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ERIC Number: EJ824878
Record Type: Journal
Publication Date: 2008
Pages: 4
Abstractor: ERIC
ISSN: ISSN-1056-0300
How a Primary Teacher Protects the Coherence of Her Social Studies Lessons
Alleman, Janet; Brophy, Jere; Knighton, Barbara
Social Studies and the Young Learner, v21 n2 p28-31 Nov-Dec 2008
Teaching social studies for understanding is complicated and challenging, but is rewarding when done effectively because students often exceed expectations. They construct understandings of the content, acquire a language to talk about it, and find a host of examples for applying it to their lives. Barbara Knighton, one of the authors of this article, is an early elementary teacher whose social studies lessons focus on developing this level of understanding. Through a dozen years of collaboration that has included analyzing over 100 audiotapes of her social studies instruction, the authors (J. A. and J. B) have learned an enormous amount about her pedagogy and what goes into her decision making. In this article, the authors describe two of Barbara's primary strategies for establishing and protecting coherence in her social studies teaching. The authors first describe how she protects coherence within lessons by sticking with prototypical examples to establish basic ideas firmly before addressing potentially confusing complications. Then, they describe how she increases coherence across lessons by foreshadowing upcoming lessons and tying back to previously taught lessons. (Contains 4 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:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A