social studies experience essay

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Preparing Social Studies Students to Think Critically in the Modern World

Vetting primary resources isn’t easy—but doing it well is crucial for fostering engagement and deeper learning in a rapidly changing world.

In an era when students must sort through increasingly complex social and political issues, absorbing news and information from an evolving digital landscape, social studies should be meaningful and engaging—a means for preparing students for the modern world, writes Paul Franz for EdSurge . Yet much of our social studies curricula emphasizes content knowledge over the development of foundational, critical thinking skills such as understanding the context in which primary sources were created, and determining the credibility of resources.

“The consequence of this approach, coupled with a preference by many schools for multiple-choice assessments, turns out students who are disillusioned with social studies—and creates an environment where “accumulating knowledge and memorizing information is emphasized because that’s what counts on standardized tests,” writes Franz.

In his book Why Learn History (When It’s Already on Your Phone) , author Sam Wineburg, a professor at Stanford’s Graduate School of Education, examines how historians approach resources and argues that this is how teachers should be rigorously vetting—and teaching students to vet—social studies materials for the classroom.

Wineburg first describes how an AP US History student analyzes a New York Times article from 1892 about the creation of Discovery Day, later renamed Columbus Day. The student criticizes the article for celebrating Columbus as a noble hero when, in fact, he “captured and tortured Indians.” However, when real-life historians examine the same article, Wineburg notes that their  approach is “wildly different.”

“When historians encounter this resource, their first move is to source it and put it in context, not to engage with the content,” writes Franz. “This article, to them, isn’t really about Columbus at all. It’s about President Harrison, who was responsible for the proclamation, and the immigration politics of the 1890s.”

The skills demonstrated by the historians are the same skills that should form the core of effective social studies education, according to Franz:

• Assessing the point of view of an author and source
• Placing arguments in context
• Validating the veracity of a claim

It is critical that teachers model this process for students: “Vetting social studies resources is important not just because we want to ensure students are learning from accurate, verifiable materials. It’s important also because the ability to ask questions about sources, bias, and context are at the heart of social studies education and are essential skills for thriving in the modern world.”

Much like historians, professional fact-checkers verify digital resources by using lateral reading. As opposed to vertical reading, where a reader might stay within a single website to evaluate a factual claim, fact-checkers scan a resource briefly, then open up new browser tabs to read more widely about the original site and verify its credibility via outside sources. This process mirrors how historians vet primary sources.

Teachers may also, of course, choose to rely on vetted social studies resources and lessons published by reputable sources—Franz recommends Newsela, Newseum, The National Archives, and the Stanford History Education Group.

Encouraging students to seek out knowledge and ideas, and then to deeply explore the reliability of their sources by considering their context, perspective, and accuracy should be the core skill of any rigorous social studies curriculum.

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Ruth benedict: shaping anthropology through cultural relativism.

The essay will assess Ruth Benedict’s contribution to anthropology, including how important her exploration into culture and personality was because it led to her most important work in abnormalities. It will explore criticism about the incommensurability of cultures and “the savage slot”, which is captured...

• Anthropology
• Cultural Relativism
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Early Biological and Physical Anthropology Role in Anthropology

Early biological and physical anthropology are both a branch of Anthropology, it is the study of human evolution and development to environmental stressors. In this essay both early biological and physical anthropology will be discussed to achieve a better understanding of these concepts. This essay...

History and Implications of Educational Anthropology in India

Anthropology is the study of humans, their cultures and societies. It is the study of the others or the unfamiliar, the unfamiliar is made familiar and brought to the forefront by anthropologist. Anthropology is subdivided into four main categories: archaeological; biological; linguistics; cultural. Anthropology in...

MGH301 Epidemiology and Biostatistics with Special Reference to Social Epidemiology

The process of understanding how to include social epidemiological theories into a project can be met with a lot of complexities. Methods which can even provide the most evidenced based on other health interventions is often inappropriate when issues such as mental illness is under...

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1. Ruth Benedict: Shaping Anthropology through Cultural Relativism

2. Early Biological and Physical Anthropology Role in Anthropology

3. History and Implications of Educational Anthropology in India

4. MGH301 Epidemiology and Biostatistics with Special Reference to Social Epidemiology

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• 26 Writing in Social Studies

Start-Up Activity

When your students arrive, have them spend five minutes writing about what they learned in class the day before. This exercise will not only reinforce their learning but will also introduce today's topic.

Have volunteers share their observations. No two will be alike. Some will be more in-depth and accurate, others more general and inaccurate. Some will emphasize one point, and others another. Students may nod and smile when someone recalls something they had forgotten. Point out that yesterday's class lies somewhere in all of those accounts—multiple reports from eye-witnesses of the events of the previous day.

Writing in social studies involves exactly this process, synthesizing the perspectives of many to discover what happened and why.

Think About It

“History never really says good-bye. History says, 'See you later.'”

—Eduardo Galeano

State Standards Covered in This Chapter

• CCSS.ELA-LITERACY.WHST.11-12.2
• CCSS.ELA-LITERACY.WHST.11-12.8
• CCSS.ELA-LITERACY.WHST.11-12.9
• CCSS.ELA-LITERACY.WHST.11-12.10
• CCSS.ELA-LITERACY.WHST.11-12.4
• CCSS.ELA-LITERACY.WHST.11-12.5
• CCSS.ELA-LITERACY.WHST.11-12.7
• CCSS.ELA-LITERACY.WHST.11-12.1
• CCSS.ELA-LITERACY.WHST.11-12.1.A
• CCSS.ELA-LITERACY.WHST.11-12.1.B
• CCSS.ELA-LITERACY.WHST.11-12.1.C
• CCSS.ELA-LITERACY.WHST.11-12.1.D
• CCSS.ELA-LITERACY.WHST.11-12.1.E
• CCSS.ELA-LITERACY.WHST.11-12.2.A
• CCSS.ELA-LITERACY.WHST.11-12.2.B
• CCSS.ELA-LITERACY.WHST.11-12.2.C
• CCSS.ELA-LITERACY.WHST.11-12.2.D
• CCSS.ELA-LITERACY.WHST.11-12.2.E
• CCSS.ELA-LITERACY.WHST.11-12.6
• CCSS.ELA-LITERACY.RST.11-12.1
• CCSS.ELA-LITERACY.RST.11-12.2
• CCSS.ELA-LITERACY.RST.11-12.6
• CCSS.ELA-LITERACY.RST.11-12.7
• CCSS.ELA-LITERACY.RST.11-12.8
• CCSS.ELA-LITERACY.RST.11-12.9

LAFS Covered in This Chapter

Lafs.1112.whst.1.2, lafs.1112.whst.3.8, lafs.1112.whst.3.9, lafs.1112.whst.4.10, lafs.1112.whst.2.4, lafs.1112.whst.2.5, lafs.1112.whst.3.7, lafs.1112.whst.1.1, lafs.1112.whst.2.6, lafs.1112.rst.1.1, lafs.1112.rst.1.2, lafs.1112.rst.2.6, lafs.1112.rst.3.7, lafs.1112.rst.3.8, lafs.1112.rst.3.9, teks covered in this chapter, page 366 from write for college, taking notes in social studies.

Use this page to provide students tips for improving their note-taking. Each bolded direction at the top of the page can help students more efficiently and accurately record information from lectures and readings, as well as access it later to prepare for tests. The model notes page at the bottom shows these tips in action, including using graphics to visualize information.

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Page 367 from Write for College

Keeping a social studies log.

Encourage students to keep a learning log for their social studies class, reflecting on the ideas they are discovering. Provide the tips at the top of the page to help them get the most out of their logs. Present the example entry at the bottom of the page, noting how the writer thinks about the topic and connects it to other learning.

Have students get a start by reflecting for ten minutes on what they most recently learned in class.

Page 368 from Write for College

Guidelines: summarizing a social studies argument.

Summarizing helps students reflect on new learning, capture it in their own words, understand it, and synthesize it with other learning. Use this page to guide students through the process of summary writing.

Before they write their own summaries, have students read and discuss the sample article and summary on page 369.

Then have students use SQ3R to closely read a current-events article or part of a social studies textbook. Have students identify the focus of the reading and the main supporting points.

Present the suggestions for writing the beginning, middle, and ending of the summary.

Then help students improve their work by quipping them with the Checklist for Revising and Editing Social Studies Summaries .

Page 369 from Write for College

Article and summary.

Have students read the social studies article, "The Great Chain of the Hudson." Then have them read the summary. Point out that the topic sentence names the article and author and provides the focus. Then the body sentences capture the main points of the article. Also, note that the summary is less than a third the length of the original and is rendered in the writer's own words (paraphrased).

Page 370 from Write for College

Guidelines: writing an editorial.

Use this page to help students write editorials expressing opinions about current events, historical periods, or social concerns.

Before students write their own editorials, have them review the editorial on page 371.

Then have students choose a topic that relates to their current studies, research it, and form an opinion.

Once they are ready to draft their editorials, lead students through the suggestions for creating opening, middle, and closing parts.

Afterward, provide them the Checklist for Revising and Editing Editorials .  

Page 371 from Write for College

Have students read this editorial to themselves. Afterward, ask them their opinions about immigration. What ideas in the editorial swayed them, and what ideas did they find unconvincing? How did the writer express and support the opinion? What social studies topic would they like to express an opinion about?

Page 372 from Write for College

Guidelines: responding to document-based questions.

Document-based questions (DBQs) ask about ideas presented in a series of articles and graphics. Students need to analyze the documents and draw evidence from them to answer the DBQ. Use this page to help students learn best practices for responding to these kinds of questions.

Before they answer their own DBQ, have students review the documents and response on pages 373–375.

When students are ready, provide then a DBQ and ask them to analyze it using the PAST strategy. Then have them use the SQ3R strategy to closely read the documents. After they have done so, they should jot down a thesis statement and a quick list of main details.

Lead students through the instructions for creating an effective opening, middle, and closing.

Then provide them the Checklist for Revising and Editing DBQ Responses , noting that they will not have this checklist in real test environments. However, these are the kinds of questions they should ask themselves as they revise and edit.

Page 373 from Write for College

Documents 1 and 2.

Before students engage these documents, have them analyze the prompt on page 375:

We live in the Anthropocene—when humans affect all life on earth. How should we interact with nature? Write an essay expressing your opinion and use evidence from the documents to persuade your generation.

Keeping that prompt in mind, students should closely read these two documents. Ask them to think about the main point and supporting details of each, as well as how they relate to the question.

Page 374 from Write for College

Documents 3 and 4.

Have students closely read these documents, thinking about the document-based question on page 375. Ask them to note the focus and main points of each document.

Page 375 from Write for College

Document-based question.

Ask students to reread the DBQ at the top of the page, and then closely read one student's response. Afterward, lead a discussion of the student's thesis statement and main supporting points. Also, ask how the writer uses and credits evidence drawn from the documents.

Encourage students to use a similar approach when they answer DBQs.

Page 376 from Write for College

Using graphic organizers.

Graphic organizers help students visualize information in social studies. They capture ideas in notes, gather details during research, organize information before drafting, and allow students to think critically about issues. You can direct students to the minilessons for even more help with these graphic organizers.

Sequencing with a Time Line

Use time lines for critical thinking.

Evaluating with a Pro-Con Chart

Analyze good and bad with a pro-con chart.

Analyzing with a Cause-Effect Chart

Analyze causes and effects of any topic.

• 01 One Writer's Process
• 02 Traits of Writing
• 03 Prewriting
• 05 Revising
• 07 Publishing
• 08 Improving Sentences
• 09 Building Paragraphs
• 10 Mastering Essays
• 11 Writing with Style
• 12 Writing Terms and Techniques
• 13 Personal Writing
• 14 Narrative Writing
• 15 Explanatory Writing
• 16 Argument Writing
• 17 Literary Response Writing
• 18 Creative Writing
• 19 Conducting Research
• 20 Summaries, Paraphrases, and Abstracts
• 21 Report Writing
• 22 Writing the Research Paper
• 23 MLA Research Paper
• 24 APA Research Paper
• 25 Writing in Science
• 27 Writing in Math
• 28 Writing in the Workplace
• 29 Reading Nonfiction
• 30 Reading Literature
• 31 Reading Graphics
• 32 Listening and Note Taking
• 33 Speaking Effectively
• 34 Building Vocabulary
• 35 Writing on Demand
• 36 Answering Document-Based Questions
• 37 Taking Exit and Entrance Exams
• 38 Taking Advanced Placement* Exams
• 39 Marking Punctuation
• 40 Checking Mechanics
• 41 Understanding Idioms
• 42 Using the Right Word
• 43 Parts of Speech
• 44 Using the Language
• 45 Student Almanac

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Writing expository essays from social studies texts: a self-regulated strategy development study

• Published: 20 April 2021
• Volume 34 , pages 1623–1651, ( 2021 )

Cite this article

• Alyson A. Collins   ORCID: orcid.org/0000-0003-3710-2687 1 ,
• Stephen Ciullo   ORCID: orcid.org/0000-0001-6092-8159 1 ,
• Steve Graham 2 , 3 ,
• Lisa L. Sigafoos 4 ,
• Sara Guerra 1 ,
• Marie David 5 &
• Laura Judd 1  

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This study examined the effectiveness of Self-Regulated Strategy Development (SRSD) to improve students’ ability to write expository essays after reading social studies text. Third-grade general education teachers ( N  = 14) were randomly assigned by clusters to SRSD or a business as usual control condition. One hundred and eighty consented students participated in the full study. Teachers in the SRSD condition participated in 12 h of practice-based professional development (PBPD) before implementing the SRSD intervention. They also received 30-min biweekly coaching sessions across the 16 weeks of the study. Initially, teachers provided SRSD strategy instruction in TIDE ( Topic Sentence, Important Details, Explain Details, Ending ) for planning and writing expository essays. Then, teachers spent an additional 8 weeks teaching students to use TIDE for close reading, planning, and writing expository essays using social studies text. Multilevel random effects models indicated SRSD students included more genre elements in their expository essays (ES g  = 1.07) and produced essays of higher holistic quality (ES g  = 0.72) than control students when writing an expository essay using a source text. Students in the SRSD condition also included more genre elements when writing an expository essay drawing content from memory (ES g  = 1.09), and outperformed control students on a norm-referenced writing measure (ES g  = 0.79). Findings support implementation of the SRSD intervention in general education classrooms within content-areas and underscore future directions for combining writing, reading, and social studies instruction.

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Wissinger, D. R., & De La Paz, S. (2020). Effects of discipline specific strategy instruction on historical writing growth of students with writing difficulties. Journal of Learning Disabilities, 1–14.

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Collins, A.A., Ciullo, S., Graham, S. et al. Writing expository essays from social studies texts: a self-regulated strategy development study. Read Writ 34 , 1623–1651 (2021). https://doi.org/10.1007/s11145-021-10157-2

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5 Fantastic Ways to Integrate Writing with Social Studies

By Kirsten Hammond

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As educators, we’re constantly on the lookout for innovative ways to engage our students and foster their learning.

In this blog post, we’re diving into the world of integrating writing with social studies. By combining these two essential components, we can create a dynamic and enriching learning environment that benefits students on multiple levels.

Why Integrate Writing with Social Studies?

Integrating writing with social studies might seem complex, but the benefits and possibilities are endless! It’s not just about honing writing skills; it’s about enhancing students’ understanding of historical events, cultures, and perspectives.

Here’s why it’s a game-changer:

1. Deeper Engagement

Writing prompts students to engage with historical events and figures on a profound level. It prompts them to analyze and internalize the subject matter.

2. Critical Thinking

When teachers integrate writing, students develop critical thinking skills. They evaluate evidence and form arguments based on historical context.

3. Unique Perspectives

Writing encourages students to explore events from different angles. It nurtures empathy and helps students understand the motivations and emotions of a variety of sides.

4. Communication Skills

Whether written or verbal, writing enhances students’ ability to communicate effectively. They learn to express ideas clearly, persuasively, and coherently.

5. Creative Expression

Writing allows students to explore their creativity and self-expression. They can craft historical narratives, persuasive arguments, and so much more!

Now that we understand the why, let’s dive into five engaging ways to seamlessly integrate writing with social studies.

1. Incorporate Narrative Writing

Narrative writing brings history to life by putting students in the shoes of historical figures. They can craft journal entries, such as imagining that they are settlers in Jamestown or witnesses to the American Revolution.

Alternatively, encourage them to write historical fiction, using real events as inspiration for their imaginative tales.

2. Embrace Persuasive Writing

Persuasive writing encourages students to form arguments supported by historical evidence.

You can organize classroom debates or assign persuasive essays on topics like the American Revolution or Westward Expansion. Have them craft letters to present-day politicians or “interview” historical figures.

3. Explore Research-Based Writing

Research and inquiry skills are crucial in both writing and social studies. Have students write research papers on historical events, figures, or cultural themes.

Analyzing primary sources and developing well-supported arguments enhances their historical understanding and writing skills.

4. Dive into Expository Writing

Expository writing, or informative writing, helps students explain concepts and present facts.

Encourage students to write informative essays on various social studies topics. They can also create “how-to” guides for cultural celebrations, shedding light on different traditions and customs.

5. Engage in Collaborative Writing

Collaborative writing promotes teamwork, communication, and creativity.

Have students work in groups to create research papers or storytelling projects. They can research different aspects of a topic or develop scripts for podcasts, videos, or plays that explore historical events or other social studies topics .

Assessing Writing in Social Studies

Assessing student work while also having to integrate writing doesn’t need to be daunting. Try these methods!

Develop Clear Rubrics

Create rubrics outlining expectations for each writing assignment. Include criteria like organization, use of evidence, clarity, and mechanics. This provides students with clear guidelines.

Peer Review

Encourage peer review sessions where students provide constructive feedback on each other’s writing. This fosters collaboration, improves writing skills, and enhances the learning process.

One-on-One Conferencing

Schedule individual conferences to discuss students’ writing progress. Address challenges, provide guidance, and offer personalized feedback to support their writing growth.

Resources for Integrating Writing with Social Studies

Feeling inspired to integrate writing into your social studies lessons? Here are some resources and tools to help you get started:

• Library of Congress and National Archive s websites provide access to primary sources.
• Smithsonian Learning Lab offers primary sources, lesson plans, and writing prompts related to various topics.
• Read Write Think features writing prompts designed specifically for social studies contexts.
• Teachers Pay Teachers (TPT) offers a plethora of writing prompts and resources tailored to social studies.
• Digital tools like Padlet , Flipgrid , and Google Slides facilitate collaborative writing projects, peer reviews, and presentations.

Knowing how to integrate writing into your social studies curriculum is a powerful way to enhance learning outcomes. It encourages critical thinking, empathy, communication, and creativity—all while deepening students’ historical understanding.

By incorporating various genres of writing, you create a well-rounded experience that prepares students to become informed and engaged citizens. So, go ahead and weave the art of writing into the rich tapestry of social studies!

kirsten hammond

Kirsten is a former 3rd and 5th grade teacher who loves helping upper elementary teachers by creating resources and sharing ideas that are engaging, research-based, and TEKS-aligned. She is a work-from-home mama of 3 rambunctious little ones and loves running, true crime, and lots of coffee.

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Why Is Social Studies Important? 8 Reasons To Study

Updated: December 7, 2023

Published: May 23, 2020

Social studies. We all have to take it, and teachers have to teach it. But why? What aspects of social studies make it so important that it is always included? Social studies is a discipline that includes humanities such as geography, history, and political science. Why is social studies important? Let’s explore why.

“The primary purpose of social studies is to help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.”

– National Council for Social Studies

What Is Social Studies?

Social studies can also be referred to as social sciences. It’s a field which deals with human behavior, relationships, resources, and institutions.

Specific topics within social studies that are studied in school coursework include geography, anthropology, economics , history , sociology , political science , and civics.

Photo by  NeONBRAND  on  Unsplash

Aim and purpose of social studies.

The main goal of teaching social studies is to teach students to become good citizens. We are living in a diverse society — one that requires knowledge of social studies to succeed. With a social studies background, children become adults that can participate civilly in our democratic society.

Social Studies In The 21st Century

Social studies connect students with the real world. In today’s interconnected world, students must be prepared to interact with people of all cultures and communities, and social studies prepares them for this.

The Importance Of Social Studies In The School Curriculum

All children who go through the school curriculum become something when they graduate. And no matter what that something is, they will need to interact with others from different cultural and socioeconomic backgrounds. Students must study how society works, and how people work in a society in order for it all to work once they enter society after graduation.

8 Reasons: Why Is Social Studies Important For Students?

Students learn skills through social studies that help them succeed in further education as well as life. Here are all the amazing ways learning social studies benefits kids and society together:

1. Better Reading And Learning

Social studies is one area in education where content integration is key. Students are given reading material that corresponds with the current learning topics. Giving reading materials in context helps students become better readers. They also become better learners because they are asked to use analysis, critical thinking , and writing to show understanding.

2. Citizen Responsibilities And Values

How can we expect young people to contribute positively to society, engage in discourse, and thrive in a democratic society if they are not exposed to the topics and aspects of history and life that made society the way it is? Students need an understanding of history, political science, culture, and all humanities to be able to understand why it is important to be a good citizen.

3. Cultural Understanding

Students should be exposed to cultures far beyond what they experience personally every day. Not every student has the opportunity to interact with other cultures on a daily basis. We need students to learn about, understand, and appreciate cultural differences if we expect them to have meaningful interactions with people of all backgrounds in the future.

4. Economic Education

Economics is a crucial part of social studies, whether studied on its own, or as a part of history, anthropology, or political science. By learning economics, young people understand how their financial decisions have an impact on their future, as well as the future of society.

Photo by  Element5 Digital  on  Unsplash

5. critical thinking.

Critical thinking is a part of social studies — students are taught to evaluate others’ decisions and make connections between influences and circumstances. Young people get the opportunity to learn from others’ mistakes through social sciences.

6. Real-World Understanding

Studying social sciences gives students an understanding of the real world around them. Students learn about places, cultures, and events around the world, what conspired to make them the way they are, and can make inferences about how the rest of the world works.

7. Political Skills

From social studies classes, students learn about government, political ideas, country economy and resources, and more. Students gain political skills by analyzing and evaluating existing systems and imaging the future of the place in which they live.

8. Respect History

History is what made the world the way it is, and it is essential that people study it in order to have an appreciation for and understanding of the way the world works. Learning about history is what makes it possible to learn from the past and plan for the future.

Making Sense of the World: Social Studies for Young Students

One of the reasons for teaching young people social studies is for them to be able to participate civilly in a democratic society. Children start as early as kindergarten to understand the world around them, and schools should follow suit and start teaching social studies concepts such as communication, critical thinking, and culture as early as possible.

Photo by  Hal Gatewood  on  Unsplash

Qualities of purposeful social studies, 1. meaningful.

Social studies should be meaningful to students. Teachers should embrace the natural interests of students and plan topics around those interests.

2. Integrative

Integrating all aspects of life is key to a successful social studies curriculum. Not only should current events and other classes be integrated, but also aspects of daily life as well. Every moment is a teachable moment.

3. Value-Based

Key values of democracy are opportunity, equality, justice, and freedom of speech. These values should be echoed throughout all parts of social studies.

4. Challenging

Teachers can challenge children in social studies classes in ways they aren’t or can’t be challenged in other classes. In-depth critical analysis should be implemented — getting students to think and reflect will help them engage and challenge them to care about what’s going on around them.

Get students active and engaged with debates, discussions , role playing, projects, and simulations. This is one area of school where kids should really get into it!

Teaching Teachers At University Of The People

Teaching social studies is a fun challenge, and is a way to really have an impact on the future of a generation. At University of the People , we teach teachers how to be the most effective and passionate teachers they can be. Even better, our degrees are complete online and tuition-free – meaning you can study wherever and whenever, without any worries.

So if you were wondering, “why is social studies important?” Now you have countless answers! Social studies helps students and societies be the best they can be.

Related Articles

Social Studies in the Elementary School Essay

Social studies that are taught in elementary schools involve making young children understand their family and community well. Social studies are the source of knowledge and understanding to the youngsters in the elementary schools (Parker, 2003).

Children who are equipped with this knowledge understand the past well, to handle the present, and plan for their future. The most important aspect when teaching social studies is to be persistence to these youngsters. This aspect would help the teacher, as these are children who are brought up in different backgrounds with different characters.

The knowledge gained in social studies gives these young children some courage to participate productively in their world (Parker, 2003). The relationship of these children with other people within the community is improved through social studies.

Through learning social studies in school, children are equipped with techniques of solving their simple problems and making wise decisions whenever their guardian or parents are away. The aspect of becoming responsible citizens is developed in the early stages of childhood through social studies.

These young children live in families, and they have their friends with whom they play. All these activities need some decisions to be made by these young children. For instance, every child has a responsibility to make concrete decisions concerning how to relate with other people, what activities to be involved with during their free times, what book to read and, at what time (Parker, 2003).

For one to be assured that a child is capable of making all those decisions, its advisable to involve them in social studies in their early childhood education. Young children require the knowledge of social studies to better their lives right from their homes, to their peer groups, in social life with the outside community, and in the world as they grow.

Its important for a social studies teacher to realize that children come from different cultural and social economic backgrounds and all should be taken into account. Every child should be given an opportunity to express himself or her as they have different views.

The most important reason of teaching social studies in the elementary school is because this is the place where the foundation of these young children is developed. Their entire social life both inside and outside their locality is based on this stage. Basic skills of how to read and write as well as performing some calculations are necessary to enable them handle difficult economic, social, and political challenges in the future.

Social studies help young children to understand how the present is arrived at through learning some historical events (Parker, 2003). Children should be given an opportunity to understand the environment surrounding them and the factors that cause changes to the environment.

Through social studies children get a chance to understand the roles of various institutions found in the society and where they can seek assistance whenever there is need. Social studies given to the young children should emphasis on the communication skills, as this would help them greatly in their future.

Throughout their lives, they will be required to speak and write especially whenever they are required to express themselves well (Parker, 2003). Communication skills would also be necessary in collecting, categorizing, and presenting the data in an understandable way.

As a teacher for social studies in the elementary school, I would ensure that all the pupils participate in the practical part of the study. The pupils should be allowed to discuss and reason critically on the issues learned. The virtues learned by these children in the social studies should be put in practice through group discussions among them.

Parker, C. W. (2003). Social Studies in Elementary Education. Merrill, Ohio. Web.

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2024 Audre Lorde Prize winners announced

The Women, Gender, and Sexuality Studies (WGSS) program has announced the winners of the 2024 Audre Lorde Prize.

The awards are named in honor of Audre Lorde (1934-1992), an intersectional feminist writer and civil rights activist who wrote the foundational text "Sister Outsider" (1984). Awards are given annually.

Designed to recognize excellence in scholarship in women, gender and sexuality studies at the undergraduate level, these winning submissions displayed excellent liberal arts scholarship and creativity, according to the judges.

The winners were selected in three categories by outside judges.

Long analytical essay

First place: Lainey Terfruchte , "Escaping from Myth: Denver’s Reclamation of Love in Toni Morrison’s Beloved" (instructor: Dr. Ashley Burge). Terfruchte is a senior from Bloomington, Ill., majoring in creative writing and English.

Second place: Bethany Abrams , "Sinning as Empowerment: Reclaiming God as a Black, Queer Woman in Alice Walker’s The Color Purple" (instructor: Dr. Ashley Burge). Abrams is a senior from Tinley Park, Ill., majoring in creative writing, English and psychology.

Honorable mention: Krisha Silwal , "Navigating Nepal's Legal Requirements for Transgender Inclusion Beyond Labels" (instructor: Dr. Kiki Kosnick). Silwal is a sophomore from Kathmandu, Nepal, majoring in business analytics; economics; and women, gender, and sexuality studies.

Short analytical essay

First place: Paige Meyer , "Inside the Glass Closet: Analyzing the Representation of Queer Romantic Relationship in the Literature of Virginia Woolf" (instructor: Dr. Laura Greene). Meyer is a senior from St. Peter, Minn., majoring in sociology and anthropology and women, gender, and sexuality studies.

Second place: Kazi Uzayr Razin , "The Future is Here" (instructor: Dr. M Wolff). Razin is a sophomore from Dhaka, Bangladesh, majoring in engineering (B.S.E.).

Honorable mention: Audre Lewis , "Care Ethics for Neurodiverse Students — Rethinking the Approach to Accommodations" (instructor: Dr. Jane Simonsen). Lewis is a senior from Denver, Colo., majoring in women, gender, and sexuality studies.

Creative expression

First place: Ava Jackson , "Exploring the Stereotypes of Gender and Sexuality in Ballet and its Impact on the Dance Community" (instructor: Dr. Jennifer Heacock-Renaud). Jackson is a junior from Oak Park, Ill., majoring in English; psychology; and women, gender, and sexuality studies.

Second place: Allison McPeak , "Mad Young Creature: A Photostory" (instructor: Dr. Jennifer Popple). McPeak is a junior from St. Charles, Ill., majoring in English and theatre.

Honorable mention: Sarah Welker , "We All Bleed the Same Blood" (instructor: Dr. Jennifer Popple). Welker is a sophomore from Tinley Park, Ill., majoring in art and graphic design.

If you have news, send it to [email protected] ! We love hearing about the achievements of our alumni, students and faculty.

Texas Launches AI Grader for Student Essay Tests But Insists It's Not Like ChatGPT

K ids in Texas are taking state-mandated standardized tests this week to measure their proficiency in reading, writing, science, and social studies. But those tests aren’t going to necessarily be graded by human teachers anymore. In fact, the Texas Education Agency will deploy a new “automated scoring engine” for open-ended questions on the tests. And the state hopes to save millions with the new program.

The technology, which has been dubbed an “auto scoring engine” (ASE) by the Texas Education Agency, uses natural language processing to grade student essays, according to the Texas Tribune . After the initial grading by the AI model, roughly 25% of test responses will be sent back to human graders for review, according to the San Antonio Report news outlet.

Texas expects to save somewhere between $15-20 million with the new AI tool, mostly because fewer human graders will need to be hired through a third-party contracting agency. Previously, about 6,000 graders were needed, but that’s being cut down to about 2,000, according to the Texas Tribune.

A presentation published on the Texas Education Agency’s website appears to show that tests of the new system revealed humans and the automated system gave comparable scores to most kids. But a lot of questions remain about how the tech works exactly and what company may have helped the state develop the software. Two education companies, Cambium and Pearson, are mentioned as contractors at the Texas Education Agency’s site but the agency didn’t respond to questions emailed Tuesday.

The State of Texas Assessments of Academic Readiness (STAAR) was first introduced in 2011 but redesigned in 2023 to include more open-ended essay-style questions. Previously, the test contained many more questions in the multiple choice format which, of course, was also graded by computerized tools. The big difference is that scoring a bubble sheet is different from scoring a written response, something computers have more difficulty understanding.

In a sign of potentially just how toxic AI tools have become in mainstream tech discourse, the Texas Education Agency has apparently been quick to shoot down any comparisons to generative AI chatbots like ChatGPT , according to the Texas Tribune. And the PowerPoint presentation on the Texas Education Agency’s site appears to confirm that unease with comparisons to anything like ChatGPT.

“This kind of technology is different from AI in that AI is a computer using progressive learning algorithms to adapt, allowing the data to do the programming and essentially teaching itself,” the presentation explains. “Instead, the automated scoring engine is a closed database with student response data accessible only by TEA and, with strict contractual privacy control, its assessment contractors, Cambium and Pearson.”

Any family who’s upset with their child’s grade can request that a human take another look at the test, according to the San Antonio Report . But it’ll set you back $50.

For the latest news, Facebook , Twitter and Instagram .

Former educator at Virginia school where 6-year-old shot teacher had 'shocking' lack of response, grand jury finds

A former assistant principal at a Virginia elementary school should be held criminally liable after her “lack of response” and “poor decisions” allowed a student to intentionally sho o t his first-grade teacher last year, according to a special g rand jury report released Wednesday.

Ebony Parker, who resigned in the wake of the shooting at Richneck Elementary School in Newport News on Jan. 6, 2023, now faces eight counts of felony child abuse and neglect , each carrying up to five years in prison, the case’s court docket first showed Tuesday.

The 31-page grand jury report alleges that Parker failed to protect the 15 children, ages 6 and 7, in teacher Abigail Zwerner’s class. It says Zwerner was injured by one of her 6-year-old students despite multiple warnings from staff members and other students who believed the boy had a gun and posed an imminent threat on the day of the shooting.

“Dr. Parker’s lack of response and initiative given the seriousness of the information she had received on January 6, 2023 is shocking,” the report says.

The report provides further details about the events leading up to the shooting and during it, among them that after the boy shot Zwerner at less than 6 feet away, he tried to fire again but was thwarted.

“The child continued to stare at her, not changing his emotional facial expression as he tried to shoot again,” the report says. “The firearm had jammed due to his lack of strength on the first shot inhibiting him from shooting Ms. Zwerner or anyone else again. The firearm had a full magazine with seven additional bullets ready to fire if not for the firearm jamming.”

An arrest date for Parker was listed as Tuesday. It was not immediately clear whether she has legal representation.

The Newport News Commonwealth Attorney’s Office declined to comment Wednesday about the grand jury report and said it would hold a news conference Thursday.

According to the grand jury report, Parker was made aware on four occasions on the day of the shooting that the child might be a “potentially dangerous threat”: At noon, a Richneck reading specialist told Parker that two students told her the child had a gun in his backpack, yet it was not checked; at 12:30 p.m., the reading specialist told Parker that while she did search the backpack and did not find a weapon, Zwerner said the child put something in his pockets; a music teacher told Parker that another first-grade teacher mentioned a gun; and at 1:40 p.m., a guidance counselor told Parker the child might have a firearm or ammunition and, when he asked whether he could search him, Parker “refused and took no action.”

About 20 minutes later, the boy would go on to shoot Zwerner with a gun containing eight bullets.

Police later said Zwerner escorted her panicked class to safety after a bullet ripped through her left hand, rupturing bones, before it lodged in her upper chest.

Three months after the shooting, Zwerner filed a $40 million lawsuit against the school district alleging that administrators, including Parker, failed to heed warnings. The grand jury’s findings are similar to her complaint.

Lawyers for Zwerner, 26, said the report echoes the “systemic failure” at the school.

“Most shocking is the apparent cover up of disciplinary records before and after the shooting,” attorneys Diane Toscano, Kevin Biniazan and Jeffrey Breit said in a statement Wednesday. “We are grateful for the work of the special grand jury and the answers they have provided this community.”

The 11-member grand jury, which was impaneled in September, said it heard from 19 witnesses, reviewed several hundred documents of school records and watched police bodycam and other video to make its determination.

The grand jury said it was tasked with addressing whether “there was any decision or action taken that would have prevented” the events of that day, making recommendations for improvements and determining whether anyone at the school “should be held criminally liable in their actions or lack of actions” in their duty to provide care and safety to students.

In the aftermath of the shooting, Newport News Commonwealth’s Attorney Howard Gwynn told NBC News that he would not seek charges against the 6-year-old boy, citing his age and inability to adequately understand the legal system, but he said he was still weighing whether he might hold any adults criminally responsible.

A year ago, Gwynn also sought a grand jury to determine charges against the boy’s mother, Deja Taylor. She was sentenced in December to two years in prison on a state charge of felony child neglect and must begin her state sentence after she finishes serving 21 months on a related federal charge.

On the morning of the shooting, Taylor believed the gun was in her purse with the trigger lock installed, left on top of her bedroom dresser, according to a probable cause statement and a search warrant affidavit. She added that the key for the lock was kept under her bedroom mattress.

“A lockbox was not found,” prosecutors said, “nor was a trigger lock or key to a trigger lock ever found.”

As part of a care plan at the school, the boy’s parents were supposed to be with him daily, but they were absent on the day of the shooting, officials said.

The child’s family has said that he has an “acute disability” and that he had received the “treatment he needs” under court-ordered temporary detention at a medical facility.

The grand jury report also notes the boy’s disciplinary issues, including in the days before the shooting, when he was “defiant during recess,” “constantly spoke back to Zwerner,” slammed her phone on the ground at reading time, causing the screen to crack, and used an expletive toward her. He was suspended for one day after that incident.

The principal at the time of the shooting, Briana Foster-Newton, is also named in the grand jury report, but it says she should not face charges.

“Her lack of knowledge does not mean she is, per say, faultless for certain decisions as Principal regarding the care of the children at Richneck previous to this incident,” the grand jury found. “But, because she was not informed of the events on January 6, 2023 specifically, and thus was not given the chance to have acted appropriately, she is not criminally liable due to her lack of knowledge for the events that transpired.”

Foster-Newman was moved from her position. A Newport News Public Schools spokeswoman declined to comment, and an attorney representing the school board, the superintendent at the time and Foster-Newman said they are "still digesting the report" and didn't have a further statement.

Meanwhile, the boy has been under the care of his great-grandfather, Calvin Taylor, who told NBC affiliate WAVY  in December that he was disappointed the child's mother was given such prison time on the felony child neglect charge.

"I think the sentence is not going to fix the problem," Calvin Taylor said, adding: "Sitting in a state prison or a federal prison for additional time is not going to fix the problem."

Erik Ortiz is a senior reporter for NBC News Digital focusing on racial injustice and social inequality.

Julia Jester is a producer for NBC News based in Washington, D.C.