Integrating Social Studies And The Arts

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The integrated study of content areas allows for the engagement of students through the purposeful application of content knowledge. Social studies is a content area that can be effectively integrated with multiple aspects of the arts, including visual arts, drama, and performance. Teachers can design meaningful learning experiences that are cross-curricular and guide students in the development of interdisciplinary skills, within content area contexts, establishing a connection that encourages exploration, discovery, and expression.

Part 1: Social Studies and Arts Learning Activity

Research and examine a variety of teaching and instructional strategies for activities that engage students in complex thinking and meaningful tasks and lessons that integrate social studies and the arts.

For this assignment, complete the “Social Studies and Arts Learning Activity” template to plan for instruction by developing a learning experience that integrates social studies and the arts and uses various forms of communication with interdisciplinary connections of real-world knowledge and skills.

Select a grade level, K-8, and a state standard in social studies and one in the arts that can be met in your learning activity.

The “Social Studies and Arts Learning Activity” template includes:

  • Social studies standard, arts standard, and grade level
  • Learning objectives
  • 100-150 word description of the learning activity that integrates social studies and the arts
  • Instructional strategy

Part 2: Reflection

In 250-500 words, summarize and reflect on integrating social studies and the arts into one lesson. How does your learning activity and instructional strategy foster the development of critical thinking and problem-solving skills in the content area of social studies and various forms of the arts? Explain how you will use your findings in your future professional practice.

Support your findings with at least two scholarly resources.

Planning Instruction For Diverse Students

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Howard Gardner developed the theory of multiple intelligences to categorize types of students. Some students exhibit several of the intelligences, while others may reflect only one. The intent of understanding Gardener’s theory is to engage and motivate all students by developing instruction through varying activities.

For this assignment, complete the “Planning Instruction for Diverse Students” template based on the following scenario:

Ms. Allen, a sixth grade teacher, is about to teach a lesson on plot development and resolution. She knows she has a wide variety of students in her class with specific strengths, and wants to draw upon them to maximize student attention and learning. Ms. Allen knows using an anticipatory set will activate prior learning, as well as engage and motivate the students initially, but she also knows varying her instruction to serve her students’ needs is imperative.

Review the lesson plan included on the “Planning Instruction for Diverse Students” template.

Determine how Ms. Allen can develop specific learning opportunities based on Gardner’s theory of multiple intelligences.

For each of the intelligences listed, design a developmentally appropriate lesson activity Ms. Allen could incorporate to increase student engagement and learning.   Each explanation should be 50-100 words and based on Gardner’s theory.

Support your findings with 2-3 scholarly resources.

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented, using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

 

Planning Instruction for Diverse Learners

Sample Lesson Plan

Name: Trisha Allen

Grade/Topic: 6th Grade ELA

Lesson Name: Plot Diagram

National/State Learning Standard: Arizona’s English Language Arts Standards – 6th Grade 6.RL.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Academic Language: Exposition, conflict, rising action, climax, falling action, resolution, plot, plot diagram

Specific Learning Targets/Objective: Students will be able to identify story elements of a fable and defend why they would be defined as exposition, conflict, rising action, climax, falling action, and resolution.

Anticipatory Set: Students will watch a brief video that introduces a plot diagram through the Disney movie “The Lion King.” Throughout the video, students will be asked if they can identify other favorite movies (or books) that contain a coinciding element of the plot diagram. Students will use these examples later on in the lesson.

Multiple Means of Representation: Define vocabulary and provide specific examples of these terms in various books, fables, and or movies. Explain that as a story progresses, characters’ actions generally follow a predictable format. Using an example of a recent animated blockbuster movie, have students identify the different aspects of the plot diagram.

Multiple Means of Expression: Students will diagram the plot of a short fable using vocabulary from the lesson. Students will defend their rationale on the provided diagram sheet.

 

Differentiating for Diverse Learner

Multiple Means of Representation: Define vocabulary and provide specific examples of these terms in various books, fables, and or movies. Explain that as a story progresses, characters’ actions generally follow a predictable format. Using an example of a recent animated blockbuster movie, have students identify the different aspects of the plot diagram.

Howard Gardner’s Multiple Intelligence Theory Lesson Activity
Interpersonal

Intelligence

 

Example:

Place students in groups of six. Each student will be assigned a vocabulary word with an accompanying example and he or she will become the vocabulary word expert. Each student will then teach their vocabulary word with its accompanying example to the other five students.

This activity meets the interpersonal intelligence by encouraging students to talk with each other while developing an understanding of the content.

 

  

 

 

 

 

 

 
Intrapersonal Intelligence  
Logical-Mathematical

Intelligence

 

  
Visual-Spatial

Intelligence

 

  
Musical

Intelligence

 

  
Bodily-Kinesthetic

Intelligence

 

  
Naturalist

Intelligence

 

  
Verbal-Linguistic

Intelligence

 

  

 

References

 

 

 

 

 

© 2018 Grand Canyon University. All Rights Reserved.

Program Handbook

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  • The information should contain relevant information about the program. Students should reflect an understanding of the topics addressed in each module in a parent-friendly language.

Purpose: This assignment aims to help students understand major theories of early childhood education that include the physical, social, emotional, and cognitive development of young children. Please review the rubric criteria (Links to an external site.) that will be used in grading this assignment.

Write the school philosophy containing:

  • Name of the school
  • Theoretical foundations and rationale of school philosophy (300 words)
  • Mission statement (50)
  • Vision statement (50)
  • School philosophy based on theoretical foundations of the program and a rationale for selecting this program (300 words)

Write a program description including:

  • The role of the teacher, the parents, the children, and the environment in connection with school philosophy (150 words)
  • Program or curriculum (150 words)
  • How the program meets developmentally appropriate practices (DAP) (150 words)

Describe the environment:

  • Materials and room arrangement connected with school philosophy
  • Explain how materials and room arrangements support children’s learning

Explain discipline policy:

  • Discipline policy should be connected with school philosophy. You might want to read Bredekamp chapter 14 (150-300 words)

Graduate Education Assistance

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Topic 5 – Class Profile

Student Name Grade English Language Learner Socio-economic Status Ethnicity Gender IEP/504 Other Reading Performance Level Student Interests
Eduardo 8 Low Intermediate Mid SES Hispanic Male No Tier 2 RTI for reading One year below grade level Playing percussion in the school band
Jade 9 No High SES African American Female No None At grade level Cheerleading; reading young adult literature
Lolita 10 No Mid SES Native American/

Pacific Islander

 Female None Little access to technology at home One year above grade level Basketball team member; taking care of her two younger siblings
Kent 11 No High SES White Male Emotionally disabled None At grade level Alternative music; drawing and art class
Ines 12 High Intermediate Low SES Hispanic Female Learning disabled (Dyscalculia) Tier 2 RTI for math One year below grade level Working at the local coffee shop; member of the soccer team

 

© 2019. Grand Canyon University. All Rights Reserved.

 

© 2019. Grand Canyon University. All Rights Reserved.