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Social Studies Learning
Activity Types1,2
Of the
forty-four social studies learning activity types that have been
identified to
date, seventeen are focused upon helping students build their knowledge
of
social studies content, concepts, and processes. Twenty-seven
provide students with
opportunities to express their understanding in a variety of ways. Six of these knowledge expression
activity types emphasize convergent
learning and twenty-one of these activity types offer students
opportunities to
express their understanding in divergent
ways. The three sets of activity
types (knowledge building, convergent knowledge expression, and
divergent
knowledge expression) are presented in the tables that follow,
including
compatible technologies that may be used to support each type of
learning
activity. Specific software titles and Web sites listed in the Possible
Technologies column are meant to be illustrative, and are not
necessarily
endorsed by the taxonomy authors.
Knowledge Building
Activity Types
Table
1: Knowledge Building Activity Types
|
Activity Type |
Brief Description |
Possible Technologies |
|
Read Text |
Students extract information
from textbooks, historical documents, census data, etc.; both
print-based and digital formats |
Digital archive, Web site,
electronic book, audiobook
|
|
Read Maps, Charts and Tables |
Students extract and/or
synthesize information from maps, charts and/or tables |
Textbook supplement, Web-based
datasets (e.g., CIA World Factbook) |
|
View Presentation |
Students gain information from
teachers, guest speakers, and peers; synchronous/asynchronous, oral or
multimedia |
Presentation software,
videoconferencing, video creation software (e.g. Movie Maker, iMovie), concept mapping software |
|
View Images |
Students examine both still and
moving (video, animations) images; print-based or digital format |
Presentation software, word
processor, video creation software (e.g. Movie Maker, iMovie), image
sharing sites (e.g. Flickr.com) |
|
Listen to Audio |
Students listen to
audiorecordings of speeches, music, radio broadcasts, oral histories,
and lectures; digital or non-digital |
Digital audio archive, podcast (e.g., “Great Speeches in History,” etc.), audiobook |
|
Take Notes |
Students record information from
lecture, presentation, and/or group work |
Word processor, wiki, concept
mapping software |
|
Discuss |
In small to large groups,
students engage in dialogue with their peers; synchronous/asynchronous,
structured or unstructured |
Discussion forum, discussion in a
wiki and a blog |
|
Debate |
Students discuss opposing
viewpoints; formal/informal; structured/unstructured;
synchronous/asynchronous |
Discussion forum, discussion or
commenting in a blog and a wiki |
|
Experience a Field Trip |
Students travel to physical or
virtual sites; synchronous/asynchronous |
Virtual fieldtrip,
presentation, video creation software and/or Google Earth to develop
their own virtual tours |
|
Sequence Information |
Students sequence information,
data and/or documents in chronological order |
Timeline creation software,
video creation software (e.g. Movie Maker, iMovie) |
|
Consider Evidence |
Students explore a variety of
types of evidence (e.g., historical documents, photographs, data)
related to a topic or question |
Digital archives, extant data
sets (e.g., U.S. Census data), Historical Scene Investigation (HSI) |
|
Compare/Contrast |
Students interrogate information
to understand multiple characteristics, evidence, and/or perspectives
on a topic |
Concept mapping software, word
processor, spreadsheet, digital archive |
|
Engage in a Simulation |
Students engage in paper-based
or digital experiences focused on a content topic which mirror the
complexity of the real world |
Content-specific simulation
(e.g. Fantasy Congress, Stock Market Game) |
|
Conduct an Interview |
Face to face, via
audio/videoconference, or via email students question someone on a
chosen topic; may be digitally recorded and shared |
Video creation software (e.g.
Movie Maker, iMovie), audiorecorder, digital camera |
|
Research
Used in:
Tracking Armadillo's Journey (3rd grade) |
Students gather, analyze, and
synthesize information using print-based and/or digital sources |
Digital archive, word
processor, concept mapping software to structure |
|
Engage in Artifact-Based Inquiry |
Students explore a topic using
physical or virtual artifacts, including data, text, images, etc. |
Digital archive |
|
Engage in Data-Based Inquiry |
Using student-generated data or
print-based and digital data available online, students pursue original
lines of inquiry |
Digital archive, extant data
sets (e.g., C.I.A. World Factbook, U.S. Census data, Thomas),
student-collected data, spreadsheet |
Knowledge
Expression Activity Types
Teachers are
able to determine what students have learned by reviewing their
“performances
of understanding” (Wiske, 1998) -- students’ expressions of knowledge
related
to the learning goals targeted.
Opportunities for students to express their
knowledge can be incorporated
during a unit of study (as part of formative assessment) or at the
conclusion
of a unit (as a summative assessment).
At times, social studies teachers deem it
appropriate for all students
to come to a similar understanding of a course topic.
This kind of understanding is expressed
by engaging in convergent knowledge
expression activites, as detailed in the table below.
Table
2: Convergent Knowledge Expression Activity
Types
|
Activity Type |
|
Possible Technologies |
|
Answer Questions |
Students respond to questions
using traditional question sets or worksheets, or through the use of an
electronic discussion board, email or chat |
Word processor, concept mapping
software, discussion forum, student response system (SRS) |
|
Create a Timeline |
Students sequence events on a
printed or electronic timeline or through a Web page or multimedia
presentation |
Timeline creation software,
presentation software, concept mapping software, word processor |
|
Create a Map |
Students label existing maps or
produce their own; print-based materials or digitally |
Scanner, outline map available
online, Google Earth, presentation software |
|
Complete Charts/Tables |
Students fill in teacher-created
charts and tables or create their own in traditional ways or using
digital tools |
Word processor, concept mapping
software |
|
Complete a Review Activity |
Students engage in some form of
question and answer to review content; paper-based to game-show format
using multimedia presentation tools |
Student response system (SRS),
interactive whiteboard review games (e.g., Jeopardy), survey tool |
|
Take a Quiz/Test |
Students demonstrate their
knowledge through paper-based, traditional format to computer-generated
and scored assessments |
Online quiz |
Table
3: Written Divergent Knowledge Expression
Activity Types
|
Activity Type |
|
Possible Technologies |
|
Write an Essay |
Students compose a structured
written response to a prompt; paper and pencil or word processed;
text-based or multimedia |
Word, concept mapping software,
wiki (to track contributions from multiple authors) |
|
Write a Report |
Students author a report on a
topic in traditional or more creative format using text or multimedia
elements |
Word processor, presentation
software, Web authoring software, wiki |
|
Generate a Narrative |
Using primary documents and
secondary source information, students develop their own story of the
past |
Word processor, wiki or
collaborative word processor (to track contributions from multiple
authors), blog |
|
Craft a Poem |
Students create poetry; paper
and pencil or word processed, text-based or multimedia |
Video creation software (e.g.,
Movie Maker, iMovie), presentation software |
|
Create a Diary |
Students write from a first-hand
perspective about en event from the past; paper and pencil or digital
format |
Blog, word processor |
Table
4: Visual Divergent Knowledge Expression
Activity Types
Table 5: Conceptual
Divergent Knowledge Expression
Activity Types
Table
6: Product-Oriented Divergent Knowledge
Expression Activity Types
|
Activity Type |
|
Possible Technologies |
|
Produce an Artifact |
Students create a 3-D or virtual
artifact |
Imaging tool, drawing software |
|
Build a Model |
Students develop a written or
digital mental model of a course concept/process |
Concept mapping software,
presentation software, spreadsheet |
|
Design an Exhibit |
Students synthesize key elements
of a topic in a physical or virtual exhibit |
Wiki, presentation software,
video creation software (e.g., Movie Maker, iMovie) |
|
Create a Newspaper/News Magazine |
Students synthesize course
information in the form of a periodical; print-based or electronic |
Word processor, wiki, Web
authoring software |
|
Create a Game |
Students develop a game, in
paper or digital form, to help other students learn content |
Puzzlemaker, interactive
presentation software, imaging tool, Web authoring software |
|
Create a Film |
Using some combination of still
images, motion video, music and narration students produce their own
movies |
Video creation software (e.g.,
Movie Maker, iMovie), digital video camera |
Table
7: Participatory Divergent Knowledge Expression
Activity Types
|
Activity Type |
|
Possible Technologies |
|
Present
Used in:
Tracking Armadillo's Journey (3rd grade) |
Students share their
understanding with others; oral or multimedia approach, synchronous or
asynchronous |
Presentation software, video
creation software (e.g., Movie Maker, iMovie), digital video camera |
|
Roleplay |
Students take on a character,
role, or persona to experience or experiment with a concept or event,
live, video-taped, or recorded |
Video creation software (Movie
Maker, iMovie), digital video camera |
|
Perform |
Students develop a live or
recorded performance (oral, music, drama, etc.) |
Video creation software (e.g.,
Movie Maker, iMovie), digital video camera |
|
Engage in Civic Action |
Students write government
representatives or engage in some other form of civic action |
Blog, email, videoconferencing,
ThinkQuest |
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