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The Evidence Base for Social Studies: People in Societies
The Evidence Base for Social Studies: People in Societies
What This Means for Instruction
After a review of the
research, a number of classroom techniques or applications have been found to
be successful with children. Below are some general guidelines to help
educators plan and implement the instruction of People in Societies:
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Use artifacts that reflect how cultures are dynamic and creative to expand
students’ understanding of the world (Campbell 2000; Lin and Kinzer 2003).
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Use the “Five F’s: food, fashion, fiestas, folklore and famous people” in
early elementary years to teach culture (Hilke 1999, p. 9).
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Provide multiple opportunities to bring into the classroom people of diverse
ethnic and cultural backgrounds helping students connect the curriculum to the
real world (Sunal 1990).
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Discuss concepts such as assimilation (a group or individual gradually adopts
the characteristics of another culture) and acculturation (the modification of
a culture due to contact with an advanced culture) through exploring whether
identity changes (Campbell 2000).
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Emphasize that the world is changing and ethnic groups are not as isolated
(television, satellite images, cell phones, etc.) leading to assimilation and
acculturation (Campbell 2000).
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Provide opportunities for students to identify and discuss why the American
culture may be viewed as both a “melting pot” and a “salad bowl” (Campbell
2000).
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Integrate the study of global issues with concrete experiences in students’
lives (Banks 2001; Levstik and Barton 2001; Wade 1994).
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Focus on enduring human dilemmas and global issues (Wade 1994; Levstik and
Barton 2001).
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Connect local or school issues to the larger society and/or how the issues fit
within a global perspective (Banks 2001; Levstik and Barton 2001; Wade 1994).
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Make the students’ experiences as “real life” as possible to give meaning and
understanding to the concepts of culture (Levstik and Barton 2001).
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Use archeology (study of ancient cultures) to tie past and present to current
issues and world trends (i.e., ecological systems, politics, government
structure, social structure) (Wolf et al. 1997; Zaslavsky 2002).
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Know and respect the cultural background of students as well as your own and
expect that cultural differences will call for culturally sensitive teaching
responses. (Swiniarski et al. 1999).
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