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 Contents vii

Games  177
A Final Thought  179
References  180

6 Beyond the Ordinary: Teaching and Learning with

Representational Instructional Resources   181
Educational Technology in the Classroom   184
Computers 185 ● Digital Peripherals 194 ● Learning
Centers 196 ● Review/Reinforcement Centers 196 ● Enrichment
Centers 198 ● Exploratory Centers 199 ● Learning Center
Organization 200
Pictures and Study Prints   202
Simulations  203
A Final Thought   206
References  207

7 Beyond the Ordinary: Teaching and Learning with Informational

and Persuasive Text   208
What Is Informational Text?   212
Social Studies Textbooks   213
Informational Books  214
Text Structures 214 ● Informational Books as Models for Informational
Writing 216
Biographies  221
Writing Biographies 224
Newspapers  225
A Classroom Newspaper 226 ● Reading and Writing Period (Historical)
Newspapers 229
Strategies for Reading Informational Text   231
Directed Reading 231 ● Close Reading 237
What Is Persuasive Text?   241
Fact and Opinion 241
A Final Thought   246
References  246

8 Beyond the Ordinary: Teaching and Learning with

Narrative Text  247
Personal Narratives  250
Letters 251 ● Journals and Diaries 252 ● Interviews 253 ● Personal
Stories 254 ● Writing-to-Learn Tasks 261
Historical Fiction  264
Storypath 265
Folktales  269
Fantasy 271
Poetry  274

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 viii Contents

A Final Thought   278

References  279

SECTION FOUR Lenses on Learning: Six Social Sciences   281

9 Young Historians: Learning to Unlock the Past   282

History in Focus   285
What Is History? 285 ● Why Is History Important? 286 ● What Should
Students Know or Be Able to Do? 287
Chronological Thinking  287
Chronology as a Natural Part of Life 288 ● Chronology and Children’s
Books 289 ● Chronology and Timelines 290
Historical Comprehension  292
Historical Narratives 292
Historical Analysis and Interpretation   293
Historical Research Capabilities   294
Historical Issues Analysis and Decision Making   296
An Integration of Knowledge and Ideas   298
A Final Thought   301
References  301

10 Geography: Exploring the People–Place Connection   302

Geography in Focus   304
Why Is Geography Important? 304 ● What Should Students Know or
Be Able to Do? 305
Essential Element 1: The World in Spatial Terms   308
What Is a Map? 308 ● The Building Blocks for Map
Reading 310 ● Teaching Map Skills through Explicit Guidance and
Modeling 311 ● Map Skills for the Upper Grades 315 ● Maps for the
Classroom 324
Essential Element 2: Places and Regions   328
Essential Element 3: Physical Systems   330
Essential Element 4: Human Systems   331
Essential Element 5: Environment and Society   332
Essential Element 6: The Uses of Geography   333
Asking Geographic Questions 333 ● Acquiring Geographic
Information 334 ● Organizing Geographic Information 334 ● Analyzing
Geographic Information 335 ● Answering Geographic Questions 336
A Final Thought   336
References  337

11 Civics: Young Citizens in Action   338

Civics in Focus   340
Why Is Civics Important? 341 ● What Should Students Know or Be Able to Do? 341

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 Contents ix

What Is Government and What Should It Do?   342

Building a Democratic Classroom Community 342
What Are the Basic Values and Principles of American Democracy?   349
Character Education 349
How Does the Government Established by the Constitution Embody the
Purposes, Values, and Principles of American Democracy?   356
What Is the Relationship of the United States to Other Nations and to World
Affairs?  361
What Are the Roles of the Citizen in American Democracy?   362
Citizenship Rights 362 ● Citizenship Responsibilities 364
A Final Thought   368
References  368

12 Economics: Thinking and Choosing Responsibly   369

Economics Literacy  371
What Should Students Know or Be Able to Do? 372
Six Core Economics Principles   374
Principle 1: People Choose 375 ● Principle 2: People’s Choices Involve
Costs 376 ● Principle 3: People Respond to Incentives in Predictable
Ways 377 ● Principle 4: People Create Economic Systems That Influence
Individual Choices and Incentives 378 ● Principle 5: People Gain When They
Trade Voluntarily 381 ● Principle 6: People’s Choices Have Consequences That
Lie in the Future 382
A Final Thought   385
References  385

13 Sociology and Anthropology: Social Structures and

Culture  386
What Is Anthropology?   389
Teaching Anthropology in the Elementary School   390
The Concrete Level of Cultures 390 ● The Behavioral Level of
Cultures 392 ● The Symbolic Level of Cultures 396
Multicultural Education  399
Cultural Diversity 399 ● Ethnicity 400 ● Culturally Responsive
Teaching 401
What Is Sociology?   408
Teaching Sociology in the Elementary School   409
Healthy Self-Esteem as a Prerequisite for Social Responsibility 410 ● Children
with Special Needs 412
A Final Thought   414
References  415
Author Index  416
Subject Index  418

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 Preface

As I worked on this eleventh edition of Dynamic Social Studies, I continuously asked myself,
“Why are you still doing this?” My question had nothing to do with a lack of enthusiasm for
the project; actually, I love writing. Although I will not write the next great novel, I truly enjoy
immersing myself in a textbook world. Textbook authors don’t simply select a topic to write
about and begin punching away at the keyboard, but they must discover ways to capture and
sustain a reader’s interest in topics that aren’t always self-motivating. So, the reason I asked,
“Why are you still doing this?” is because I wanted to find ways to grab your attention, arouse
your curiosity, and engage you in the content. My answer to the question is also based on a con-
viction that social studies is crucial for the development of informed, rational, and culturally
responsive citizens. I needed to best communicate to you the essential role that social studies
plays in bringing pride, responsibility, and meaning to your students’ lives as citizens of our
nation in the 21st century.
This is not a text steeped in research and theory, although research and theory are an
important part of it. Nor is it a “cookbook” text full of delicious classroom recipes, although
it does contain a wealth of teaching examples and suggested strategies. It does build bridges
between theory and practice with the hope that future teachers understand that no single
method of instruction, by itself, can help us achieve all the important goals of social studies
instruction. The text is designed to help you find ways to inspire children to want to learn the
things they need to know in order to understand and participate in the world around them.
To accomplish these goals you must be bold; you cannot be afraid to make mistakes. You must
constantly struggle to find the method that works best for your students by seeking out answers
to the most important question of all: “Why am I doing this?”

How Is the Text Organized?

The chapters in this edition are arranged into four sections. Section One provides an overview
of the purposes, problems, and possibilities of social studies in the elementary school curric-
ulum as well as guidance and direction in planning lessons and units—choosing objectives,
assessment procedures, and learning activities. Section Two addresses a key feature of effective
teaching—the selection of instructional resources that meet the needs and interests of students
as well as satisfy social studies content standards. Section Three describes teaching practices
that are supported by constructivist learning theory. The constructivist view of learning can be
translated into a number of active teaching practices, running the gamut from teacher-guided
instruction to inquiry and problem solving. Section Four focuses on the six core disciplines
and their respective content, tools, and investigative processes, from which students will draw
as they attempt to uncover and discover significant curricular content about human beings
and the ways in which they function: history, geography, civics, economics, anthropology, and
sociology.

xi

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 xii Preface

New to This Edition

This eleventh edition maintains the focus of previous editions, but it has been thoroughly
revised and updated.
●● In response to the prevailing standards scene and other trends in the field, four new chap-
ters are now included in Section Three:
CHAPTER 5 Beyond the Ordinary: Teaching and Learning with Concrete Instructional
Resources
CHAPTER 6 Beyond the Ordinary: Teaching and Learning with Representational Instruc-
tional Resources
CHAPTER 7 Beyond the Ordinary: Teaching and Learning with Informational and Per-
suasive Text
CHAPTER 8 Beyond the Ordinary: Teaching and Learning with Narrative Text

●● Several new classroom scenarios have been introduced at chapter openings. The scenarios,
each having taken place in actual elementary school classrooms, work as advance orga-
nizers that place the content into a meaningful context. In addition, a number of fresh
scenarios have been inserted throughout the chapters to help you understand and visual-
ize how teachers have actually used suggested teaching strategies in their classrooms.
●● Numerous new photographs, illustrations, and figures help to illuminate and reinforce
the information presented.
●● Several important topics have been added, expanded, and updated: diversity and differen-
tiated instruction as an underlying premise of instruction; the College, Career, and Civic
Life (C3) Framework for Social Studies State Standards; the Common Core State Standards;
creating, using, and managing appropriate technological processes and resources; inquiry
strategies based on the C3 Inquiry Arc; a useful framework that strengthens the teaching
of the core social studies disciplines; acquiring knowledge through reading complex con-
tent area fiction and nonfiction text; guided reading and close reading strategies, as well
as suggestions for integrating good children’s literature into the social studies program;
and expanded discussion of the literacy strategies and skills that help students acquire
information and communicate their learning.
●● Distributed at strategic points throughout each chapter are open-ended, Reflection on
Learning questions that have no clear-cut answers, but require reflection through which
you extract personal meaning. Sometimes, reflection will be as simple as thinking about
what you’ve learned and associating it to past experiences. At other times, reflection may
become a part of class discussion. Either way, the purpose of reflection is to help personal-
ize the learning experience.
●● The eleventh edition is powered by Pearson’s new eText technology, which creates a pow-
erful and personal online learning experience. The e-book version is interactive, contain-
ing study and review questions, appropriate videos, and questions requiring personal
reflection. These features enhance the overall technology movement that is the future of
our schools and our society.
●● Finally, references have been updated throughout the text. The latest ideas from the social
studies profession have been included, and appropriate citations have been made.

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 Preface xiii

eText Features
The eText version of the eleventh edition provides instant access on smartphones, tablets, and
laptops. The eText allows you to highlight text, take and share notes, search keywords, and print
pages. The eText brings you the following features:
●● Check Your Understanding: As you read the material, you can use embedded quizzes called
“Check Your Understanding” to enhance your grasp of the content. Feedback will be pro-
vided to ensure comprehension after you complete each multiple choice question.
●● Video Exploration: Interactive videos help create interactive lessons. You are invited to
answer video quizzes (called Video Explorations) as you watch the selected video clip. Feed-
back is provided after you answer each question.
●● Video Example: Additional videos provide examples of concepts discussed in the text.

Supplements

Instructor’s Manual
For each chapter, the Instructor’s Manual contains Key Questions, a Chapter Outline, and
eText information. It also includes a combination of Print Resources (books, journals, and cur-
rent event publications), Electronic Resources (websites), Video Resources, and Organizations.
There is also a list of the chapter’s vocabulary terms and their definitions.

Test Bank
The Test Bank contains multiple choice questions, essay, and true or false questions, as well as
the answer keys for each chapter.

PowerPoint
The PowerPoint slides first explain how the book will help you create a dynamic social studies
classroom through its features, such as NCSS standards integration, text sets, and classroom
activities. Each chapter is then outlined by topics and terms, which you can read to follow
along with the book.

Acknowledgments
This eleventh edition would not have been possible without the encouragement and support
of my family. Enormous appreciation is extended to my wife Libby, whose selfless help was
given freely and affectionately, and accepted with deep appreciation; my son Mike, head of
infrastructure at a major New York City corporation, who has spread his wings and worked hard
to make his dreams come true; and my son Jeff, a computer programmer in New York City who
boldly exercised courage and integrity to live his dream. They may not be aware of how much
they helped, but I thank them for being my strength.

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 xiv Preface

I am also indebted to my parents, Rose and Stanley Maxim. Their honorable work ethic
instilled in me the value of determination in tackling a job as overwhelming as writing a book.
Their love of parenthood was a valuable inspiration for me throughout my life and my career.
I am grateful for the opportunity to work with a highly talented, supportive, and friendly
team of editors at Pearson. First, I would like to thank Meredith Fossel, Executive Editor, Teacher
Education, for her vision, extraordinary insights, and personable leadership as she guided this
revision. I deeply appreciate Meredith’s confidence in me and her support of my work through-
out this project. I also consider myself lucky to have had an opportunity to work with Bryce
Bell as our Developmental Editor. Bryce was a superb “coach” who provided the best possible
conditions for our team to maximize its performance. Hoorah, Bryce! A note of appreciation is
also extended to Karen Mason and Tania Zamora, Rights and Permissions specialists, who man-
aged all matters related to the time-consuming process of reviewing photos, text quotes, and
other outside materials contained in the manuscript. And, Jesika Bethea, Product Marketing,
applied her sound judgment to create a strong marketing strategy for this edition. I think the
world of the cover of this edition, a wonderful choice provided by Miryam Chandler, Content
Producer. As I express my gratitude to those at Pearson, I must never forget the kindness and
patience of Maria Feliberty, Editorial Assistant. You are special, Maria! Finally, I want to send
out a big word of thanks to Jason Hammond, Project Manager at SPi Global, who respectfully
and affably employed his creativity and craftmanship to organize and monitor the production
responsibilities of this project. Doumo arigatou gozaimasu, Jason! Working with Jason at SPi
Global, copy editor Susan McIntyre of Essential Edits expertly took hold of my original copy,
organized it, cleaned it up, and prepared it for production. This entire team was not only com-
petent and professional, but friendly as well; I owe much to them.
I thank the following reviewers for their helpful suggestions and insights: Judy Britt,
­Winthrop University; Katherine Condon, Framingham State University; and Amy Saks Pavese,
St. Michael’s College.
Finally, seven people deserve special thanks for their support and encouragement
throughout this project: Dan “Yogdah” Darigan for helping me more fully understand and
appreciate the potential of integrating literacy and social studies, as well as for his refreshing
inspiration and professional support during our weekly faculty meetings; John “Pogo” Ogborn
for his appreciation of and interest in my professional achievements; Ellen and Bernard Tenen-
baum and Jane and George Barker for connecting our families through accepting our sons as
their daughters’ lifemates; and my unnamed junior high school social studies teacher who once
motivated me in a way she’ll never know with her derisive castigation, “You’re never going to
amount to anything, Maxim!”

A01_MAXI6716_11_SE_FM.indd 14 10/14/16 2:19 PM

 S E C T IO N O N E

Foundational Principles
Learn what it is like to be a social studies teacher in an elementary school. Begin your path to successful
teaching by acquiring a deep understanding of social studies as a school subject and learning how to
draw on its central concepts and structures to plan classroom instruction for elementary school ­children.
Discover the importance of integrating content and processes from various disciplines as you plan
assessment-based, engaging, and effective social studies lessons. Ask yourself, what do I know about
social studies and what do I need to learn in order to teach it well?

wavebreakmedia/Shutterstock

M01A_MAXI6716_11_SE_P01.indd 1 10/14/16 2:14 PM

 Chapter 1
Social Studies:
The Subject You Will Teach

Learning Outcomes
Have you ever stopped to think what makes some social studies teachers more successful than
others? There is no simple answer, of course, but one characteristic that separates successful
social studies teachers from the rest of the pack is that they are students of their profession. That
is, they know and understand the nature of the subject they are teaching—its fundamental
concepts, structure, and learning processes. Therefore, after completing this chapter, you will
be able to:
●● Appraise how your past elementary school recollections enhance and shape your future
as a social studies teacher.
●● Describe the nature of social studies as an elementary school subject.
●● Explain how past approaches to teaching social studies have evolved into contemporary
instructional practices.
●● Identify the general strategies that exemplify best practices in contemporary social
studies classrooms.
●● Explain how democratic ideals are infused into daily classroom life.

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 Classroom Snapshot
Dorothy Holzwarth’s fourth graders in Upper Darby, Pennsylvania, were about to wind up a thematic unit on
their state when Naisha brought in a newspaper story about Maryland having recently adopted the monarch
butterfly as its state insect. “Does Pennsylvania have a state insect, too?” inquired several interested youngsters.
That was all it took to launch Mrs. Holzwarth’s class into one of the most enjoyable social studies learning
adventures it had ever tackled.
The students got the ball rolling by looking up information from various sources; they found a state
flower, a state song, a state tree, a state nickname, and various other official state symbols but no official
“state bug.” The children wanted to write to the president of the United States to see if they could have one,
but Mrs. Holzwarth explained that since this was a state matter, they should direct their query to their district
legislators in Harrisburg, the state capital.
Before they did so, however, the class decided to conduct a regular democratic election to determine
what insect would be the most fitting state symbol. Several insects were nominated, and each nominee
became the subject of careful study. The students explored the pros and cons of an assortment of bugs, such
as the praying mantis, dragonfly, ladybug, and grasshopper. After weighing the advantages and disadvan-
tages of each, a class vote settled the matter: the firefly was their selection. Why? One reason was that the
scientific name, Photuris pennsylvanica, closely resembled the name of their state. Students also liked the fact
that these insects dotted their backyards on summer evenings and they spent many a summer night running
around in pursuit of these elusive “lightning bugs.”
After the vote, the students wrote a letter to their state representatives, asking how they might make
their actions official. The lawmakers were extremely impressed with the children’s civic energy and arranged to
visit Mrs. Holzwarth’s classroom to answer the children’s questions and personally thank them for their interest
in state issues. The awestruck youngsters listened intently as the legislators discussed the process of introduc-
ing a law in the state legislature and advised the students how to proceed with their project. Their next step
would be to persuade other legislators to support their cause. Undaunted, these 26 children wrote more than
250 ­letters—203 to the House, 50 to the Senate, and 2 to the governor and his wife. The children also learned
that they needed popular support from voters in their area, so they canvassed their neighborhoods and shop-
ping malls until they obtained more than 2,100 signatures.
The students printed more than 600 bumper stickers proclaiming “Firefly for State Insect.” They also kept
up their letter writing campaign, asking legislators to vote YES when the bill came onto the floor. The children
were invited to Harrisburg for the House Government Committee hearings on their bill.
When they arrived in Harrisburg, they were met head-on by television crews and reporters. The hearing
was held according to established decorum, with the children testifying about fireflies for about 2 hours. The
committee reported its unanimous support of the bill to the House of Representatives, and eventually the bill
passed the House by a vote of 156 to 22. The Senate passed the bill by an overwhelming vote of 37 to 11.
When the governor finally signed the bill (Act 59), the children were again in Harrisburg to watch the institu-
tion of a new state law. Photuris pennsylvanica officially took its place alongside the whitetail deer, ruffed
grouse, and Great Dane as official state animals.
For Mrs. Holzwarth’s class, this was much more than an exercise in choosing a state insect. It was an
authentic, purposeful learning experience in which the children took direct political action and participated
in legislative processes. They learned about petitioning and writing letters to their representatives, and they
saw firsthand how government works. One child noted, “Now we have something to tell our grandchildren.”
Another, when asked if she would like to get another law passed, blurted, “Darn right! I’d like a law against
homework. Homework gives you pimples!”

M01B_MAXI6716_11_SE_C01.indd 3 10/17/16 2:48 PM

 Successful social studies teachers like Mrs. Holzwarth enjoy their work and value the lives they
touch. There are no secret recipes or mystical formulas to duplicate the Mrs. Holzwarths of our
profession; each is one of a kind. As much as possible, they try to make social studies an inspiring,
productive, and memorable experience for their students. They eagerly combine time-tested,
traditional “best practices” with novel, groundbreaking approaches in an effort to encourage
deep understandings, enhance curiosity, and provoke critical thinking. They value their role in
the lives of children and realize that teachers—not books, not technology, not lesson plans, not
buildings, and not even class size—are what really matter. They know and love our nation and
hold bright hopes for its future. Their sense of democratic values influences everything they do
in their social studies classrooms. Successful teachers know that young children are our future,
and the way they live and learn today becomes the way they will live and learn tomorrow. They
expertly handle with keen insight and skill all the subtle professional responsibilities that con-
tribute to a quality social studies program, and their instructional choices are based on a maze
of complicated decisions.
Few individuals are more meaningful in the lives of elementary school children than their
parents, close relatives, and teachers. For that reason, elementary school social studies teachers
should be among the finest people we know. But being a fine person does not in itself guarantee
success. Successful teachers must also possess a set of professional skills founded on sound theo-
retical and research-based principles. They welcome the challenge of creating superb social studies
classrooms and boldly demonstrate that they would rather be challenged than safe and bored.
They work hard to acquire a “can-do spirit” early in their careers, for succeeding in complex situa-
tions is as much about attitude and self-confidence as it is about knowledge and skill.
As you strive for success, think of yourself much as an artist preparing to create an oil
painting. Certainly, all artists must follow certain basics, acquire specialized painting skills, and
practice a lot. But a common element among the artists who stand out seems to be that they
have found a distinctive technique that transports their works beyond the ordinary. They are
the ones who explore and experiment until they come up with a matchless style that expresses
their inner feelings and touches the lives of others. Much like standout artists, successful social
studies teachers are the product of a unique vision; they have a special something that makes
students pause, look closer, and want to take part in the excitement of their classrooms. So
work hard, dream a lot, and muster the grit to establish a point of view. However, you cannot,
and should not, take risks unless your fundamentals are solid. Successful social studies teachers
never take risks blindly; their decisions are based on a strong professional foundation. Build
that foundation in social studies education and take your risks there, for it is the one area of the
elementary school curriculum that most openly invites the ideas and dreams of adventurous
and creative young teachers.

Reflection on Learning
You may simply scribble rough notes or jot down something more polished and complete. The point is
to simply start recording your ideas spontaneously and candidly.
I’ve seen some pre-service teachers work for hours on a lesson plan only to fail miserably,
and I’ve seen others glance over their material for 5 minutes before walking into a classroom
and carry out a creative, spontaneous, and highly productive lesson. It makes you think . . . in
the end, what makes a great teacher? What qualities would you expect a successful social studies
teacher to demonstrate? Which do you currently possess? Which do you lack? Which are you in
the process of developing?

M01B_MAXI6716_11_SE_C01.indd 4 10/17/16 2:48 PM

 Chapter 1 ● Social Studies: The Subject You Will Teach 5

Memories of Elementary School Social Studies

Our quest to understand how to teach social studies must reach into the past; analyzing threads
of the past gives us the insight to examine current conditions. Whether we minimize their
importance or cling to them throughout our professional lives, there is little doubt that our
past elementary school experiences have shaped us as people and will cause us to behave in
certain ways as teachers. All of us tend to attach ourselves to exemplary role models we hope to
take after or to classroom conditions we hope to replicate. And, undoubtedly, there have been
teachers we have vowed not to model ourselves after and scenarios we have promised to avoid.
So go back to your elementary school days and take a close look. What do you remember about
social studies from your elementary school days? Who was the best elementary school social
studies teacher you ever had? Now, try to picture the worst elementary school social studies
teacher you ever had. What memories do you have of those teachers? Can you single out any
of these noteworthy individuals as having contributed to the person you are today? Jot down a
list of three or four strong feelings or clear events (good and bad) that first pop into your mind
and share your list with your classmates.
I enjoy doing this activity on the first day of a semester with my students. I find it
­instructive both for them and for me. Although I hesitate to describe this category first, the
“dislike” category usually includes memories such as reading assigned pages from a textbook
and answering questions at the end of the section (while the teacher corrected weekly spelling
tests at his or her desk), listening to a teacher lecture about latitude and longitude (without
the benefit of a map or a globe), memorizing facts about the early explorers of North America
(where they came from, when they left their homeland, the date they arrived here, and where
they explored), and copying facts word for word from a teacher’s endless parade of ­PowerPoint
slides (with an oversupply of information on slide after slide of small text). After discuss-
ing the “disliked” experiences, I ask students to suggest word labels that best sum up those
types of educational experiences. “Boring,” “lifeless,” “dull,” “mind-numbing,” “a waste,”
and “­humdrum” are some of the expressions I remember. The power of an ineffective teacher
is something almost all of us have experienced on a personal level and, although they are a
­significant minority, it is a frustrating reality that there are ineffective teachers in some social
studies classrooms.
Unfortunately, when they have such negative recollections of their past encounters with
social studies, pre-service teachers tend to underestimate the hard work that goes into success-
ful classroom instruction: “Is that all there is to it? Why, anybody can teach social studies to
elementary school kids! Who can’t tell them to take out their textbooks, read a few pages, and
answer the questions at the end of the section? Why does anyone need to take a college meth-
ods course to learn to do something so simple?” When facing such satirical feedback from my
students, I find that the best way to cope is to admit its legitimacy. It’s true . . . anybody can tell
children to take out their textbooks to read a few pages. And, yes, anybody can ask them the
questions printed at the end of a reading selection. While these accusations are reasonable,
they are missing the whole point of teaching in today’s elementary school social studies class-
room. Social studies is not meant to be taught that way.
In contrast to the “dislike” category, the “like” category usually includes memories such
as “Writing our own classroom constitution and holding elections,” “Making web-based travel
brochures to interest students from other states to visit our state,” “Once we had firefighters,
who assisted in recovery efforts, to speak about their impressions and experiences at Ground
Zero,” “Role-playing a historical figure for a pageant of great people who lived during the Civil
War,” “Drawing hieroglyphics that represented our names,” “Cooking venison stew as we read
the book Sign of the Beaver,” “Hearing a Peace Corps volunteer talk about his experiences in
Sierra Leone,” and “Taking food and clothing to a homeless shelter.” Several students gave

M01B_MAXI6716_11_SE_C01.indd 5 10/17/16 2:48 PM

 6 Chapter 1 ● Social Studies: The Subject You Will Teach

detailed explanations of favorite social studies teachers. One particularly striking remembrance
was a story of Mrs. Dunbar:

I had a fifth-grade teacher, Mrs. Dunbar, who made social studies one of my favorite subjects. We
always looked forward to social studies class because Mrs. Dunbar always had something special
for us to do. Once, we were studying prehistoric life. Although health and safety regulations would
probably not allow teachers to do this today, Mrs. Dunbar asked us to strip everything off and bring
in bones left over from our dinners at home. You could probably guess that the next day we had a
pile of all kinds of bones—fish, chicken, beef. . . . Our first job was to scrub them thoroughly with
soap and water. Then we boiled them in vinegar water, soaked them in a bleach and water solution
to make them white, dried them off, and put them in a large box called ‘The Boneyard.’ We were
organized into groups and Mrs. Dunbar encouraged us to select any of the bones we wanted and glue
or wire them together in the general shape of the dinosaurs we were studying. We gave our dinosaurs
their scientific names and displayed an information card next to the models. Mrs. Dunbar called us
paleontologists. I still remember the word because it was a real thrill to have such an impressive title
at the time. She was such a talented teacher. As a matter of fact, Mrs. Dunbar is the reason I wanted
to become a teacher.

As the student related this story, I could not help but think how we all need a story of special
teachers such as Mrs. Dunbar to remind us of the kinds of creative and inspirational behaviors
that make individuals stand out from the crowd.
When asked to suggest words that best summed up these favorable kinds of experi-
ences, students unfailingly come up with expressions such as “fun,” “exciting,” “interesting,”
“­worthwhile,” “rewarding,” “active,” and “creative.” I bring closure to the activity by asking the
students to think about these questions: “Which set of words would you want students to use
when they describe you and your social studies program?” and “What will you need to know or
be able to do for that to happen?”
The resulting discussion usually raises questions about the professional know-how
required to carry out social studies programs that are fun, exciting, interesting, lively, reward-
ing, and active and, at the same time, instructive. A small number of students worry that using
“fun-type” activities might create serious classroom management problems: “I’d like my social
studies class to be fun and exciting, but I’m worried that the children, and I, will lose control.”
“Won’t children think of the ‘fun’ activities as ‘playtime’ and just fool around in class, not
learning anything?” Their concerns suggest a perception that “fun-type” activities are frivo-
lous, lack challenge, or, at best, serve as convenient rewards for accomplishing the more serious
stuff of classroom life.
Most of my students, however, tend to feel that being strictly serious about content
can do just the opposite—result in a dull and boring social studies program. They fear that
­“serious-type” social studies programs can become trivial and tedious for both the teacher and
the children. “It’s a mistake to think of fun learning as wasted learning effort,” they counter.
“Fun does not mean easy; as teachers, we certainly need to encourage hard work. But self-
motivated discovery and play are the most natural ways children learn. Children like to solve
problems; they like to think. The problem is that educators often get in the way of this natural
process by teaching a meaningless curriculum in an industrial factory setting.”
As the class discussion draws to a close, my students typically ask these questions:
“How can I make social studies fun and still maintain control over what the children do and
­understand?” “How can I get across the important social studies content without being run-
of-the-mill or ordinary?” “How can I teach content without communicating to the children
that we think they’re unskilled or ignorant?” “Is it possible to blend both styles to achieve the
greatest results?” One of the most significant challenges future social studies teachers face is, on
the one hand, ensuring that children acquire the knowledge, skills, and values that help ­prepare
them for constructive participation in a democratic society, and on the other hand, organizing
and conducting lessons that offer a blend of pleasure, intrigue, variety, active involvement, and
excitement.

M01B_MAXI6716_11_SE_C01.indd 6 10/17/16 2:48 PM

 Chapter 1 ● Social Studies: The Subject You Will Teach 7

Students benefit from fun, active social studies lessons designed with their unique
needs and interests in mind.

Pressmaster/Shutterstock
As far back as 1933, John Dewey addressed this dilemma and offered some sage advice
that remains relevant today. In speaking to the serious–fun dilemma of social studies instruc-
tion, Dewey (1933) wrote that if either is used exclusively, we end up with a double-edge sword:
“Play degenerates into fooling [around] and work into drudgery” (p. 286). Instead of planning
instruction at either end of the play–work continuum, Dewey suggested a delicate balance
between seriousness and fun. That is, our social studies classrooms must be places where stu-
dents play with ideas, think deeply about content, make connections to their lives, and become
energized as active, eager learners. The key to successful teaching is creating a lively, playful,
experiential curriculum that informs students about things that matter. If your curriculum is
meaningful and fun for your students, it will be meaningful and fun for you, too.
The rest of this chapter will consider some of the defining attributes of social studies as
a school subject and how to help make social studies a meaningful and vibrant experience for
your students. They are not meant to be all inclusive, but the defining attributes have been
organized as four dimensions of content: (1) knowing about the nature of social studies as a
school subject; (2) understanding the origin, erosion, and rebirth of social studies as a school subject;
(3) developing instructional practices that promote and support learning; and (4) creating a democratic
classroom community that serves an array of diverse students.

Check Your Understanding 1.1 Click here to check your understanding of this
section of the chapter.

Attribute 1: Social Studies as a School Subject

As an elementary school teacher, you will be responsible for teaching a variety of subjects
including math, language arts, reading, science, and social studies (and sometimes art, music,
or physical education). And teaching those subjects well to a classroom full of 5- to 12-year-olds
demands hard work, dedication, skill, and loads of knowledge. That is why you will be tak-
ing a number of methods courses that focus on specific subject areas. Those courses will vary

M01B_MAXI6716_11_SE_C01.indd 7 10/17/16 2:49 PM

 8 Chapter 1 ● Social Studies: The Subject You Will Teach

in content and methodology, but social studies is part of your course lineup because it is the
only class that offers specialized techniques explicitly intended to help children become active,
responsible citizens in a diverse democratic society.
Being able to share with you a definition of social studies having general consensus is quite
significant for those of us who have been in the field for a while, as it took over 75 years of con-
troversy, disagreement, and debate before this deceptively uncomplicated task was completed
by the professional community. Many find it incomprehensible that the field labored from
1916 to 1993 to ultimately agree on the nature of this school subject! (You will read more about
this later in this chapter.) However, when you think about a subject responsible for achieving
a goal as extensive as “educating good citizens,” such a significant responsibility is bound to
raise disputes among experts holding strong opinions about sensitive educational issues. That
is why coming to an agreement on its definition can be arguably much more contentious than
defining school subjects such as math or reading. With that in mind, the confirmed National
Council for the Social Studies definition (NCSS, 1993) is a good place to start your investigation
into the nature of social studies as an elementary school subject:

Social studies is the integrated study of the social sciences and humanities to promote civic
­competence. Within the school program, social studies provides coordinated, systematic study
drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law,
philosophy, political science, psychology, religion, and sociology, as well as appropriate content from
the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help
young people develop the ability to make informed and reasoned decisions for the public good as
­citizens of a culturally diverse, democratic society in an interdependent world. (p. 3)

Clearly, the definition highlights two main characteristics that distinguish social s­ tudies
from other subjects you will teach. That is, social studies (1) is integrative—by its nature,
social studies incorporates content and processes from many disciplines—and (2) is the main
school subject that assumes the major goals of preparing students with the knowledge, skills,
and ­attitudes required for civic competence. Although civic competence is not the exclusive
­responsibility of social studies, it is more fundamental to social studies than to any other s­ ubject
in the elementary school curriculum.

Integrative Social Studies

What is an integrated social studies curriculum? Basically, it is a way of connecting separate
school subjects with social studies to focus upon unifying concepts or skills. This unity can be
commonly brought about in either, or both, of two major ways: intradisciplinary integration
and interdisciplinary integration. Intradisciplinary integration happens when the knowledge and
skills of the disciplines that make up one school subject are fused together for instruction. For
example, reading, writing, listening, speaking, viewing, and visually representing have been
merged into the elementary school subject we call “language arts.” Disciplines such as biology,
chemistry, astronomy, zoology, meteorology, botany, and geology have been combined as the
elementary school subject known as “science.” Similarly, history, geography, civics, economics,
sociology, and anthropology have been joined into a subject we know well as “social studies.”
The process of interdisciplinary integration, on the other hand, combines the various school
subjects for the purpose of examining a central theme, issue, problem, topic, or experience. To
help your students better understand a complex issue such as global warming, for example, you
may plan learning experiences that include content, skills, and processes from science, tech-
nology, language arts, art, and social studies.

Social Studies as an Intradisciplinary School Subject

To help you understand the connections among the different sub-disciplines of social studies,
it is essential to look into two seemingly similar terms that people often confuse: social science
and social studies. Although the terms are often used interchangeably, they are quite different.

M01B_MAXI6716_11_SE_C01.indd 8 10/17/16 2:49 PM

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