A meaningful, well planned Social Studies lesson is a chapter of an Epic Odyssey.

When teaching Social Studies to elementary aged students, a teacher is like a ship captain leading a crew of novice, yet eager explorers. Before they embark on a voyage the captain takes time to understand who each crew members is and what they personally need in order to be successful by observing and taking in to account every person’s specific interests and expertise.  When lead by a strong, effective, and affective captain or teacher, the crew or group of students know exactly what is expected and together they work collaboratively to reach their destination.  In a classroom, the “destination” of a well executed lesson plan is the acquisition of new discoveries, skills, and connections.

Before teaching a lesson, the teacher knows the curriculum just like a captain knows the ship before setting out to sea.  If the crew is unskilled, the captain knows that they need to sail around the harbor to gain some experiences before they set sail into open water. During this anticipatory jaunt, the captain may discover that they need to fill in gaps between the planks or that certain crew members are ready for a more challenging position or task. In education, we call this "establishing prior knowledge." Before they leave the dock, the captain and the teacher both take inventory of the tools and equipment they already have, and both find an inexpensive means to obtain whatever else they need for their respective voyages. 

The captain interviews the crew to find out what they know about the route.  An effective constructivist teacher knows they must begin with what the students already know before they can add to and revise their schema, or prior knowledge. A captain may talk to other ship captains to be sure they have all the necessary provisions and are prepared for the unexpected in the same way a teacher would collaborate with their colleagues and educational specialists.

The captain and the teacher plan ahead to anticipate challenges. They monitor progress and make adjustments to the process as needed. In order to assure success, the ship captain steers clear of shallow water. In the classroom, shallow content does not lead to new discoveries, connections, or understanding.  The captain must model strength and perseverance for the young mates as they overcome fears of sea monsters or the prospect of being lost at sea. For students the fear of failure prevents self-efficacy and is prevented with engaging content and support from the teacher to take risks and think critically.  The captain also valiantly leads the crew as they work together to steady the ship through hurricanes. In education, we know from Jean Piaget that disequilibrium precedes equilibrium at a higher level of cognitive development. Both the teacher and the captain must expect some rough water along the way.

And then, of course, there is the idea of falling off the edge of the earth. In 2010, we know that the Earth is round and learning is not a completely linear process. However, here is where this elaborate metaphor is lost because a lesson could fall off the edge of the earth if it is not relevant or purposeful.  Purpose is the essential component that transforms learning and exploration into a meaningful experience for the student. Without purpose the process is moot and the destination is insignificant.

Social Studies is a curricular treasure chest that contains all of the social sciences: economics, geography, civics, anthropology, history, and sociology.  In the journey of learning, students reach countless destinations. So, in teaching Social Studies what we are actually seeking with our students is to unlock the mysteries of the world around us in order to better understand our combined histories, people, places, and cultures. 

Here is a beautiful version of Peter, Paul, and Mary singing a traditional version of the sea-shanty song Hey, Ho, Nobody's Home, a song that is fun to sing with students in a round.