The Virginia Social Studies Leaders Consortium underwent an intensive mission and vision process led by Dr. Laurie Britt of the Institute for Constructive Advocacy and Dialogue at James Madison University. This process involved an ad hoc committee of VSSLC members and the VSSLC executive board in collaboratively developing the following statements regarding what we believe about social studies education, and what we seek to achieve through the work of this organization. Our mission & vision process laid the foundation for an articulation of what we have advocated for in terms of curriculum, instruction, and assessment practices. The following statements and principles were adopted by a unanimous vote of the full consortium during the Spring Meeting of 2020:
The members of the Virginia Social Studies Leaders Consortium (VSSLC) support the development of viable curricula that balances content knowledge with skill development in the pursuit of deeper understanding. Social Studies should challenge students to think critically, analyze information, consider diverse perspectives, thoughtfully question prevailing narratives, and take informed civic action. To achieve these outcomes, we propose that all documents that guide curriculum, instruction, and assessment in the Commonwealth of Virginia be revised to reflect the values outlined below. We call for a social studies curriculum that is conceptual, authentic & relevant, inquiry-focused, place-based, skills-centered, and diverse & inclusive.
CONCEPTUAL
Social Studies curricula must be organized around the most essential concepts in order to provide a framework for understanding. Learning in a conceptual manner enables students to attach factual content knowledge to a conceptual framework that promotes deeper learning. This facilitates the transfer of learning to new situations and provides a springboard for students to respond to their learning with action (Erickson, 2008). Further, it develops students’ ability to make similar connections throughout their civic, academic, and work lives.
AUTHENTIC & RELEVANT
Social Studies curricula must be comprised of relevant information and authentic tasks which bring learning to life. Authentic and relevant social studies education empowers students to pursue their own lines of inquiry in the learning process and prepares them with the critical thinking skills necessary to take meaningful action to impact their communities and the world (McNair, 2019; Lewis, Gerber, 2019). The opportunity to “learn by doing” generates relevance by creating connections between the curriculum and the individual lives of students (Hattie, 2008).
INQUIRY-FOCUSED
Social Studies curricula must create a platform for students to create meaning through inquiry and problem-solving (McTighe, Seif, & Wiggins, 2004). Traditionally, standards have been structured as fixed answers to conventional content questions which emphasizes memorization at the expense of critical thinking and creativity. Conversely, inquiry and problem-solving provide opportunities for students to create meaning as they investigate compelling questions. Most notably, the Inquiry Design Model (IDM, Grant, Lee, & Swan, 2015) provides a structure for student inquiry which prioritizes source material and authentic performance tasks.
PLACE-BASED
Social Studies curricula must enable students to see themselves in the larger context of space, place, and time, with an opportunity to learn how local communities connect to the broader story of America and our place in the world. Place-based learning capitalizes on local history, cultures, landscapes, and field experiences as a foundation for learning the broader themes of social studies (Smith & Gruenewald, 2008). This approach allows students to learn about current community concerns and build local partnerships to solve problems. School divisions must have the time, support, and encouragement to develop local curriculum in collaboration with museum educators, local historians, and relevant public officials.
SKILLS-CENTERED
Social Studies curricula must emphasize skill development and fully integrate it with content knowledge. Engaging instruction includes research, structured debate and discussion, and other student-centered learning experiences that incorporate crucial skills for life-long learning. Students must be empowered to examine sources through inquiry, questioning, evaluation, and thoughtful analysis. Facilitating these types of learning experiences challenges students to become responsible and intelligent processors of information and content creators.
DIVERSE & INCLUSIVE
Social Studies curricula must reflect the diversity of the world in which we live and the students we teach. The history of diverse groups should not be peripheral, but embedded within the curricula and explored through first-hand accounts and other source material. All students must have the opportunity to see themselves in the content. This not only generates relevance through personal connections, but it also affirms student agency, humanity, and identity by valuing multiple perspectives (Ladson-Billings, 2009).
As the National Council of the Social Studies (NCSS) states, “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.” In order to achieve this outcome, we need to transform our curricula to reflect the values stated above. As Virginia’s Standards of Learning documents and associated Curriculum Frameworks directly impact social studies instruction and assessment, changes to these documents have the potential to transform how social studies is taught and assessed and help us to realize the vision outlined by NCSS. Our students, and all of the citizens of the Commonwealth, deserve it.
CONCEPTUAL
Social Studies curricula must be organized around the most essential concepts in order to provide a framework for understanding. Learning in a conceptual manner enables students to attach factual content knowledge to a conceptual framework that promotes deeper learning. This facilitates the transfer of learning to new situations and provides a springboard for students to respond to their learning with action (Erickson, 2008). Further, it develops students’ ability to make similar connections throughout their civic, academic, and work lives.
AUTHENTIC & RELEVANT
Social Studies curricula must be comprised of relevant information and authentic tasks which bring learning to life. Authentic and relevant social studies education empowers students to pursue their own lines of inquiry in the learning process and prepares them with the critical thinking skills necessary to take meaningful action to impact their communities and the world (McNair, 2019; Lewis, Gerber, 2019). The opportunity to “learn by doing” generates relevance by creating connections between the curriculum and the individual lives of students (Hattie, 2008).
INQUIRY-FOCUSED
Social Studies curricula must create a platform for students to create meaning through inquiry and problem-solving (McTighe, Seif, & Wiggins, 2004). Traditionally, standards have been structured as fixed answers to conventional content questions which emphasizes memorization at the expense of critical thinking and creativity. Conversely, inquiry and problem-solving provide opportunities for students to create meaning as they investigate compelling questions. Most notably, the Inquiry Design Model (IDM, Grant, Lee, & Swan, 2015) provides a structure for student inquiry which prioritizes source material and authentic performance tasks.
PLACE-BASED
Social Studies curricula must enable students to see themselves in the larger context of space, place, and time, with an opportunity to learn how local communities connect to the broader story of America and our place in the world. Place-based learning capitalizes on local history, cultures, landscapes, and field experiences as a foundation for learning the broader themes of social studies (Smith & Gruenewald, 2008). This approach allows students to learn about current community concerns and build local partnerships to solve problems. School divisions must have the time, support, and encouragement to develop local curriculum in collaboration with museum educators, local historians, and relevant public officials.
SKILLS-CENTERED
Social Studies curricula must emphasize skill development and fully integrate it with content knowledge. Engaging instruction includes research, structured debate and discussion, and other student-centered learning experiences that incorporate crucial skills for life-long learning. Students must be empowered to examine sources through inquiry, questioning, evaluation, and thoughtful analysis. Facilitating these types of learning experiences challenges students to become responsible and intelligent processors of information and content creators.
DIVERSE & INCLUSIVE
Social Studies curricula must reflect the diversity of the world in which we live and the students we teach. The history of diverse groups should not be peripheral, but embedded within the curricula and explored through first-hand accounts and other source material. All students must have the opportunity to see themselves in the content. This not only generates relevance through personal connections, but it also affirms student agency, humanity, and identity by valuing multiple perspectives (Ladson-Billings, 2009).
As the National Council of the Social Studies (NCSS) states, “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.” In order to achieve this outcome, we need to transform our curricula to reflect the values stated above. As Virginia’s Standards of Learning documents and associated Curriculum Frameworks directly impact social studies instruction and assessment, changes to these documents have the potential to transform how social studies is taught and assessed and help us to realize the vision outlined by NCSS. Our students, and all of the citizens of the Commonwealth, deserve it.
Banner Image: Barbara Johns Civil Rights Memorial, Virginia State Capital; image source: Civil Rights Memorial in Richmond - Encyclopedia Virginia
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