 2, 2006. Retrieved online:   http://news.nationalgeographic.com/news/2006/05/0502_060502_geography.html  Rosenberg, M. (2007). One in five Americans can't find U.S. About.com. Retrieved online:   http://geography.about.com/b/2007/08/30/one-in-five-americans-cant-find-us.htm  Shehori, S. (2008). Poll: 37% of Americans unable to locate America on map of America. Huffington Post. Dec 15, 2008. Retrieved online:   http://www.huffingtonpost.com/steven-shehori/poll-37-of-americans-unab_b_150933.html  Sykes, C.J. (1996). Dumbing Down Our Kids: Why American Children Feel Good About Themselves But Can't Read, Write, Or Add. Macmillan.

Social Studies 7 12 Education

Tracking Progress As a social studies teacher, one of my proudest accomplishments is when students take a real and meaningful interest in history. I love hearing students talk about how they enjoyed a historical movie or television series with their family and can identify things we studied in class on the 'silver screen.' I also delight when we have discussions about current events and students can make comparisons between 'then' and 'now.' I was very proud when the class had a group discussion to 'debrief' us all regarding the shootings at Sandy Hook Elementary School. The students were able to discuss the situation so compassionately and with such insight. They were able to use the critical thinking tools I have tried to give them as a teacher very well. Because I have to meet state standards as part of my requirements as a teacher, I try to strike a balance between…...

mla Question 4: Objective of my lesson plan The objective of my lesson plan on "The Progressives" was for students to specifically be able to understand the reasons behind President Roosevelt's plan to end the coal miners' strike of 1901 and to more generally understand the Progressive Movement in the United States. The Progressive Movement is an extremely important part of American history because many of the reforms we take for granted in terms of how workers are treated began as the result of Progressive concerns. Also, the issues important to the Progressives, including women's rights; labor rights; food safety; and the problems that are inherent to industrialization in America, are concerns of many reformers in America today. The problems the Progressives wished to address have not vanished, even though they accomplished many meaningful, concrete objectives. However, I did not want to simply discuss the Progressives in the abstract, and give the students a list of terms associated with Progressivism to memorize. That is why I specifically focused upon a 'case study' involving President Roosevelt's treatment of the striking miners. This concrete focus also enabled me to deploy more differential instructional formats for students who learn in a more hands-on fashion. To accommodate visual and kinesthetic learners, I had my students research photographs, primary sources, and videos about the strike through the use of the Internet and other forms of technology. Because political cartoons were such an important component of raising awareness about serious issues during the Progressive Era, I assigned students cartoons and photographs to analyze in a critical fashion, to stimulate creative and independent thought. As well as this alternative assessment activity, I assigned more conventional tests and quizzes and used both methods of assessment to determine that the state standards for the lesson plan and the original objectives had been satisfied.

Curriculum Middle School Social Studies

S. What would have occurred if the West had become a nation for the Native Americans and the East for the settlers? Mexican-American War. Have students develop a timeline of Mexico from pre-Spanish explorations to present time. Civil War: Students read a story from the website http://www.civilwarliterature.com/#Primary%20Emphasisand do a book report. Industrial Revolution: Each student researches something that was invented during this time. How did this invention change the general population? What if had not been invented? Immigration: Students should research their earlier generations and when they came over the U.S. They can put together a journal or family tree. Women's Movement: Debate whether women should have been free through Constitution or waited until 19th Amendment. WWI: Read poems about WWI and then write a short poem of one's own. Roaring Twenties: Discuss the music, fashions, dance, etc. Of this time period. How was it different than from before the war during Victorian Times? Depression: Look at the photographs…...

Smartboard Affects Social Studies Core

11) Smart Board technology is still relatively new and not enough time has elapsed to examine the results of any longitudinal studies (if any are being conducted) regarding its effectiveness in the relationship between its use and improved achievement by elementary and middle school social studies students. However, some success has already been reported anecdotally. Byrd (2005) stated "this new wave of teaching is so much more hands-on, integrated and thematic instead of worksheet and drill-oriented." (p. 12) in teaching social studies content at Byrd's school, Liberty Drive Elementary in Thomasville, North Carolina, teachers retrieve maps and images from a database; teachers and students alike can use Smart Board highlighters to note geographic features. Similarly, in a study sponsored by the University of Michigan-Dearborn, social studies teachers reported that students were more engaged in lessons delivered with the use of technology and the level of student achievement increased. Taylor and Duran (2006) were…...

mla References Byrd, D. (January-February, 2005). Sixteen whiteboards capture students' attention. Media & Methods, 41(4), 11-12. Chapman, E. (2003). Practical assessment, research and evaluation. Retrieved from http://pareonline.net/getvn.asp?v=8&n=13 Olson, C.A. (February, 2010). Making the tech connection. Teaching Music. 17(5), 30-35. Smart Exchange. Retrieved from   http://exchange.smarttech.com/search.html

Social Studies Instruction Observations

The Social Studies instruction that I observed was in a high school setting with students of diverse ethnicities and backgrounds. The demographic of the class consisted of 12 students, 5 female, 7 male; 3 African-American, 1 Asian-American, 1 Hispanic-American, and 1 foreign exchange student from Germany, as well as 6 Caucasian Americans. The overall demographic of the school is about 75% Caucasian American, 15% African-American, 5% Hispanic-American, and 5% other. There is about a 50-50 mix of males and females in the student body. The teachers are mostly female, with only about 30% of the faculty being male. Less than 5% of the faculty is African-American. There is 1 Hispanic teacher. The school’s faculty is thus not very reflective of the study body in terms of ethnic background. The Social Studies instruction I observed helped to prepare students for participation in a democratic society by focusing on the recent Occupy Wall…...

Social Studies and the Virtual History Museum

Virtual History Museum and Special Needs Learners eb-based tools like the Virtual History Museum (VHM) are great ways for students with special needs to develop an appreciation for and understanding of the social studies field. Because students with learning disabilities often benefit from visual mediums and methods of instruction that incorporate visual cues, the VHM is a perfect tool to facilitate these students' process of comprehension. The primary reason that VHM is so effective is that it "encourages multiple means of engagement for students" via its variety of features -- from its "built-in historian's notebook," which allows users/students to take notes digitally as they move through a visual learning exhibit, to the "text-to-speech function" that allows students to not only have access to the text copy but also to be able to hear the words spoken to them, which does in turn help the information…...

mla Works Cited Bouck, Emily et al. "The Virtual History Museum: A Universally Designed Approach to Social Studies Instruction." Teaching Exceptional Children, vol. 42, no. 2: 14-20.

America Grade Level Social Studies This Activity

America Grade Level: Social Studies This activity is intended to focus on developing critical thinking, research, reading and writing skills in Students by making students motivated about learning necessary facts about United States, its demographics, history and distinctive attributes of U.S. Education Standards Addressed This particular lesson plan adheres to the Education Standard of United States (Teaching standards of the respective states) Enable students to develop report writing skills by following a given template. Enable students to develop and demonstrate their understanding regir undertsanding e elop report writing skills by fts about United States, its demographics arding overall geography of the states, its history, important places of tourists interests, structure of the government, general economy, and demography Enable the students to understand the report making process and develop reports using electronic tools such word processor and other softwares. The activity will also focus on developing graphs and necessary tables as well. report esources Needed: 1) Pencil 2) Notebook 3) Computer 4) BOOKS: Suid,…...

mla Resources Props will be required for role playing. Available at the School. Activity 1) Comprehension of seceding states and the possible reasons behind these actions. Seceding states will be removed progressively from the board. 2) Students will be divided into two groups representing Union and Confederacy. They will select their leaders, design and make their own flags, slogans, other recruitment posters.

Masters in Teaching Social Studies

The TEEMS program would allow me to merge the higher-level knowledge I acquired as part of my discipline-specific undergraduate degree with the type of education-related knowledge I would gain through the Masters in Teaching, Social Studies Education program at Georgia State University. I seek further education in such elements of teaching practice as classroom management, lesson planning, and deploying a wide variety of pedagogical techniques, designed to address student's unique learning styles while still meeting standardized assessment goals. I believe that I could be an asset to the TEEMS program because of my enthusiasm for teaching and my passion for expanding high school student's financial literacy. Students today have seen the impact a lack of financial knowledge can have upon the world in the wake of the recent subprime mortgage crisis. The recent recession that will continue to have an impact upon their future vocational lives. I have lived in the Atlanta…...

Measure for Delivery of Effective Social Studies Lessons

Secondary Social Studies Civic Goals for the Social Studies Teachers are pivotal towards impacting knowledge to students thus, the effectiveness of a teacher yields to higher performance amongst students (ussell, Waters, & Turner, 2013). The effectiveness of a teacher that yields quality performance among students is not necessarily possession of a teaching certificate. ather, the assignment of a teacher to teach within their subject field is ideal to achieve the desirable outcome in informing students sufficiently. Certification and ideal assignment of a teacher to their subject field will ensure that teachers competently deliver the related knowledge to students without much dependence on textbooks. Different states have different measures to evaluate a teacher's effectiveness in the delivery of knowledge and their competencies in the subject matter. It is however noted that the methods used in teachers competence and knowledge testing in the majority of the states are inadequate (ussell et al., 2013). In situations…...

mla Reference Russell, W., Waters, S., & Turner, T. (2013). Essentials of Middle and Secondary Social Studies. United Kingdom: Routledge, Chapman & Hall Ltd.

My teacher suggested focusing on unit lesson. Any essay topics that align with this guidance?

Unit Lesson Essay Topic Ideas History The Causes and Consequences of the American Civil War: Analyze the complex factors that led to the outbreak of the American Civil War and explore its far-reaching social, political, and economic consequences. The Impact of the Industrial Revolution on European Society: Examine the technological, economic, and social changes brought about by the Industrial Revolution, considering its effects on workers, urbanization, and the balance of power. The Rise and Fall of the Roman Empire: Investigate the reasons for the rise and eventual decline of the Roman Empire, analyzing its political, social, military, and economic strengths and....

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1. Create a cozy reading nook in the classroom with comfy chairs, pillows, and soft lighting to make reading more inviting and relaxing for students. 2. Engage students in book discussions and encourage them to share their thoughts and feelings about the story. This can help them feel more connected to the reading material and increase their enjoyment. 3. Incorporate fun and interactive reading activities, such as book scavenger hunts, character dioramas, or reader’s theater performances, to make reading more engaging and entertaining for students. 4. Offer a variety of book options, including graphic novels, non-fiction books, and diverse literature,....

Why do standardized testing practices play a pivotal role in academic evaluation and achievement?

Standardized Testing Practices: A Pivotal Role in Academic Evaluation and Achievement Standardized testing plays a crucial role in the evaluation and enhancement of academic achievement. It serves as a reliable and quantifiable measure of student knowledge and skills, facilitating comparisons across individuals, schools, and districts. Here are the key reasons why standardized testing practices are pivotal in academic evaluation and achievement: 1. Objective and Consistent Measurement: Standardized tests are designed to be objective and consistent, ensuring that all students are evaluated using the same criteria. These tests are administered under standardized conditions, minimizing biases or variations that could impact student performance. This objectivity....

how high yield strategies help assist in your lesson?

High-Yield Strategies: A Powerful Tool in Lesson Delivery High-yield strategies are evidence-based teaching methods that maximize student learning and retention. These strategies prioritize the most important concepts and skills, ensuring that students focus on what matters most. By incorporating high-yield strategies into lessons, educators can significantly enhance the effectiveness of their instruction. Types of High-Yield Strategies Numerous high-yield strategies have been identified, each with its unique benefits. Some common examples include: 1. Spaced Repetition: Involves reviewing the same material at increasing intervals, which helps strengthen memory and prevents forgetting. 2. Interleaving: Alternating between different but related concepts, rather than teaching them in isolation, promotes deeper understanding....

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Education , Social Studies

What is Social Studies and Why It’s Important

As a social studies teacher, I often get asked “so you just teach history right?” WRONG. My teaching endorsement in social studies allows me to teach so many other subjects other than history. Social studies is often misunderstood because social studies teachers generally just teach history classes, but in these past few years, there’s been an increase in the number of classes being offered within social studies, and a higher interest in social studies teachers (yay!).

Social Studies Subjects

The well-known.

First, of course, there’s history . And this includes all forms of history – World History and United States History are the main two that are taught. But there are so many other uncommon studies of history – European History, Latin American History, Asian History, Women’s History, African History, African American History, Native American History and it just goes on! Typically, when teaching the two common history classes, there is a weaving of the uncommon studies into the larger overall subject.

The next fairly common subject associated with social studies is civics, government, or also called political science . When teaching civics, typically the focus is the founding documents, such as the Declaration of Independence, the Constitution, and the Bill of Rights. Then there’s a breakdown of the three branches of government, voting, and other conversations about the U. S. federal government.

Another subject included is economics . I’ll be 100% honest – I don’t like economics. I took my classes and struggled through them, was bored through them, but I completed them. However, I do make sure to teach the basics – different economic systems. And because my AP class takes the exam about a month before school gets out, we do a personal finance unit, which requires a basic understanding of economics and encourages a super important life skill . So economics shows up in little ways, even if you dislike it!

Other subjects taught are psychology and sociology . These two go hand-in-hand. Psychology is the study of the brain. People are always interested in psychology, cause learning about why people behave the way they do is interesting. On the same side of learning about why people act the way they do, sociology does the same, but through studying society. So the norms, taboos, and how institutions are set up.

The Not-So-Well-Known

Another subject that isn’t commonly taught as a course anymore is geography . Geography is the study of the physical features of the world – deserts, oceans, countries, rivers, mountain ranges, and so many other land features for how the world is organized. I wish geography was taught as its own class at my school, but it’s not – not yet anyway!

One of my favorite lessons to get students thinking about countries around the world is my Countries in the News lesson !

The least common known subject is anthropology . I LOVE anthropology! It’s a subject that isn’t discussed at the high school level often, and because of that, I didn’t even hear of it until I went to college! The study of cultures is so fascinating. If you’ve never learned about anthropology, research it – it’s awesome!

If you want to see some example lessons of social studies, check out my post with over 20 lesson resources!

Social Studies Skills

Social studies develops so many skills through learning about the above subjects. Often times, these are the skills that teachers are focusing on to help students be productive citizens – as that’s the primary purpose of social studies!

Analyzing Sources

Often times, in social studies, we are looking at primary, or firsthand, sources, and secondary, or secondhand, sources. When analyzing sources, there are four different things to consider. The first is what is happening during that time period. The second and third are who the source is directed at and what is the point of view of the source, like how the author influences what is said in the source. The fourth and final analysis point is what is the purpose for the source. Analyzing sources is a major skill that is developed through social studies and one is that, in my opinion, is the most important!

Compare and Contrast

Comparing and contrasting is another skill that is developed through social studies. To see and understand the differences between major concepts about the world, you have to look at how they are similar and different.

Cause and Effect

Another major skill developed is understanding cause and effect. Through history, there is often a domino effect that leads to major conflicts, discoveries, and creations. Seeing how various events lead to others, which have their own effects as well, is so important to understand. In history classes, this skill is developed TONS!

Why Social Studies is Important

The skills that are learned through social studies subjects is part of what makes it so important – but there’s also more to its importance than just the skills.

Understanding the past leads to understanding the present. You often hear that history repeats itself – which is so true! Through learning about the past, we are able to understand why the world has developed the way that it has. Why that one country doesn’t like its neighbor, why there is war in that region of the world, and other current events that we hear on the news. Social studies helps us understand the world that we live in – through learning about different cultures, studying the past, investigating our minds and society, and understanding how government works.

Do you enjoy any of the social studies subjects? Tell me which ones below!

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Love this! As a homeschooling mom, this is excellent! Especially for parents who are now having to homeschool!

We are a homeschooling family and my kids love history and social studies! This is great info!

I love social studies! I didn’t appreciate it as much until I started taking more classes in college. I think it’s great that you point out the little known social study topics. I totally wish I’d taken anthropology! This post really helps people get a better understanding of social studies and why these topics are so important.

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Social Studies Research Project Topics

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• Writing Essays
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• English Grammar
• M.Ed., Education Administration, University of Georgia
• B.A., History, Armstrong State University

Social Studies is the study of human beings as they relate to each other and their environments. If you enjoy exploring people, their cultures, and behavior, you should enjoy social studies. There are many disciplines that fit under the umbrella of the social sciences, so you can narrow the field to one that most interests you as you select a research topic .

History Topics

You might think of history as a branch of study that falls outside the realm of social studies. Not so. In every era of human existence, people had to relate to each other. For example, after World War II , there was great pressure for women to leave the workforce—they had been the backbone of the defense industry, filling vital jobs while men were overseas fighting the Japanese and the Nazis—yet they have shunted aside when the men returned. This created a great shift in the social dynamic in the U.S.

Other historical themes offer rich areas for social studies research ranging from inventions that changed the nature of schoolwork to the impact U.S. presidents had when visiting a small town. Local architecture greatly influenced who people interacted with throughout history and even things as seemingly innocuous as the introduction of silverware impacted social norms and etiquette at the nightly dinner table.

• Diets of Civil War Soldiers and Nutrition
• WWII Women Who Worked and Returned to Homemaking
• Confederate Symbols and Race in My Town
• Inventions That Changed School Work
• Midwives and Birth Rates
• Local Architecture Patterns
• Vanity in the Nineteenth Century
• Vietnam War and Grandma
• Country Doctors' Records
• The Impact of a President's Visit
• When Silverware Came to Town
• Coal Camps in Local History
• The Household Impact of the Discovery of Germs

Economics Topics

Economics—"a social science concerned chiefly with description and analysis of the production, distribution, and consumption of goods and services," as Merriam-Webster notes—is, by definition, a social science. Job growth and loss—both nationally and locally—affect not just how people vote but how they relate to each other. Globalization is a hot topic that often brings people of opposing views into heated arguments and even physical confrontations. International treaties—particularly those focusing on trade—can inflame passions in the electorate overall, in small communities and even among individuals.

• Do Attractive People Make More Money?
• What Political Party Creates Job Growth?
• Is Globalization  Good or Bad?
• International Treaties - Good or Bad
• How Does the IMF Work?

Political Science Topics

Race and politics are obvious areas for sociological study, but so is the fairness of the Electoral College. Many groups nationwide are firm believers in conspiracy theories, which have spawned entire groups devoted to the study and discussion of these topics.

• Is the Media Really Biased?
• How Do Polls Work?
• How Does Fact Checking Work?
• Race and Politics
• Is the Electoral College Fair?
• Political Systems Compared
• What Is the New World Order?
• Conspiracy Theories

Sociology Topics

The umbrella topic of sociology can cover everything from marriage customs—including same-sex marriage—to the ethics involved in adopting children from Third World countries. The debate over private-versus-public schools—and the funding that goes with it—is a topic that stirs strong passions and discussions among advocates on each side. And, the ever-present specter of racism is a vexing problem that continues to plague our society.

• Federal v. State Power
• Food Regulation
• What Opportunities Are Available to Specific Minority Groups?
• Good and Bad Role Models
• Religion and Politics
• Building in Flood Zones
• Marriage Customs Examined
• Same-Sex Marriage
• Is It Ethical to Adopt Children from Third World Countries?
• Population Control Around the World
• Education: Private or Government Systems
• Will Racism Ever Die?
• The Roots of Regional Customs in America
• How the Internet Affects Our Perception of Truth

Psychology Topics

Psychology—the study of the mind and behavior—goes to the very heart of what makes human beings tick as well as how they relate to each other, a prime topic for sociological study and research. Everything from local traffic patterns, politics emanating from the pulpit and the impact of Walmart on local communities influences how people think, congregate and form friendships and groups—all issues that make the following list perfect for sociology research paper ideas.

• The Impact of River Traffic (on your hometown)
• Where Do Our Apples Come From?
• Could We Survive on Garden Foods Today?
• Using a Local Currency
• How Clothing Prices Affect Teenager Image
• Does Walmart Help or Hurt Local Economy?
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Social Studies in the Elementary School Essay

• To find inspiration for your paper and overcome writer’s block
• As a source of information (ensure proper referencing)
• As a template for you assignment

Social studies that are taught in elementary schools involve making young children understand their family and community well. Social studies are the source of knowledge and understanding to the youngsters in the elementary schools (Parker, 2003).

Children who are equipped with this knowledge understand the past well, to handle the present, and plan for their future. The most important aspect when teaching social studies is to be persistence to these youngsters. This aspect would help the teacher, as these are children who are brought up in different backgrounds with different characters.

The knowledge gained in social studies gives these young children some courage to participate productively in their world (Parker, 2003). The relationship of these children with other people within the community is improved through social studies.

Through learning social studies in school, children are equipped with techniques of solving their simple problems and making wise decisions whenever their guardian or parents are away. The aspect of becoming responsible citizens is developed in the early stages of childhood through social studies.

These young children live in families, and they have their friends with whom they play. All these activities need some decisions to be made by these young children. For instance, every child has a responsibility to make concrete decisions concerning how to relate with other people, what activities to be involved with during their free times, what book to read and, at what time (Parker, 2003).

For one to be assured that a child is capable of making all those decisions, its advisable to involve them in social studies in their early childhood education. Young children require the knowledge of social studies to better their lives right from their homes, to their peer groups, in social life with the outside community, and in the world as they grow.

Its important for a social studies teacher to realize that children come from different cultural and social economic backgrounds and all should be taken into account. Every child should be given an opportunity to express himself or her as they have different views.

The most important reason of teaching social studies in the elementary school is because this is the place where the foundation of these young children is developed. Their entire social life both inside and outside their locality is based on this stage. Basic skills of how to read and write as well as performing some calculations are necessary to enable them handle difficult economic, social, and political challenges in the future.

Social studies help young children to understand how the present is arrived at through learning some historical events (Parker, 2003). Children should be given an opportunity to understand the environment surrounding them and the factors that cause changes to the environment.

Through social studies children get a chance to understand the roles of various institutions found in the society and where they can seek assistance whenever there is need. Social studies given to the young children should emphasis on the communication skills, as this would help them greatly in their future.

Throughout their lives, they will be required to speak and write especially whenever they are required to express themselves well (Parker, 2003). Communication skills would also be necessary in collecting, categorizing, and presenting the data in an understandable way.

As a teacher for social studies in the elementary school, I would ensure that all the pupils participate in the practical part of the study. The pupils should be allowed to discuss and reason critically on the issues learned. The virtues learned by these children in the social studies should be put in practice through group discussions among them.

Parker, C. W. (2003). Social Studies in Elementary Education. Merrill, Ohio. Web.

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1. IvyPanda . "Social Studies in the Elementary School." June 26, 2019. https://ivypanda.com/essays/social-studies-in-the-elementary-school/.

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Preparing an engaging social studies lesson for english language learners.

This article will describe some strategies for planning social studies lessons with ELLs in mind, with a particular emphasis on building background knowledge.

Instruction begins when you, the teacher, learn from the learner; put yourself in his place so that you may understand…what he learns and the way he understands it. — Soren Kierkegaard

Consider the following scenario:

A fifth-grade teacher was preparing her class to learn about the American Revolution. She enlisted the students' help in acting out the events that led to the Revolution with elaborate props and exercises. When the class ended, the students were told they would read more about the Revolution the following day. As they left the room, an ESL student stopped and asked urgently, "But who won?"

This situation highlights some of the challenges that teachers face when helping English language learners, or ELLs, master social studies content:

ELLs may not have the same background knowledge that their peers have or that textbook authors take for granted, as explained in this video clip with ELL teacher Amber Prentice.

ELLs bring their own valuable and important experiences to the classroom. Often those experiences can be connected to the content in meaningful ways; however, if different points of view or ideas aren't expressed or identified, students may miss key concepts and ideas in the lesson.

ELLs must learn the academic language and vocabulary needed to comprehend and produce new content — all while learning the new content and concepts at the same time!

For content-area teachers with limited experience working with ELLs, planning a lesson that engages them and helps them learn new material may seem daunting. The good news is that there are a number of ways to engage ELLs with social studies content and draw on their own unique background knowledge and perspectives. This article will describe some strategies for planning social studies lessons with ELLs in mind.

In addition, I recommend taking a look at the following resources:

• Social Studies Websites: Recommended Resources
• Teaching Content Areas to ELLs
• Language Acquisition: An Overview
• Teaching English Language Learners Across the Content Areas by Judie Haynes and Dr. Debbie Zacarian (ASCD, 2010), which I will refer to throughout the article.

Note: Lesson Planning to Ensure Optimal Engagement of ELLs (Chapter 2 of Teaching English Language Learners Across the Content Areas ), is available online and provides a number of helpful resources, including a checklist for modifying lesson plans for ELLs. In addition, Appendix Two of the book (not available online) provides a lesson modification worksheet.

Lesson Planning Strategies

Identify key concepts necessary for understanding the lesson.

When choosing your key concepts, keep in mind the following:

ELLs with limited or interrupted schooling may not have that same level of knowledge as their peers, especially when it comes to historical or cultural topics. When starting a new lesson, look for references or concepts that may need to be explicitly explained.

Students may already possess content knowledge that they cannot yet demonstrate in English. Look for opportunities to make associations between students' experiences and new content .

Students may have a different perspective on the content than their peers. These differences provide an important opportunity for class discussion and learning as long as they are handled in a sensitive and respectful ways.

In addition, plan to find out what students know about the topic you are teaching before getting started. This will help you fill in gaps and build on prior knowledge. A great tool for this activity is a Circle Map , in which you place the main topic in a small circle and add student ideas in a bigger circle around the topic. You may wish to allow ELLs to use their native language with peers for a quick brainstorm before presenting their ideas to the whole class.

Identify content and language objectives

These objectives are a great way to focus on the most important information and language structures you want your students to master. Content objectives focus on the material while language objectives focus on vocabulary or language structures that students should be able to use throughout the lesson (Haynes and Zacarian, 28).

Think about how you are going to:

• introduce these concepts using simple language,
• break the concepts down into the most basic elements,
• keep the objectives visible to students during the unit (i.e., post them on the board or provide a simple outline to keep in binders).

Identify key vocabulary and academic vocabulary

Identify key terms, words, idioms and phrases — TWIPS, according to Dr. Zacarian (19). Choose the vocabulary that your students need to know in order to support their reading development and content-area learning, in addition to key content vocabulary. Remember to prepare student-friendly definitions for TWIPS ahead of time. It may be helpful to look at other social studies vocabulary lists as well.

In addition:

Clarify potential areas of confusion, such as homonyms or words with more than one meaning.

Remember that students may also need explicit instruction in signal or directional words ("because" and "explain"), especially those words that are likely to appear frequently in the content materials or activities.

There may be many words used through a lesson that native English-speaking students will understand but that ELLs don't know. Keep an eye out for these words, no matter how basic, and make a list of words that your students have questions about so that you can refer back to it when teaching the lesson in the future.

Having a visual reference for new words is particularly helpful for ELLs.

Post words on a word wall, or try using a "portable word wall" chart that students can put in their binder. The chart might include categories such as new words, old words, people, everyday words, words to review, etc. (Haynes and Zacarian, 59-60).

For students to really know a word, they must use it — or they will lose it. Use new words in class discussions or outside of class in other contexts if appropriate, such as on field trips. Give the students as many opportunities to use and master the new vocabulary as possible, both in writing and speaking activities . You may find this six-step process for teaching academic vocabulary from Dr. Robert Marzano helpful.

Prepare to preview the text

One strategy is a "chapter walk" , where students predict what the chapter will be about based on pictures and highlighted features of the textbook.

An activity like this may take some time at first because it's time-consuming to teach. If you use it with regularity, however, it will become easier and quicker, and students will be able to do this on their own at the beginning of a new chapter.

Tip: At the beginning of the school year, teach your students how to navigate a textbook effectively so that students can pick out and use textbook tools throughout the year.

You can also use the "BIG FOX" strategy , published by McGraw-Hill. This graphic organizer helps students pick out important terms and pieces of information before reading. I recommend practicing this strategy with some simple readings about familiar topics before jumping in with the textbook. The students will understand the strategy better if they start out with concepts that they understand. 

Prepare multimedia, visuals, and related readings

These resources can be used to build background knowledge and provide context for ELLs, especially when students are learning new concepts and words. Ideas include:

• Using photos from books, magazines, or the Internet to supplement textbooks.
• Showing brief, focused video clips of history or social studies programs.
• Listening to a short podcast or radio clip of an interview or speech.
• Discussing additional readings such as related articles, poems, letters, and graphic novels.

Enlist native language support when possible

These strategies can help students identify content they already know, or master new concepts before transferring those ideas and learning how to express them in English:

• Collaborate with a bilingual paraprofessional and identify areas where bilingual language support will be most helpful.
• Look for related content materials in the students' native language from publishers like Scholastic or National Geographic/Cengage .
• Plan group work in which students can use their native language with peers to discuss main ideas or vocabulary words.

Plan to include group work throughout the unit

Peer learning activities such as Reciprocal Teaching and Think-Pair-Share can be powerful tools for engaging ELLs with content learning.

Use modeling and clear instructions to ensure students understand:

• how the activity works
• their role in group work
• the objective of the activity
• any key vocabulary or phrases they should be using.

Here are some other tips on group work for ELLs from Haynes and Zacarian:

• Assign students group roles that match their language ability (37).
• Promote students to new roles as their language skills improve (42).
• Make sure that mainstream students understand that they will be working in diverse groups, and that everyone's contributions are important (41).
• Keep an eye on the balance of student participation; if some students are speaking more than others, ask them to think of some ways to even participation out (42).
• Ask students to reflect on their group work after they have finished an activity. Haynes and Zacarian include a chart in their book with some guiding statements for student reflection (48).

Plan plenty of opportunities for students to interact with the content

Give students lots of opportunities to engage with and review the material in different ways:

Use graphic organizers to review key concepts and vocabulary words.

Have students make their own flash cards with pictures, definitions, key facts, etc.

Teach students to underline, highlight, and make notes. You may also find that sticky notes, Wikki Stix, and highlighting tape are a big hit with students (68). According to Haynes, some school districts order extra textbooks for their ELL classes so that teachers can keep a highlighted copy on hand as a student reference.

Have the students write skits about the material they are learning, or create an activity in which students provide a physical representation of a particular event or vocabulary word.

Be creative and flexible with writing assignments

Writing can be an important way for students to show what they've learned:

When choosing writing activities for students, be creative and open to different ways for students to express their new knowledge. I have seen students successfully convey what they learned by writing letters, poems, news articles and mosaics with vocabulary key points. Writing an essay may be more difficult for ELLs, and although they need to learn how to write a good essay eventually, they should be allowed to demonstrate their learning through a variety of writing activities.

This may include a biography or autobiography, a letter from the point of view of a historical figure, or a short news article about a famous event.

Give ELLs explicit structures and sentence frames to follow. Frames may vary in complexity and specificity, but they will help students to model correct structures and usage from the beginning.

Plan to adapt homework and assessment as needed

While it's important to have high expectations of ELLs, it is also important to have realistic expectations of the amount of work they can do. Haynes and Zacarian note, "The teacher's goal should be to making learning accessible and meaningful for every student without lowering expectations or sacrificing rigor" (104-105).

They continue in Chapter 7 of their book to provide a number of helpful rubrics and step-by-step procedures for evaluating your homework and assessment activities with ELLs in mind. In Twenty-Five Quick Tips for Classroom Teachers , Haynes suggests that teachers "adjust homework assignment to your ELLs' English language proficiency (and) modify assessment so that your ELLs have an opportunity to show what they have learned."

As you look for ways to help your students learn this new content, remember that you aren't just teaching them required social studies standards — you are helping your students adjust to a new life and country. That preparation has a potentially significant ripple effect because your students may be helping their own parents navigate this new country as well, and they may need to prepare for a U.S. Citizenship exam one day in the future.

Through social studies lessons, you also can prepare your students to be engaged and well-informed participants in our society and democracy, an opportunity they might not have had in their own country due to their religion, gender, or ethnicity. When you think about it that way, teaching ELLs to master new social studies content is so much more than adapting a lesson plan — it's a chance to prepare a new generation of young people to lead us into the future.

Amber Prentice: How To Build Social Studies Background Knowledge

Haynes, J. "Twenty-Five Quick Tips for Classroom Teachers." everythingESL.net. Retrieved 2/16/10 from: http://www.everythingesl.net/inservices/twenty_five_quick_tips_classro_70733.php

Haynes, J. & Zacarian, D. (2010). Teaching English Language Learners Across the Content Areas. Alexandria, VA: ASCD.

Palincsar, A. S. and A.L. Brown. 1984. "Reciprocal Teaching of Comprehension-Fostering and Monitoring Activities." Cognition and Instruction 1:117-175.

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Merceline Haindaka replied on Sun, 2010-10-17 06:39 Permalink

very helpful information for every social studies teacher. I think more should be added on to this.

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Essay on Social Media for School Students and Children

500+ words essay on social media.

Social media is a tool that is becoming quite popular these days because of its user-friendly features. Social media platforms like Facebook, Instagram, Twitter and more are giving people a chance to connect with each other across distances. In other words, the whole world is at our fingertips all thanks to social media. The youth is especially one of the most dominant users of social media. All this makes you wonder that something so powerful and with such a massive reach cannot be all good. Like how there are always two sides to a coin, the same goes for social media. Subsequently, different people have different opinions on this debatable topic. So, in this essay on Social Media, we will see the advantages and disadvantages of social media.

Advantages of Social Media

When we look at the positive aspect of social media, we find numerous advantages. The most important being a great device for education . All the information one requires is just a click away. Students can educate themselves on various topics using social media.

Moreover, live lectures are now possible because of social media. You can attend a lecture happening in America while sitting in India.

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Get the huge list of more than 500 Essay Topics and Ideas

Disadvantages of Social Media

Despite having such unique advantages, social media is considered to be one of the most harmful elements of society. If the use of social media is not monitored, it can lead to grave consequences.

Thus, the sharing on social media especially by children must be monitored at all times. Next up is the addition of social media which is quite common amongst the youth.

This addiction hampers with the academic performance of a student as they waste their time on social media instead of studying. Social media also creates communal rifts. Fake news is spread with the use of it, which poisons the mind of peace-loving citizens.

In short, surely social media has both advantages and disadvantages. But, it all depends on the user at the end. The youth must particularly create a balance between their academic performances, physical activities, and social media. Excess use of anything is harmful and the same thing applies to social media. Therefore, we must strive to live a satisfying life with the right balance.

FAQs on Social Media

Q.1 Is social media beneficial? If yes, then how?

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Q.2 What is a disadvantage of Social Media?

A.2 Social media invades your privacy. It makes you addicted and causes health problems. It also results in cyberbullying and scams as well as communal hatred.

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