This book is primarily intended for social studies educators who tend the curricular-instructional gate for classrooms where lessons are delivered in English but contain students whose first language is one other than English. Our approach draws on current as well as time-tested scholarship that holds implications for or directly links to meaningful learning by English learners (ELs) with commonly taught topics in social studies. Suggested learning activities are designed for ready adaptation across grade levels as well as student levels of English acquisition. We encourage as much connection of ELs’ experience to the curriculum—and relevant adaptation of its content to build cross-cultural understandings—as gatekeeper discretion allows. Finally, we provide in some detail guidance on how to use this book to best effect.

Pages: 37

No chapter abstract available.

Pages: 5

This opening chapter provides an overview of the English learner in the United States, including demographic information, school enrollment, and important judicial decisions. The rise of mainstreaming (placing ELs with English-speaking peers in content-area classrooms where instruction is in English) is discussed, along with the practice’s implications for providing appropriate instructional accommodations for ELs.

Pages: 7

This chapter outlines the variety of background characteristics of ELs and their families that teachers need to be aware of when planning or delivering instruction. Because the EL population includes citizens born in the U.S., permanent residents, naturalized citizens, legal immigrants, undocumented immigrants, refugees, and asylees, they arrive in school with varied experiences and academic needs. Stages of cultural adjustment are also discussed, affording the reader an introductory understanding of the emotional and behavioral symptoms of each stage of this process.

Pages: 5

Exceptional education students and English learners are two special needs student groups who are often disadvantaged in school for a number of reasons. Despite an abundance of legislation and judicial cases meant to protect and address the needs of these students, challenges remain—and if a student is a member of both groups, access to equitable education is more challenging still. In this chapter, pedagogic models and teacher approaches are presented.

Pages: 18

This chapter looks at a range of important patterns in second language acquisition in middle and high school classrooms with special attention to learning and teaching social studies. One of the key patterns concerns levels of language acquisition, that is, for English Learners (ELs) at different stages of learning English. Principles that might guide the creation of effective learning environments are also explored. Experience and research suggest that successful instruction for ELs is associated with explicit objectives for both social studies and language. Equally important is the continuous active involvement of ELs in comprehensible and meaningful learning activities integrated wherever possible with social interaction while learning in the classroom.

Pages: 45

No chapter abstract available.

Pages: 8

This chapter presents the underlying principles of an effective social studies instructional program. Critical elements—such as subject matter, central concepts and relationships, and interdisciplinary connections—are discussed. Also considered are requisite study and intellectual skills for independent and analytical thinking.

Pages: 21

This chapter functions as an overview of the extant scholarship—from researchers as well as practitioners—on teaching English learners in the social studies classroom. Scholarship reviewed includes the classroom environment, pedagogical philosophy and practices, sheltered instruction approaches, cooperative learning, and translanguaging.

Pages: 14

The focus of this chapter is on the approaches, strategies, and resources that every social studies educator should have in their repertoire. Important issues concerning textbooks, alternative texts, visual resources, graphic organizers, demonstrations, role-playing, and student assessment are discussed.

Pages: 141

No chapter abstract available.

Pages: 6

Victor Marino, a history major in college, began teaching high school social studies over 20 years ago. All that time he has taught in the same suburban school district. His passion is European history and he has taught courses mainly in it and world history. Mr. Marino has always taught both general track and college preparatory track students and differentiated course contents according to the district curriculum guide.

Pages: 21

School geography mostly concerns making human interaction with places and spatial patterns across the planet intelligible. Fieldwork (including its visual proxies such as study of photographs) as well as mapping are hallmarks of geographic study, although geography holds no monopoly on these methods. In other social studies such as anthropology and history good use is (or should be) made of these methods. We emphasize these methods in the following activities: investigating maps and Africa, followed by exercises on women in India, Native American habitats, and the shrinking Colorado River. Geographic study through graphicacy reduces reliance on written text without needless sacrifice of cognitive challenge, thus offering considerable affordances for teaching ELs (and most other students as well, we think). Note, maps are generally superior to written text for purposes of locating information and exploring geographic relationships.

Pages: 39

The most widely taught social studies course is U.S. or American history (following common practice, we use the terms interchangeably in this book). American students encounter U.S. history, sometimes combined with government or geography, multiple times in their K-12 education. The course is not only an important academic requirement but also serves as an important instrument of citizenship education which gives it special relevance for many EL students who may be unfamiliar with American civic culture. This chapter features activities designed for ELs covering a wide range of standard topics in U.S. history. After a brief classroom vignette on Native American relations with American trappers and traders on the High Plains in the 1830s, the major activities follow in chronological order. Topics include: the Lewis and Clark Expedition; controversy over immigration in the late 19th century; the biography of President Woodrow Wilson; two separate activities about groups who experienced profound change during World War II, women and Japanese Americans; President Dwight D. Eisenhower and his memorable “military-industrial complex” speech.

Pages: 33

In spite of differences in content, methods in World History are much the same as for U.S. history. Nonetheless, a course so broad in time and space as World History poses special challenges of definition and for implementation. In particular, how do we assure meaningful depth to study versus superficial treatment of many topics? The problem of selection of content and method only grew as World History became more global in reach rather than explicitly centered on Western chronology, so-called “Plato to NATO.” There is also vigorous debate about whether chronology (whose?) or great themes over time and space such as gender or migration should take pride of place. This chapter presents topics and teaching strategies that also can serve as templates which can be adapted to other topics in World history or elsewhere. The topics are varied but mostly chosen because they are ones widely taught and for which rich instructional materials are generally available. We begin with an exercise about “world origins of our class” intended to bring personal relevance for the students. Then six varied topics in World History are presented: the Agricultural Revolution, inventions and architecture of the Renaissance, cultural encounter and exploration initiated by Portugal in the 15th century, the Enlightenment, the Industrial Revolution, and factory life in 20th century Mexico.

Pages: 25

Facilitating the development of an informed and participatory citizenry is at the center of social studies education. For many EL immigrants, the laws and government of the United States may be considerably different than those of their home country. Further, these Els may serve as the primary conduit of civics information for their families. In this chapter, we use interactive strategies that promote citizenship development while also building language skills: political cartoons, primary documents, political memorabilia, micro-extracts, small group learning, and translanguaging. The topics include the rights and responsibilities of citizens, voting requirements, women’s suffrage, political campaigns, executive powers, and the federal budget. The section at the end of the chapter includes suggested websites for the teaching of government and civics. Additional Internet sites are annotated and included throughout the chapter.

Pages: 15

Experts agree that both financial literacy and economics need to be taught in schools and begin in the early grades. Yet, although there has been progress in K-12 economic education and financial literacy education in the last few years, just half of the states require students to take a course in Economics in order to graduate. This results in students often having inadequate understanding of basic economic principles and knowledge of personal finance. Initiatives such as the National Council for the Social Studies’ (2013) College, Career, and Civic Life (C3) Framework argue persuasively that economics is one of the core disciplines that help students acquire and apply knowledge to be active and engaged citizens. This chapter makes the case for economics education as a means to prepare students for the demands of contemporary living. Instructional strategies highlighted include developing key vocabulary, expressive demonstration, scaffolded questioning and discussion, graphic organizers, and cooperative learning. Topics addressed include international trade, goods and services, personal budgeting, and consumer credit—all crucial in developing a basic economic literacy.

Pages: 17

This chapter discusses and demonstrates how the behavioral sciences can be taught in the EL-inclusive social studies classroom. Pedagogic approaches such as cooperative learning, graphic organizers, object-based learning, alternative assessments, and visually rich presentations illustrate how learners at all levels of language development can access comprehensible input in anthropology, sociology, and psychology classes. The opening classroom vignette integrates culture, society, and psychology, showing how accommodations can be made for all learner linguistic abilities. Other learning activities in the chapter illustrate cross-curricular connections to history, geography, and other social studies content areas. Teaching tips and resource lists highlight exemplary instructional materials, programs, and websites for both teachers and students.

Pages: 17

Discussion of social issues are at the very core of a democracy. In this chapter, a brief rationale for the incorporation of social issues is offered, along with examples of contemporary issues that bring immediacy and relevance to the social studies classroom. Hands-on teaching strategies that address topics such as population trends, climate change, and social media are presented. Important skills such as critical visual analysis are discussed and illustrated through a number of learning activities.