Abstract
How can I creatively and effectively maximize content relevance in the social studies classroom?
In a world where knowledge in math and science is encouraged in the masses, history has become increasingly less popular and takes a back seat to Science, Technology, Engineering and Math. As a social studies teacher, I view this as a real challenge facing our students, removing a common stigma that social studies only consists of learning about past events that do not influence life today, and in the future.
Originally, I sought out this program for the purpose of maximizing my effectiveness as a teacher. Upon taking various classes within the New Literacies and Global Learning program, I learned that in order to do that, I must make the content connect to the students for optimal engagement in the classroom. When social studies content is approached without the relevance piece, it becomes difficult to motivate students to make connections in the content.
The challenge facing social studies teachers, in removing this stigma attached to the content, is one that must be faced head on. Teachers must connect the content to their students and include student needs and wants in the learning process. Throughout the program, I learned that teaching cosmopolitanism, teaching the PBI model, using inquiry in the classroom, and creating an environment of learner agency are creative and effective ways to maximize content relevance. When maximizing content relevance creatively, and effectively, students become interested in rigorous activities in the classroom, and make connections applicable in all avenues of life. In my own classroom, the work and engagement levels of my students has produced results of content mastery, and a welcoming environment that embraces diversity and open-mindedness.