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4 Social Studies and the Young Learner

Social Studies and the Young Learner 31 (2) pp. 4–10

Using Social Studies to Lead Project-Based Learning: An Innovative Teacher’s Story Patti Brooks and Tracy C. Rock

Teachers across the nation and world are experimenting with inquiry-driven pedagogy like Project Based Learning to improve student learning. Project Based Learning (PBL) is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. PBL is an effective and enjoyable way to learn and allows deeper content and skill development that is needed for success in college, career and civic life.1 In addition to improving the teaching and learning experience, research and teacher experience shows that PBL has the potential to address standards, allow for technology integration, connect students and schools with the community and the world, and promote educational equity.2 A review of the research shows PBL instruction in prekindergarten through 12th grade has produced improved content learning, increased levels of engagement and positive perceptions of the subject matter. With such a clear research base supporting its effectiveness, project-based learning appears to offer the possibility of improved learning outcomes to a broader range of students than traditional instructional methods.3

The PBL approach to teaching and learning aligns well with recent developments in the standards movement within Social Studies education. The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History, “focuses on inquiry and emphasizes the disci- plinary concepts and practices that support students as they develop the capacity to know, analyze, explain, and argue about interdisciplinary challenges in our social world.”4 The C3 Framework offers guidance and support for developing informed inquiry in the social studies through a set of four interconnected dimensions: 1. Developing questions and plan- ning inquiries; 2. Applying disciplinary concepts and tools; 3. Evaluating sources and using evidence; and 4. Communicating conclusions and taking informed action. These “dimensions of informed inquiry” will be referenced throughout the article.

Both the C3 Framework and PBL pedagogy encourage the use of compelling and supporting questions as a central ele- ment of the teaching and learning process. The act of question- ing is key to student learning and these compelling questions are often best explored through the use of multiple disciplines. This approach to teaching and learning requires careful atten- tion to meaningful integration and a commitment to remain diligent yet flexible to the learning process. This is required in order to be responsive both to the needs of the learner and the demands of rigorous disciplinary thinking. As a result, there

have been challenges to the utility of student-centered, inquiry based teaching. Some researchers assert that the ideals of con- structivist PBL may fall short of intended outcomes by leaving too much at the discretion of novice learners. It is suggested that leaving students to “self direct” their own learning can result in inaccurate assumptions, misconceptions, and “moving in wrong directions.” Evidence from classroom-based case studies suggests that adherence to a highly student-centered approach that does not promote strategic teacher intervention and guid- ance may prove inefficient and/or ineffective. Researchers have concluded that teacher involvement and guidance is needed for optimal learning.5

How do elementary school teachers plan, organize, and facilitate for effective learning experiences using PBL? How can social studies content be integrated within PBL to support meaningful and powerful teaching and learning experiences? What are the challenges that emerge as teachers engage in this complex interplay of integrating curriculum across content areas with goals of higher level thinking and problem solving as outcomes? Can students show growth on standardized assess- ments in reading, math, and science as they also develop his- torical thinking skills? This article addresses these questions, and may raise additional ones, as one innovative teacher shares her lived experience of implementing PBL in an elementary school classroom. Patti’s story is important to share as we con- tinue to build a vision for the value and role of social studies

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content in a 21st century elementary classroom.

Patti’s Story For years I have struggled to create a rigorous, totally integrated curriculum that produces higher level thinking experiences for my fifth grade students. It does not matter how much tech- nology I use or how many STEM projects I do, I continue to produce the same results. My students struggle to learn difficult science topics like El Niño and convection currents. Their lack of schema makes it nearly impossible for them to fully grasp and hold on to this new knowledge. We work the same type of math problem over and over because they struggle to picture the scenario in their minds. It is beyond frustrating. Even more so, my students are lacking the glimmer that speaks of their love for education. They seem to have no anticipation for their future. School becomes a place that crams information into their minds so they can produce on the end of grade test instead of a place that challenges them to think and create, to

problem-solve and communicate just as real jobs require. I want to produce students who know content but also have passion and creativity. When my students leave me, I want them to be productive citizens who are able to think for themselves and solve the world’s problems all while remembering lessons from history. It is in this struggle that my story begins.

During training in project-based learning, I begin to won- der: What if I recreate history as a first-person narrative and my students experience life as those living through it would have? At the same time, science and math activities can relate to the narrative. We will read historical fiction to set the scene and empathize with the characters because we too will “live through their struggles.” Soon enough, I have a chance to put these musings into practice.

We begin in 17th century England and work to understand why these people are willing to risk their lives going to the New World. Each student is given a role to play in the thinking process (Handout, p. 6). Some are educated gentlemen, some

6 Social Studies and the Young Learner

Sources for student research: www.localhistories.org/stuart.html and faculty.history.wisc.edu/sommerville/361/361-02.htm.

The Life Left Behind It is the Year of Our Lord 1606, and you are living in Hinwick, a hamlet in Bedfordshire, England. You are a peasant who works in the

field planting and harvesting crops, as your parents did before you. Rumors are spreading that three ships will soon set sail for the

English colony in the New World. You may have a chance to secure passage on a ship with the Virginia Company. The risks of taking

this path are great. The voyage is long, and life in the New World can be a struggle, but the adventurer in you is curious.

You must decide in the next few days whether you want to risk your life by going on this adventure. Here are research questions to

help you think about what you will be leaving behind if you travel to the New World. Answer on a separate sheet of paper.

Research what life was like in 17th Century England

What was life like as a peasant in the English countryside? (Food supply, work, family)

_____________________________________________________________________________________________________________

What was the education for peasants? (For nobility? For clergy?)

_____________________________________________________________________________________________________________

What was the geography of the English countryside? (agricultural innovations)

_____________________________________________________________________________________________________________

How was the government set up? (kings, queens, parliament)

_____________________________________________________________________________________________________________

What was the economy of England? (agriculture, London, overseas trade and colonies)

_____________________________________________________________________________________________________________

What was the religion of the people and of the monarchy? (the Reformation)

_____________________________________________________________________________________________________________

What was English culture in this age? (Renaissance art, theatre, music, and literature)

_____________________________________________________________________________________________________________

HANDOUT Social Studies and the Young Learner 31 (2)

November/December 2018 7

are peasants, and some have specific jobs such as doctor and clergy. I give my class leader the role of John Smith. We all decide the risk is worth it to escape life in England and board the ship headed for the New World. We read-aloud Blood on the River, by Elisa Carbone and experience the harshness of sea life.6 Each day, I offer a problem or question that brings in math and science (C3 Dimension 1). Why does our ship not travel due West but instead goes South, then West, then North up the coast? We pause to study Trade Winds and the Gulf Stream. We are also hit by a hurricane while on board and pause to study this weather topic. It is at this moment that I know my idea will work. A small group of students, of multiple levels, come to me during our research and say, “Can we borrow the globe and some yarn? We want to demonstrate the Coriolis Effect” (C3 Dimension 2). I sit down and watch my 21st century students emerge. I am literally floored. This is the first time that my class fully understands why the trade winds blow.

We stop multiple times to trade with the Natives and re- supply our ship. Math word problems, such as the examples on page 8, are difficult but my students now have the ability to picture the objects as we are living through the examples. Light bulbs go off for them and for me. Project-based learning is giving my students the necessary schema to truly comprehend math and science. Working in small groups to research and creating a space to peer teach is so much more meaningful.

Before we reach Jamestown we pause to look at the perspec- tive of the Native people. First we study primary and secondary source paintings from the early explorers to gauge what the English perspective would have been of the Powhatan (C3

Dimension 3). We research their traditional ways of life and come away with appreciation, not judgment. My students now have a better understanding for why conflict arises so quickly (C3 Dimension 4).

The first true PBL project comes as we step off the ship and claim our land in the name of the King. Our first task is to build our houses. With each student’s role already set, it’s humorous to see “the gentlemen” sitting around the room being “lazy” as the peasants attempt all the work. I let the arguing and complaining go on for many minutes before we re-group for discussion. This simulation gives great understanding to the early problems of the colonists.

We use three-foot dowel rods and rubber bands to build our houses. Each group is given a rubric with the scoring criteria and requirements of their house, which includes being able to sleep four people. At this point I can see their 21st century skills emerge. They are using the engineering design process as they evaluate and rebuild. I see my students communicating and collaborating just as they will in their future jobs. I have multiple students ask how to become engineers and I have girls discovering their design ability and want to learn more about architecture. It is during this first official PBL experience that I am truly able to see the potential of 21st century teaching.

After we build our houses, we stop to study area and volume. We learn what geometric shapes are best for holding weight and then redesign and rebuild our houses with our new knowledge. Each person uses the rubric to score each group’s house and the class adds the scores to choose the house we will build a roof on and display in our school.

8 Social Studies and the Young Learner

After our houses are built and we attempt to settle into our new home, we all become sick with dysentery. We pause to study estuaries. When our supplies run low, we pause to learn more about the edible plants and animals of our aquatic eco- systems. We are also tasked with finding out why the mosquitos are so bad at night. We pause to study land and sea breezes. All the while integrating all subjects into this storyline and practic- ing the 21st century skills of communication, collaboration, critical thinking and creativity (C3 Dimensions 1, 2, 3, and 4).

This is only the first unit of PBL integration. Our story continues as we build wagons to travel down the Great Wagon Road on our way to North Carolina to start a plantation. We learn heat transfer on the trail as we watch a blacksmith re-shoe our horses. We learn about force and motion as our wagons traverse multiple terrain types. We learn weather and El Nino climate patterns as we attempt to grow cotton and tobacco. We are called to serve in General Washington’s Continental Army as a camp doctor at Valley Forge and learn about bacteria and body systems. We visit our local community college’s biology lab and learn how to kill bacteria properly, and then create our own prototypes of contraptions to use in the camp and/or in today’s times to sterilize things like silverware. Then we decide we will join a wagon train and head to Oregon. Lots of us “die on the trail” as we spin the wheel of fate a few times every day. Snakebite, dehydration, drowning, oxen deaths, wagons break- ing down, you name it and we experience it. We learn more force and motion as we labor on the transcontinental railroad. And we stand up in the Second Continental Congress to argue our country’s fate (C3 Dimensions 1, 2, 3 and 4).

There were struggles and successes during these lessons. In those first few weeks of school, I carve out time to practice the engineering design process with non-academic challenges. I have to intentionally teach effective communication and col- laboration skills. I even make an anchor chart called, “What to Do with Arguments.” We spend hours practicing presentation skills, and it takes about five science presentations to perfect their skills. I quickly learn my class average in reading is two grade levels behind and math is not much better. During our first research project I discover most of my students do not know how to do an online search. When they do find relevant material, they struggle with reading it. YouTube is their go-to source, which leads them down a rabbit hole and they end up with nothing to prove their learning. To begin to address these challenges, I create hyperdocs to scaffold their research and to keep them on track with web searches. I find websites appropri- ate for their reading level and link them to the document. I ask leading questions that students answer with the help of their partners and their web research. I accept any volunteer who is willing to come to my classroom and just sit with groups as they read and think out-loud. It is months before we have basic research skills mastered. I give an enormous amount of feed- back individually, with mini-lessons and seemingly thousands of small group discussions. Fortunately, with all these scaffolds in place and the help of a few class leaders, their academic and creative sides eventually shine through.

I also realize quickly that full group discussions are still needed and meaningful to elementary age students. I continue to have full group content reading each day, science or social

The Natives row out in a canoe to your ship. Everyone on board the ship is afraid. Captain Smith begins talking to them with hand

gestures and a strange language. You watch and listen. Their canoe is filled with locally grown fruits and vegetables, and there is more

on shore. They are willing to trade food for iron tools and other things. This is good news indeed.

A. Aboard your ship there are 52 men and boys. You must sail for 120 days. Each sailor needs to consume at least 8 ounces of food per

day to survive. How much food, by weight in ounces, must be carried on the ship to keep everyone alive for this voyage?

_____________________________________________________________________________________________________________

B. Each sailor must drink 64 ounces of fresh water per day to survive. How much fresh water will you need to hold in barrels to survive?

_____________________________________________________________________________________________________________

C.Your journey lasts 4 months, or 120 days. After 3 months (or 90 days) you stop in Puerto Rico to resupply your fresh water.

How much water will you need to restock for the last month of the trip?

_____________________________________________________________________________________________________________

Math Word Problems: Trading with the Natives

Teacher’s Key for Math Word Problems: A. 49,920 dry oz. of food; B. 399,360 fl. oz. of water for the voyage; C. 99,840 fl. oz. of water for 30 days.

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studies related, in addition to their small group research, as summarized in their hyperdocs. We still have SSR and guided reading that follows a more traditional reading model yet is necessary to fully develop good readers. Our writing studies follow our historical narrative or science topic. For example, we wrote a position paper on our Native American conflict study, a memoir on a moment in our life when friction caused us injury and a research paper on the three regions of the 13 colonies, all while incorporating research collected in our hyperdocs and lived experience.

I continue to have a math mini-lesson daily, using the county curriculum, and I pull small groups to check for understanding as the class works in groups to solve the math challenge problem related to our historical narrative. I still give formative assess- ments during a unit and End Of Grade (EOG) style summative assessments in both math and science. For morning work, I give EOG style math and science spiral review questions so they are familiar with turning their lived experience into solving EOG questions. Other grades come from their completed hyperdocs and creating tech presentations, with a science demonstration, and presenting it to the class or other grade levels. This too gives them practice with the four C’s. Each PBL project is also graded with a rubric, accompanied with a presentation, usually with a small group. Grading changes with using PBL but it is still pos- sible to authentically assess and have enough scores to fill your gradebook.

Honesty and transparency were promised. Readers should know that this did not happen quickly or easily. I had three years of additional professional development provided by my county in the areas of STEM and technology integration. I dabbled with PBL for many years trying to find what works best for 5th graders. I also attended graduate school pursuing a STEM concentration in the middle of practicing PBL which gave me an additional research base from which to draw. I am now in my second year with full PBL integration and am just now feeling confident in my effectiveness. Please hear me say it will take time to perfect your methods but learning, trying and failing are all important steps to your success. You have to have the personality that pushes you through difficult tasks and refuses to give up because you believe it’s what is best for students. You will have to work twice as hard and twice as long as you normally do. You will doubt your decision many times but I can promise you on the last day of school as you look out upon your students, you will realize you did your stu- dents a great service. You set them up for future success. They will have a base set of 21st century skills that will ready them for jobs that have yet to be invented. Many of them will find their passion and release unknown abilities in the projects you create. They will leave you with confidence in themselves and understand that challenges require hard work and extra effort. These lessons are well worth any extra effort on our part. One can find many reasons not to try PBL and I understand each one of them. Using this method of integration allows students

the opportunity to make sense of the world in an authentic way. It allows the curriculum to have a coherent storyline that gives students a framework to organize their thinking and to understand history from a first-person perspective. And yes, our EOG growth data can add merit to the discussion as we grew eight percent in reading, 14 percent in math and 40 per- cent in science. Social studies is currently not tested in an EOG standardized format.

Project-based learning is the catalyst that creates 21st century skills along with content knowledge learned through hands-on inquiry, but more importantly, PBL grooms children to become good, productive citizens. That, my friends, is the pedagogy by which I chose to become a teacher and will continue to promote and practice.

Conclusion Patti’s story reveals that using social studies content within an interdisciplinary inquiry-based curriculum has the power to bring meaning and focus to the learning experience. The narrative of historical events and people provided the criti- cal context to give value, interest and meaning to the desired conceptual and skill-based learning that was being developed. The fifth grade students were immersed in historical thinking as they were constantly challenged with the themes of Change, Continuity, and Context; Perspectives; Historical Sources and Evidence; and Causation and Argumentation (C3 Dimension 2). The major challenge for Patti was achieving the appropriate balance of providing scaffolded support while also respecting

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the students’ inquiry process. Patti’s engagement in constant, ongoing reflection on practice through analysis of formative assessment data appears to be an appropriate method for addressing this pedagogical challenge. Young people, now more than ever, “need the intellectual power to recognize societal problems; ask good questions and develop robust investiga- tions into them; consider possible solutions and consequences; separate evidence-based claims from parochial opinions; and communicate and act upon what they learn.”7 Patti’s story from the classroom provides evidence that PBL, when grounded by social studies content and paired with sufficient teacher guid- ance, is a pedagogy that holds great promise as a method for meeting these goals.

Notes 1. “Why Project Based Learning (PBL)?” (Buck Institute for Education, 2017),

www.bie.org/about/why_pbl. 2. Buck Institute for Education. 3. M. Holm, “Project Based Instruction: A Review of the Literature on Effectiveness

in Prekindergarten through 12th Grade,” River Academic Journal 7, no. 2 (2011): 1–13.

4. NCSS, The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K–12 Civics, Economics, Geography, and History (Silver Spring, MD: NCSS, 2013): 6.

5. P. A. Kirschner, J. Sweller, and R. E. Clark, “Why Minimal Guidance during Instruction Does Not Work: An Analysis of the Failure of Constructivist Discovery, Problem-based, Experiential, and Inquiry-based Teaching,” Educational Psychologist 4, no. 2 (2016): 75–86; P. C. Blumenfeld et al., “Motivating Project-based Learning: Sustaining the Doing, Supporting the Learning,” Educational Psychologist 26, no. 3&4 (1991): 269–398.

6. Elisa Carbone, Blood on the River (New York: Puffin Books, 2007 ). 7. NCSS, 6.

Patti Brooks is a Teacher at Lincoln Charter School, Lincolnton, North Carolina. [email protected]

Tracy C. Rock is a Professor in the Department of Reading and Elementary Education at the University of North Carolina Charlotte, North Carolina. [email protected]

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