ERICKSON MASTERS PORTFOLIO 1

SOCIAL STUDIES

Our American democracy depends on an active citizenry, one where people are informed,

empowered, and capable of participating in public discourse. Our model of education is designed

so that students of diverse backgrounds all have equal access to participation in public school

through high school, and was founded with the belief that this type of system would prepare

students to participate in and promote civic engagement as adults (Mann, 1989). To prepare

students for their adult lives, it is certainly imperative that students learn key skills (reading,

writing, math, science, history). However, it is equally important to promote student engagement

with these topics, infusing skills in research, analysis, reflection, and meaningful presentation. In

tandem, students must also appreciate the nuances involved of communicating with others in an

informed and civil manner. Whether it be a study of their government, society, or culture;

whether they are reflecting on a historical occurrence or a current event, Social Studies in my

classroom provides students the opportunity to formulate and ask questions about relevant topics,

to build informed conclusions through research and reflection, and to communicate their

learnings to others in a meaningful way. These are all characteristics that will serve students

well in their future lives as active citizens, and that will promote progress on the issues in our

communities and our nation.

Of particular importance in my social studies classroom is to engage students in a

meaningful way by working with relevant and relatable topics that have meaning to my students.

My project “The Exxon Valdez Oilspill” illustrates this focus on relevance, as it explores a

variety of social and environmental topics associated with a recent and significant Alaskan event.

Many students have heard about or been in some way impacted by the oilspill. The project

provides a view of the many topics surrounding it’s aftermath, and is designed to provide an
ERICKSON MASTERS PORTFOLIO 2

accessible discussion starter and idea generator, from which students can explore and expand

upon.

The Exxon Valdez Oilspill project provides a valuable opportunity for students learn and

practice skills in gathering, reading, and synthesizing information through a student centered,

inquiry focused, and collaborative process. Whether we hear something on the news, talk to a

person directly affected by the event, or speak with someone who works in the fishing or oil

industry, Alaskans need not go far to find information on this topic. This accessibility provides

students with practice the process of inquiry - in finding primary and secondary sources from

which to gather information, and they can explore concepts like genre, source credibility, or

discerning facts from opinions. Students are taught skills in research and data collection,

emphasizing the inherent values (and potential shortcomings) of primary and secondary sources.

They then utilize this information to build their own conclusions and reflections upon this event

(Newby&Higgs, 2005).

Building upon and developing schema around a topic promotes student willingness to ask

questions, which is a key component of engagement. Group discussions, especially when

student-led, can motivate students into thinking more deeply about a topic, and exploring their

personal understanding. The goal of this strategy is to encourage the enthusiasm for students to

continually question what they see and facilitate a motivation to investigate further (Koechlin &

Zwaan, 2006).

As discussed in James Lowen’s book “Teaching what really happened” (Lowen, 2010),

we are encouraged to engage students in a meaningful way through meaningful experience. In

my social studies classroom, my goal is to ensure that a social studies instruction is a meaningful

experience that not only supports their learning process but also builds life-long skills that are
ERICKSON MASTERS PORTFOLIO 3

reflective of their personal strengths. To help students find their voice, I practice a variety of

strategies for thinking about and representing information. Activities such as recomposing,

students are challenged to represent information in a variety of ways such as visual models,

diagrams, or timelines (Moline, 2012). Students participate in debates and presentations to share

information, fostering discussion and questioning among students. Students utilize design

through dioramas, art, or models, encouraging students to attend to details, interpret, and

personalize their message in unique ways.

My social studies classroom is one where we study the world around us, build an

understanding of events of the past, and reflect upon what that means for our future. We learn,

analyze, reflect, and communicate in an effort to cultivate an understanding of what it means to

be an active, engaged citizen.

ERICKSON MASTERS PORTFOLIO 4

REFERENCES

Koechlin, Carol and Zwaan, Sandi. (2006). Q Tasks: How to empower students to ask

questions and care about answers. Markham, Ontario, Canada: Pembroke.

Lowen, James W. (2010). Teaching What Really Happened: How to avoid the tyranny of

textbooks & get students excited about doing history. New York, NY: Teachers College

Press

Mann, H(1989) On the Art of Teaching. Bedford, MA: Applewood Books.

Moline, Steve (2012). I See What You Mean (2nd Ed). Portland, ME: Stenhouse.

Newby, Diane E., and Higgs, Peter L. Using Inquiry to Teach Social Studies. The Charter

Schools Resource Journal
 Volume 1 No. 1 Winter 2005