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ERIC Number: EJ784839
Record Type: Journal
Publication Date: 2005
Pages: 5
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1056-0300
Walls, Towers, and Sphinxes: Multicultural Concept Construction and Group Inquiry
Bisland, Beverly Milner
Social Studies and the Young Learner, v17 n4 p8-12 Mar-Apr 2005
One can easily identify the United States of America by the Statue of Liberty, France by the Eiffel Tower, Egypt by its Great Sphinx, and China by its Great Wall. What do these landmarks tell people about these places? What are the characteristics of the place and culture that are symbolized by these landmarks? These questions can serve as the framework for a multicultural inquiry into landmarks that moves students towards an understanding of the unique histories and accomplishments of many of the societies that are now part of America's cultural landscape. To create a multicultural study of landmarks for young children, it is necessary to first help students construct and acquire an understanding of the concept of landmarks and be able to apply this understanding to their prior knowledge. There are several strategies for developing an understanding of concepts. In one strategy, the student studies examples of the concept, determines common attributes, and gives the concept a name or label. In another strategy the teacher names the concept for students first and asks students to discuss attributes and find examples of the concept. In this article, the author describes an example that uses the second strategy to develop the concept of landmarks. (Contains 13 notes.)
National Council for the Social Studies. 8555 Sixteenth Street 500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800: Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A