Chapter 6 Social Studies

Toward democracy
Social Studies and TPCK
John K. Lee

It was interesting that this chapter put the responsibility for preparing future citizens for participation in a democracy on Social Studies and technology. Lee defined Social Studies as, “ the study of subject matter for democratic life.” In our earlier Philosophy course, Dewey defined education’s role, as a whole, as being preparation for a democratic society. I find that I still agree with Dewey. It is part of all content areas, across all grade levels to model and prepare students for their place in a democratic society. I do see however how Social Studies affords a perfect forum for this work and the inclusion of technology enhances and transforms the work. Historical source materials open a new avenue to research. This can include not only the use of them but opportunity to participate in their creation. I personally, and my class as well, is working on a grant with Maine Memory Network/ Mantor Library and the Farmington Historical Society to digitize, and catalog historical artifacts and create exhibits on their site. This work is giving my students an authentic audience for their historical learning. Google Earth is an awesome example of using technology for Geography instruction. I was excited to learn, this past weekend, that Google Earth now has a feature that allows one to compare, side-by-side, a location as it exists currently and in the past. This will be a wonderful feature for me to use to help my students compare and contrast life “now and then.” Our recent election showed the impact and the power of the Internet on politics. Including this in governmental studies is crucial for our future citizens.
It was additionally interesting to me that the author emphasized Social Studies’ central role in developing critical media literacy skills. In Technology Committee meetings discussion has focused on Media Specialists as having the responsibility for instructing students in digital literacy skills. This never made sense to me. I recognize that these are vital skills but have thought that they were better repeatedly taught, in context, in all content areas. Social Studies certainly is one forum for this instruction; but not the only one. At the second grade level I am working with my students on Internet safety and in beginning to look at sites critically for validity when conducting research.
Global interaction and collaboration can add much to the Social Studies curriculum. I have looked at iEARN, KidLink and other global project sites and hope to have my class participate in one at some point.
In my Internet travels I came upon an advertisement for a conference for high school Social Studies teachers. Professional Development was being offered to support teachers in making history come alive through presenting history through mystery questions such as: Who killed the Iceman? What really happened at the Battle of the Little Big Horn? What became of the lost colony of Roanoke? Who was the Man in the Iron Mask? How did Cortez conquer the Aztecs? Internet resources were being shared to support student research. I thought about how engaging these questions were and how much better I would have liked history in high school if I were engaged in a process of teaching and learning that made history come alive.