Veterans History Project
http://www.servicelearning.org/slice/index.php?ep_action=view&ep_id=259

Brief Description: Students create video and audio oral interviews with veterans from World War II to the present. They will contact veterans and veterans groups, set up the appointments, prepare the questions, learn how to use the audio or visual equipment, and conduct the oral interviews. The completed interviews will become part of the Folk Life Collection of the Library of Congress.

This particular service learning project almost entirely fulfills all the benefits and best practices described in the Inquiry Learning in Social Studies concept map. The service learning lesson plan requires that the students form the questions that will be used in the interview. Students must also choose the group of veterans they will interview, in addition to deciding between an audio or visual approach. All of these requirements enable the students to take ownership and control of their learning, while also teaching them to think and act critically. Choosing to interview the veterans of World War II connects the students life with the lives of those learned in a history book.
The methods of inquiry learning used in this lesson closely reflect the strategies mentioned in the concept map; especially the proposal to delegate tasks such as observation and recording to the students, allowing for a better understanding of social studies. After the students carry out the interviews, the completed version is submitted to the Library of Congress and each student then writes a reflective essay outlining their experiences during the project.
The Veterans History Project addresses all of the challenges and concerns mentioned on the concept map. Although most of the project relies on the student, strategies and expectations are in place to guide them through the project. The profusion of student participation might shock some teachers, but by allowing the students to take control of their learning experience and setting lofty goals (Library of Congress), students will, in my opinion, choose to contribute.
As a social studies teacher, I would definitely consider implementing this lesson plan into my classroom. Not only is it a great inquiry learning project, but it also recognizes the importance of oral history while recognizing the heroes of the past.

Inquiry learning and technology

Inquiry learning can be integrated into every subject area, social studies in particular. Inquiry based learning teaches students to take charge of their learning by allowing them to explore the world and ask questions which, in turn, leads to more questions and more learning. Zahra’s chosen article, Computer Simulations: Technological Advances in Inquiry Learning, stresses that technology-based inquiry learning without guidance can hinder learning. The author of the article states that without direction, students have trouble making predictions, interpreting data and in some cases, arrive at the wrong conclusions completely.
This article raises a point when incorporating inquiry learning into the classroom-students still need guidance. As a teacher, I hope to offer prompts, thoughtful questions and guidelines to steer my students through their inquiry learning. Although I agree with the author of the article, I wonder if directed inquiry learning can still be considered inquiry learning. What are your thoughts?

Blog, Wiki & Podcast

http://blogs.riceville.k12.ia.us/ss/6grade/
This is the link to a blog ran by a 6th grade social studies class. Although the teacher is obviously the facilitator of the blog, the students contributions occupy most of the space. Topics range from walruses to the people in Afghanistan and parent comments are welcome. Students obviously take charge of their learning, all the while knowing that their input can be read around the world. I think its not only a great way to learn cooperatively but also a way for the students to become accountable for their work.

http://studyingsocietiesatjhk.pbworks.com/
The wiki I chose was created by a teacher to re-emphasize the information taught in class. The wiki provides links to additional information that might not have been covered in class. Creating a wiki allows students to direct questions both to the teacher and other students taking the classroom outside the school.

http://americanhistoryrules.blogspot.com/2009/08/welcome-podcast.html
This podcast is only one of the many ways Mr. Taft integrates technology into his 8th-grade American history class. He uses the podcast to review for tests, give class announcements, and introduce primary resources such as speeches to his students. Mr. Taft also broadcasts his students work. This podcast was the first I had ever listened to but now that I have, I plan to implement it into my classroom.

Blog Assignment #1

Why should technology be integrated into social studies classrooms? How has the learning from our first session influenced your answer? Please support your views with content from the readings.
Technology absolutely amazes me! Words and phrases like “blog,” “twitter,” and “rss” are familiar to me, in that, I’ve heard about them but never implemented them into my daily routine. After my brain woke up from “technology overload” following the last class and focused on the reading, I realized my responsibility as a teacher was to educate myself as much as possible about the use of technology. The wealth of accessible knowledge available through the Internet benefits us as social studies teachers especially. Admission into national museums, libraries, and even different countries once visited only thorough extensive travel and wealth can now be accessed by a few clicks of the mouse.
Understanding the language of the Internet including its grammar prevents time wasted exploring irrelevant or inappropriate sites. After reading chapter two, I diagnosed myself as having “googlitis”. Simply put, I google everything. The concept of using specific search engines to research particular information had never entered my mind or my research habits. I only wish I had known this information during my undergrad years of research papers!
The idea of incorporating student blogging into the curriculum had never occurred to me until reading chapter six but it is something that I plan to use in my own classroom. I understand the concerns of some of the skeptics, but in my opinion, the good far outweighs the bad, especially when otherwise doubtful students become excited about learning. Although an incredible avenue of learning, teachers have to be extremely cautious about protecting student’s personal information in addition to monitoring student subject matter and discussions. Technology is a permanent part of today’s society and as teachers, it is our job is to give our students the tools to become productive, responsible technology users.