The Social Study Curriculum

The type of the components and how they are arranged may differ depending on the curriculum design. Moreover, depending on the state and/or the teacher preparation program, there can be considerable variation in the way a curriculum is designed, particularly in social studies. Although the classification may change, the fundamental concept remains the same. The National Commission on Social Studies is in charge of examining the situation and offering suggestions for changes to the social studies curriculum (Derricott, 2014). It’s challenging and exciting to create a curriculum, but every teacher should learn how. As a result, include the crucial components of a top-notch social studies curriculum in the section that follows. Elements of a Good Social Study Curriculum

The aims of the curriculum form the first element. These are expressed as standards that are depicted in a general format, then broken down to more specific objectives and sometimes grouped into subsets of these goals (Savery, 2015). These goals are then sorted into social, psychomotor, affective, and cognitive. For instance, social studies may aim at developing student’s capacity in critical thinking about “the human condition”. Moreover, it is not possible to plan for a successful trip without considering the destination first. This element describes the intended goals before preparing the course.

The content aspect describes the second element. It focuses on what exactly will be studied and the body of knowledge that the learners will take away after completing the course. The teachers need to have the knowledge and understanding that assures that the standards will be attained. As a result, they must arrange the content to ensure that each piece forms a building block for the next as well as breaks it into sections that work together coherently. In this element, the recommendations that depend on the grading system are outlined.

The delivery of knowledge and students understanding forms the third element of curriculum design. Similarly, it forms the most creative path in the design process. The tutor concentrate on how to engage the students in the subject cognitively, socially, affectively and psychomotor involvement. Moreover, the teacher must use techniques, which ensure that every student, regardless of their experience, will comprehend the content. According to Savery, (2015) this element also examines the coverage and text for study. For instance, the curriculum coverage for K-6 students differs with that of grade 7-12 students. Some of the content characteristics in social studies include skills and knowledge necessary for democracy and citizen development and a balance of the United States study with studies of other cultures among others.

Evaluation forms the final element of curriculum design. Two assessment aspects are considered while designing a curriculum, which are the assessment of students and the assessment of the curriculum. There are traits of assessing curriculum that a tutor needs to make. However, the evaluation of a curriculum in many ways depends on the assessment of students. For instance, when students fail to attain the required standards, the applicability of the curriculum does not matter.

Implication of Constructivist for Curriculum Planning and Design in Social Studies

The curriculum development that takes after a constructive perspective recognizes the centrality of four tenets, which include:

the ability of human mind to represent through symbols, such as language;

students as active constructors of meaning instead of being a passive recipient;

learning as anintricate procedure involving interaction with the past and lastly the recognition of social context as a critical element in the process of making meaning.

According to research conducted, the principles of constructivist pedagogy, which must be considered, include: the assessment of children’s learning in the context of teaching, the structuring of learning around initial concepts, the adaptation of curriculum to address the students’ suppositions, posing problems for emerging relevance to learners, and finally valuing and seeking the children’s point of view.

The view of children and how they learn is embedded in the curriculum of social studies. Also, recent studies on the brain research have given some insight on how children learn and the effect of this intuition into future of curriculum design and planning. However, these discernments are beginning to be considered, but have not been widely incorporated into social studies curriculum (Duffy & Jonassen, 2013). The perception of constructivism as a theory has impacted the theoretical tradition in social studies, such as reflective inquiry, which does have effects on the teaching and learning of social studies. Furthermore, the concept of reflectiveinquiry is not new in social studies and does stem from a constructivist position.

Conclusion

Constructivist offers strong support for renewed assessment of reflective inquiry as a dominant curriculum model for social studies. Instruction and curriculum approach currently utilized must be carefully assessed to determine if they do incorporate the constructive elements – a reflective inquiry approach. Social studies, from an angle of reflective inquiry, are based on the idea that people interact with things and insights to make acquaintance for themselves, and thus the known and the knower are somehow intertwined. As a result, this reflective approach emphasizes on students’ self-investigation, inquiry and thinking ability.

References

Derricott, R. (2014). Citizenship for the 21st century: An international perspective on education. London: Routledge.

Duffy, T.M., & Jonassen, D.H. (Eds.). (2013). Constructivism and the technology of instruction: A conversation. London: Routledge.

Savery, J.R. (2015). Overview of problem-based learning: Definitions and distinctions. In A. Walker, H. Leary, C.E. Hmelo-Silver, & P.A. Ertmer (Eds.) Essential Readings in Problem-Based Learning: Exploring and extending the Legacy of Howard S. Barrows (pp. 5-15.). West Lafayette, IN: Purdue University Press.