Teaching Social Studies to English Language Learners

List of Figures

List of Tables

Acknowledgements

Introduction

PART I - English Learners

1.1 - Orientation

Key Judicial Decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Rise of Mainstreaming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.2 - Not All ELs and Families Are the Same

Stages of Cultural Adjustment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Cultural Practices at School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Effective Home-School Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Ideas: On Fostering Access . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Ideas: On Fostering Approachability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Ideas: On Achieving Good Follow-Through . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Summary

1.3. - English Learners with Exceptionalities

Pedagogic and Programmatic Models

Teacher Approaches. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Gifted EL Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1.4 - The Process of English Language Learning in the Social Studies Classroom and What to Expect

Introduction

Stages of Language Development

Principles for Creating Effective Language Learning Environments

Constructing a Curriculum with Language Needs in Mind. . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Language Learning in the Social Studies Classroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . .

PART II - Social Studies Teaching and Learning

2.1 - Principles of Social Studies Teaching and Learning

Elements of an Instructional Program. . . . . . . . . . . . . . . . . . . . . . .

Social Studies and the Common Core Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Intellectual Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Conclusion

2.2 - Social Studies-Focused EL Scholarship

The Classroom Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Content-Centered Language Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Best Language Practice in Social Studies Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Discussion and Questioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Discovery and Exploration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Language Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sheltered Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Individualized and Differentiated Instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Technology-Based Instruction and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Cooperative Learning Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Bilingual Education and Translanguaging. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Culturally Responsive Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The Importance of Reflective Practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Promising Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Summary

2.3 - Pathways for Enacting the Social Studies Curriculum

Textbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Visual Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Graphic Organizers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Alternative "Texts" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Demonstrations and Total Physical Response. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Role Playing and Simulations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Assessment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Some final reminders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

PART III - Teaching Social Studies

3.1 - Introduction

3.2 - Geography

Looking into Classrooms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Kinesthetic Learning and Stratified Questioning: The Concept of Scale (Levels 1-4) . . . . . . .

Kinesthetic Learning and Visual Aids: Africa: Physical Geography and Population Distribution (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

K-W-L-Q-H, Visual Aids, Guided Imagery, and Stratified Questioning: Women's Work in Southern India (Levels 2-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Discovery Exercise Using Visual Aids and Stratified Questioning: Adaptation to the Environment: Place Where Native Americans Lived (Levels 1-4) . . . . . . . . . . . . . . . . . . . .

Discussion Dyads, Vocabulary Development, Map Interpretation: Sharing the Colorado River (Levels 2-4) . . . . . . .

3.3 - U.S. History

Looking into Classrooms . . . . . . . . . . . . .

Introduction . . . . . . . . . . . . .

Visual Aids, Stratified Questioning: Lewis and Clark Expedition (Levels 1-4) . . . . . . . . . . . . .

Dioramas, Kinesthetic Learning, and Cooperative Learning: Lewis and Clark Activity 3: Creating a Diorama (Levels 1-4). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Political Cartoon, Critical Analysis, Questioning and Discussion: Immigration in U.S. History (Levels 1-4) . . . . . . . . . . . . .

Timelines and Stratified Questioning Strategy: Woodrow Wilson (Levels 1-4) . . . . . . . . . . .

Modified Text, Visual Aids, Picture Books, Stratified Questioning, and Music: Women in WWII (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Visual Aids, Role Playing, Guided Reading, and Stratified Questioning: Japanese Americans During WWII (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Eisenhower's Military-Industrial Complex Speech, 1961: Simplifying Text and Role Playing (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3.4 - World History

Looking into Classrooms . . . . . . . . . . . . .

Introduction . . . . . . . . . . . . .

Culturally Sensitive Pedagogy, Visual Aids, Stratified Questioning, and Research Skills: World Origins of Our Class (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Visual Aids, Guided Observation, Word Wall, and Stratified Questioning: The Agricultural Revolution (Levels 1 and 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Realia, Word Wall, and Visual Aids: The Renaissance (Levels 1-4) . . . . . . . . . . . . . . . . . . . . .

Visual Aids and Primary Source Documents: Cultural Encounter and Exploration (Levels 3 and 4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Simplified Text and Concept Map: The Enlightenment (Levels 2-4) . . . . . . . . . . . . . . . . . . . .

Visual Aids, Stratified Questioning, and Guided Discussion: The Industrial Revolution in Great Britain (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . .

Role Playing and Cooperative Learning: Factory Life in Twentieth Century Mexico (Levels 2-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3.5 - Government and Civics

Looking into Classrooms . . . . . . . . . . . . .

Introduction . . . . . . . . . . . . .

Graphic Organizers and Visuals: The Duties, Responsibilities, and Rights of United States Citizens (Levels 1 and 2) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Using Peer Teaching, Translanguaging, and Visual Aids: Political Cartoons (Levels 2-4) . . . . . .

Teaching with Primary Sources: National Heritage Documents (Levels 2-4) . . . . . . . . . . . . . . . . .

Using Bilingual Dictionaries and Graphic Organizers: Voting Rights (Levels 3 and 4). . . . . .

Supporting Language Development by Simplifying Complex Text and Using Visual Aids: Women's Suffrage (Levels 3 and 4). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Visual Aids and Graphic Organizers: Executive Powers (Levels 1-4) . . . . . . . . . . . . . . . . . . . .

The Federal Budget: Where Should the Government's Money Go?

3.6 - Economics

Looking into Classrooms . . . . . . . . . . . . .

Introduction . . . . . . . . . . . . .

Simplified Text, Visuals, and Foldables: Developing Key Vocabulary (Levels 1 and 2) . . . . . . . .

Visual Aids, Realia, Expressive Demonstration, and Stratified Questioning Strategy: Goods, Services, Needs, and Wants (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Cooperative Learning: Setting Priorities and Making Choices: Personal Budgeting. (Levels 3 and 4) . . . . . . . .

Graphic Organizers and Cooperative Learning: Consumer Credit and Debt (Levels 2-4) . . . .

Visual Aids and Stratified Questioning Strategy: Advertising (Levels 1-4) . . . . . . . . . . . . . . .

3.7 - Behavioral Sciences: Sociology, Anthropology, and Psychology

Looking into Classrooms . . . . . . . . . . . . .

Introduction . . . . . . . . . . . . .

Cooperative Learning, Drawing, and Visual Aids: Perspective Consciousness through Mental Cartography (Levels 1-4) . . . . . . . . . . . . . . .

Visuals, Graphic Organizers, Artifacts, and Modified Assessment: Religions of the World (Levels 1 and 2). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Visual Aids, Realia, Object-Based Learning: Archaeological Artifacts (Levels 1 and 2). . . . . .

Guided Visual Analysis, Graphic Organizers, and Cooperative Learning: Social Institutions and Elements of Culture (Levels 1-4) . . . . . . . . . . . . . . . . . . . . .

Alternative Assessments: Sociology: Surveys and Opinion Polls (Levels 2-4)

Visual Art, Graphic Organizer, and Effective Closure: Psychology: Identity Formation (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3.8 - Social Issues in the Social Studies Classroom

Looking into Classrooms . . . . . . . . . . . . .

Introduction . . . . . . . . . . . . .

Cooperative Learning, Kinesthetic Activities, and Stratified Questioning Strategy: The Paper Chase (Levels 1-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Using Technology, Audio-Visual Materials, and Cooperative Learning: Contemporary Social Issues at Home and Abroad (Levels 2-4) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Kinesthetic Learning and Critical Thinking: Taking a Stand (Levels 2-4) . . . . . . . . . . . . . . . .

Infographics, Critical thinking, and Discussion: World Population Trends (Levels 3 and 4) . . . . .

Critical Visual Analysis, Student Research, and Discussion: Social Media and Hashtag Activism (Levels 1-4) . . . . . . . . . .

Index