Working with young students in small groups is an effective way to engage them in social studies concepts and encourage them to apply the content to real-world experiences.
Allocate at least 3 hours in the field to support this field experience.
As a part of the Celebrating our World event, you created an example of a learning activity. Review that activity with your mentor teacher, and work with your mentor teacher to find a time to implement that activity with a small group of students.
In a 250-500 word reflection, discuss your experience implementing the small group activity. How does the instructional activity engage students and encourage them to apply content to real-world experiences? How will you apply what you have learned to future professional practice?
Category: Social studies
Consider the journal response you wrote in Week 1 about qualities a successful social studies teacher should have. You also discussed your strengths and weaknesses and your goals for the course. As you complete the course, what has changed? Do you have anything to add or change regarding the qualities of a successful teacher? Have your strengths and weaknesses changed? Did you make progress towards your goals? What new goals do you have in regard to history and arts instruction?
Response week 1
Part 1: Qualities of a Successful Social Studies Teacher
A dynamic social studies teacher has diverse characteristics that are useful in teaching. To begin with, the inner drive to learn drives students to dig into the places of history, culture, and societal structure. Effective teachers with perfect communication skills can clearly and interestingly express difficult and complex information, which is critical (California Department of Education, 2019). Cultural sensitivity and empathy are essential qualities in this context, which create an atmosphere of engagement by approaching different perspectives respectfully. An educator without adaptability will be ineffective as they have different backgrounds and ways of learning among the students. Critical thinking and problem-solving are among the most distinctive features of good teaching; thus, students must figure out what resulted in historical events.
Part 2: Learning Through the Arts
Recalling a School Experience with the Arts:
I attended a history lesson about World War II in senior high school. Our art teacher, Miss Johnson, blended some artworks relevant to the curricular content. The project we had to carry out was to design illustrative images of the crucial events of that era. We could choose any medium: painting, sculpture, or digital art. The sympathy comes from when I remember making a mixed media collage of the Dunkirk evasion. I had in mind old newspapers, wallpapered with mold, paintings taken from magazines, made of watercolor and charcoal. Due to continuous work on it, I was increasingly involved in the historical context, researching firsthand accounts to understand, and started analyzing the photos I had never seen before. Mrs. Johnson organized the discussions about what we should use and whatnot, which somehow related to history.
What Students Are Expected to Do (Grade Four Visual Arts?)
In Grade 4 Visual Art class, students partake in multi-faceted investigations of art expression. Initially, they should work with their hands to produce artworks of their choice, portraying their feelings, feelings, and thoughts through line-craft, painting, and sculpture (California Department of Education, 2019). However, at the same time, students acquire critical thinking skills in studying art by checking into constituents such as color, arrangement, and symbols to understand the intention of different art pieces.
Classroom Activities:
In the classroom, students join different activities that help broaden their artistic knowledge. These activities include discovering Impressionism and Cubism art movements, creating self-portraits using numerous materials, studying local artists through interviews and observation, and making history and art collages(California Department of Education,2019). With these varied activities, students would learn the skills of art making and understand how art, culture, and history are interrelated.
The early childhood learner is beginning to self-identify and has the capacity to observe, explore, and become socially aware of the world around them. Social studies instruction can assist early learners in their character development and learning to function appropriately in a community setting. To do this, students must make connections to our world by exploring the diverse cultures and traditions in our global society.
For this assignment, plan a classroom event where various cultures and traditions are presented with the help of your students as well as families and community volunteers.
Select a Grade K-3 and draft a one-page communication to parents and community leaders asking them to host a booth in your classroom that will teach students about their cultural background.
Include in your communication:
An introduction about you and your class
The purpose of the event and how families and the community can be involved
Three examples of presentations/booths that would engage students in using inquiry and personal experiences
At least one example of a small group learning activity that would help early learners to connect personal experiences to global contexts
Design two instructional activities related to the cultural event:
A learning activity to be completed by the students during the event to engage students in using inquiry and personal experiences as they gather and discuss information on each culture presented.
An assessment activity that will encourage students to analyze knowledge learned during the cultural event and apply their new knowledge to real-world settings and give them a chance to showcase their new learning.
For each activity, write 150-250 word description that includes differentiation to meet the needs of all students.
Write me a paragraph about imperialism. I am for it and I need to mke 3 claims about how I am for imperialism.