Secondary

Social Studies Comprehensive Exam 1

Secondary Social Studies Comprehensive Exam

Bryson Johnson

University of South Carolina

Secondary Social Studies Comprehensive Exam 2

Program Standard I: Subject Matter and Content Knowledge
As someone who focuses on Social Studies, I hold a strong emphasis on content
knowledge. This standard has allowed me to look at content knowledge differently than I have in
the past, and analyze the importance of primary sources. For example, in her article, “Teaching
Difficult Topics with Primary Sources”, Potter (2011) explains that primary sources can be used
as entry points that “allow our students to draw important conclusions”. I have noticed this when
doing research on my own and preparing lessons for my students. Being able to put yourself into
the shoes of those who experienced that historic event is the way to become proficient in the
craft and fully develop an understanding of the subject. In his text, Reading Like a Historian:
Teaching Literacy in Middle and High School History Classrooms, Wineburg et al. (2011)
explains the importance of reading “like a historian” and “contextualization”. This was one of
the first sources that truly began to shape my thinking during my process of becoming a student
of history, as well as an effective teacher.
Another avenue I used to demonstrate a level of mastery for this was by completing a
Weebly based on a historical fiction novel. Historical fiction texts have benefits that traditional
biographies or autobiographies do not. Schwebel (2014) claims that historical fiction novels have
the ability to be “doubly historical”, meaning that they reflect the time they are describing, as
well as the time in which they were written. With this, a reader can develop a better
understanding of the material. In order to teach using historical fiction, a teacher must also be
able to decide on the significant topics they will teach. Loewen (2009) describes these topics, the
bulk or crucial topics, as “trees”. As a teacher, I am constantly trying to find the most significant
aspect of the material so that I can make sure that my students develop a well-rounded thought
process accordingly.
For this standard, I have compiled a list of artifacts and descriptions of how I met each of
the five social studies disciplines (See Program Standard I tab for artifacts).
First, I will take up History. For this discipline, my artifacts include the “context and
resources” page of my Historical Novel Project and an instructional activity from a U.S. History
class I taught. I have emphasized the importance of using technology and historical fiction, as
well as using contextualization to understand history. I believe that these two artifacts
demonstrate my mastery of this area.
Geography is the second discipline and for this, I chose a lesson that was required during
my Geography course, and a number of responses used for explaining concepts from the
textbook. The lesson shows that I have met this standard by showing the importance of a topic
that I decided on, acting as the “tree” in this case. This demonstrates that I want students to find
connections between topics and see how they enhance their learning. The Panel Responses were
my way of taking a concept in Geography and thoroughly investigating this topic. This is exactly
what I want my students to do. This shows that thinking “like a historian” is not exclusive to
historical documents.
Social/Behavioral Sciences is the third discipline. For this, I chose my final exam from a
recent Political Science course and a midterm paper for my summer Sociology course. My final
paper takes an in-depth look of political ideology as it pertains to African Americans and how it
has progressed through history. My Sociology paper describes White Collar Crimes and how the
statistics inform our society today. Together, these artifacts prove a mastery of the behavioral
science of this standard.
For Civics, the artifacts that I used were two assignments that I had my current American
Government classes complete. One was a Mock Congress project that allowed my students to

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take the content knowledge they learned, along with contextualization, and draft their own bill.
The other was a project in which my students were to use research and think as a historian to
form their own political party based on issues in the United States.
For Economics, the artifacts I used were my Political Science midterm paper, which
details the use of analyzing the primary source of the Atlanta Compromise, and an activity that I
had my students complete based on their knowledge of FDR and his role in the Great
Depression.

Program Standard II: Instructional Strategies & Resources That Promote Student
Learning
This standard refers to what is actually done in the classroom. An effective teacher is one
who prepares in-depth lessons or activities for his/her students, and uses those activities to
expand on current knowledge. I would like to consider myself someone who is able to
incorporate multiple avenues of teaching into the lessons. For example, finding different
strategies and resources to teach similar ideas can be a challenge, but is something that can be
rewarding in the end. When thinking of instructional strategies and working with resources that
promote student learning, some of the ideas that come to mind include working with texts, the
use of media in the classroom, and working with controversial issues in the classroom.
I have learned that students learn best when they are delivered material in multiple forms.
For example, Stoddard and Marcus (2010) claim that the use of media in the classroom allows
students to analyze the material in a technology-based world. As a teacher of history, relevance
is something that I often strive to translate through my teaching. Any way that I can strategize
my lesson around a relation to current topics is a positive form of teaching. I believe Stoddard
and Marcus are correct with this assessment, as I have noticed that my students engage, 1) with
technology well, and 2) with current events. Technology, especially popular culture is something
that can positively affect the learning environment for students. However, as Metzger (2017)
points out in his article, some forms of historical media are not portrayed accurately, and because
of this, students must analyze the context. I believe having to analyze the media, instead of
simply listening or viewing, is what truly drives student learning.
In his text, Brkich (2012) describes the power of music and how it can be used as a
strategy for student learning. At the same time, Hess (2014) explains that there is a need for the
discussion of “Controversial Public Issues” in our classrooms today. When thinking of ways to
do both, my teaching practice has allowed me to combine the two. Why not use media or music
to discuss controversial issues? Brkich explains that using music to describe social injustices to
students can be difficult. As a teacher who sees the importance of discussing these unavoidable
issues, I would want to use the argument of Hess to assist this. Having students listen to music or
read lyrics to discuss things such as slavery would be a great way to use media and current
technology to promote learning in the classroom.
For this standard, I used two artifacts to demonstrate mastery. The first artifact is the Text
Set from EDRD 732. In this Text Set, you will find an example of a song and a video that a
teacher could use to promote student learning. This strategy would prove to be successful as
students would engage with the material and could then reflect on the meaning. The song depicts
the struggles of fighting during the Civil War, as the video I would use would be the speech
Abraham Lincoln gave on Slavery. The second artifact is from my Historical Novel Weebly. One
of the student activities that I would use would be to have students examine a speech from

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Winston Churchill and analyze it. This would allow the students to receive the information in a
different way, while working to apply their own knowledge of the content to promote learning.

Program Standard III: Knowledge of Students and Appreciation of Their Diversity

Throughout my time within this program, I have learned that in order to become an
effective teacher, one must be willing to do more than teach. I believe that the best way to get
through to students is for them to see that you are genuine and are willing to go the extra mile for
them. An effective way to do this is to put in the effort of getting to know them. Looking past the
grades or previous reputations of a student can be difficult, but it is something that one must do
in order to truly get to know each student and the diversity of the classroom. This is important
because once you have an understanding of where your students come from, you can design
lessons and activities that benefit them in ways other than graded assessments. Equally important
within this realm, is the controversial issue of classroom management. When getting to know
students and appreciating their diversity, a teacher must also fairly assess his/her students, and
apply correct forms of discipline and management. When it comes to this issue, Pedro Noguera
(2006) claims that students who receive the harshest punishments are those who are the most
disadvantaged. How do we combat this? I believe the best way is to take this information and
apply it to each classroom. Looking past preconceived notions of students and the stereotypes
that go along with them is the key. This ties into the Weinstein et al. (2003) piece, “Culturally
Responsive Classroom Management: Awareness Into Action”, as the authors claim that things
such as implementing culturally consistent communication and expectations is a step in the right
direction.
When thinking about getting to know students, I tend to think about the Wyman and
Kashatok (2008) reading, “Getting to Know Student’s Communities”. Although the cases that
these authors are speaking of are extreme due to teaching in completely different communities, I
find some of their ideas useful in my pedagogy for teaching within every classroom. For
example, they claim that teachers are representatives of state institutions and are “stepping into
long standing struggles over the purposes and control over native education.” (Wyman &
Kashatok, 2008). I see direct relevance to this today as we as teachers are responsible for taking
control of this education and providing a meaningful and beneficial experience for those
students. Once a teacher is able to use this type of thinking and develop this mindset for their
classroom, they can then begin to think about how they will interact with their students. In her
piece, “Yes, But How Do We Do It?”, Gloria Ladson-Billings claims that “Culturally relevant
teachers are those who envision their students as being filled with possibilities” (Ladson-
Billings, 2006). This is opposed to using those predetermined negative reputations and allowing
them to affect the ways in which we teach students. Knowing those students and not limiting
their potential is the key to reaching success.
For this standard, I used two artifacts to demonstrate my mastery. The artifacts include
my Profile of a Reader from EDRD 731, which shows an in-depth look at one student and his
reading and academic habits. For this artifact, the background knowledge, interview, and
reflections should be observed. These sections show how I was able to gather information on the
student and acknowledge the diverse learning conditions. The second artifact is the information
chart that I used in my Unit Work Sample. With this information, I was able to find out
information related to grades, study habits, and socioeconomic status and use this information
while planning lessons.

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Program Standard IV: Assessment
One issue that I have explored multiple times within this program is the theory of
assessments and how to accurately administer them in beneficial ways. This standard has shaped
my thinking when it comes to thinking about assessing my students in the classroom. For
example, in her article on Authentic Assessments, Wendy Sauer (2014) stresses the importance
of formative assessments, such as peer conferences and student to student assessments. I have
found in my teaching that allowing students to be involved in the assessment process benefits all
those involved. It gets students excited about the work, and pushes them to perform at the best of
their ability. Virginia Malone and Patricia Pederson (2010) stress the importance of making sure
that each learner is supportive of another. I try to take this idea into each unit that I teach. I find
myself applying this method by allowing my students to share and revise assignments before
submitting them. This allows them to develop a better understanding of the concept, while
working collaboratively. Giving formative assessments and allowing for this type of
collaboration benefits not just the students, but the teacher, in the long run.
When it comes to evaluating the assessments, I try to keep two particular readings in
mind that interested me during this program. The first reading was a text about standardized
testing written by Alfie Kohn (1999). In this piece, he explains how poorly standardized tests
exam how much a student knows. Today, I still find relevance in this idea. Taking what he said
about the poor technique of testing students based not so much on skill, but rather on bubbling in
answers, I try and stray away from that dated system. I believe when assessing, it is important to
truly stress and evaluate what the student knows, instead of what he/she does not know. I have
used this in my teaching by having my students write numerous things throughout this semester.
When students respond and provide evidence, they are truly using a skill and proving what they
know. One of the best ways I have done this is by having them respond to historical questions
and write essays. As I evaluate and assess them, I try and use what I learned from the Monte-
Sano (2012) reading, “What Makes a Good Historical Essay?” The main idea that I try to get
through to my students is that I am looking for them to develop a position on everything. It does
not good to summarize what you read or pick out facts on their own. For my writing
assignments, I want my students to develop an argument and then explain to me why I should
agree with their side.
For this standard, I chose two artifacts that I have used in my current internship. The first
artifact is a test that I used for our most recent unit. The primary focus of this artifact should be
the last question. I believe that it proves that I strive to see arguments and use of supporting
evidence in from my students. The second artifact is an assignment that I had my students
complete, “think-pair-share”, and then submit. This artifact shows the level of collaboration that
I promote in my classroom. Again, I want my students to work collaboratively and assess others
before I evaluate their work.

Program Standard V: Reflection

Reflecting on your teaching can be one of the most difficult aspects of teaching, but one
of the most important at the same time. This standard has taught me to reflect as much as
possible, which includes at the end of a semester, unit, and even every lesson. After completing a
lesson, I try and think about it in a few different ways. Mostly, I try to keep in mind that there
will always be room for improvement, no matter how well I taught. Being critical of myself has
never been something I struggle with, but understanding how to critique in a positive way is
something I have recently learned. One of the biggest issues that I think we have to reflect on is

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the issue of power. Although we may not talk about it to an extent, it should be an underlying
concept. According to Delpit, power is an incredibly influential concept that is most
acknowledged by those who are disadvantaged, while hardly noticed by those who possess it
(Delpit, 1988). With this in mind, we must constantly reflect on how power is used and how it
can affect those in the classroom. When thinking of how I reflect, I try and think towards the
future and what I can do as a teacher when I am working with students of my own. One of the
most influential readings that comes to mind when I think of reflecting and taking my students
into consideration is the Fires in the Bathroom text. In this piece, Kathleen Cushman includes
suggestions from students on things that teachers should take into consideration. In chapter 3,
Cushman includes suggestions for classroom management that speak on dealing with students
who may be disruptive in the classroom. I found these items useful, especially how individual
conferences with students can be beneficial (Cushman, 20003).
Upon further reflection of teaching, I have begun to think about myself as a teacher and
why I chose this career path. I believe this is important because in order to do something well,
you must first think about why you are in that position. In her writing, Critical Aesthetic
Pedagogy: Toward a Theory of Self and Social Empowerment, Medina (2012) makes note of
why she became a teacher. She claims that she wanted to see children more for what they have
the potential to be, instead of “deficit pieces”. This is something that has stuck with me when it
comes to reflection on why I chose to become a teacher. At the same time, Maxine Greene, in
her piece Releasing the Imagination, believes that although we, as teachers, cannot change the
problems that our students deal with, we can be there to provide a warm and welcoming
environment that benefits students of all backgrounds (Greene, 2000). While reflecting, I try and
keep all backgrounds of students in mind.
For this standard on reflection, I chose two artifacts that I have recently composed. The
first artifact is the updated version of my Critical Incident Analysis. With advice and feedback
from my colleagues, I have been able to and a section for further reflection in this assignment.
The other artifact is the reflection that was completed within my Unit Work Sample. This
reflection shows how I felt after my unit, including what I thought went well and what I thought
I would do differently given a second chance.

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Bibliography

Brkich, C. (2012). Music as a Weapon: Using Popular Culture to Combat Social Injustice. The
Georgia Social Studies Journal, 2(1), 1-9.

Cushman, K. (2003). Fires in the bathroom: Advice for teachers from high school students. New
York: New Press.

Delpit, L. (1988). The Silenced Dialogue: Power and Pedagogy in Educating Other People’s
Children. Harvard Educational Review, 53(3), 280-298.

Greene, M. (2000). Releasing the imagination essays on education, the arts, and social change.
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Hess, D. (2002). Discussing Controversial Public Issues in Secondary Social Studies

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Kohn, A. (2003). The schools our children deserve: Moving beyond traditional classrooms and
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Ladson-Billings, G. (2006). Yes, But How Do We Do It?: Practicing Culturally Relevant

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Malone, V. & Pederson, P. (2008). Designing Assignments in the Social Studies to Meet
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Medina, Y. (2012). Introduction & The Issue of Identity. In Critical Aesthetic Pedagogy:
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Metzger, S. (2017). Using Film Media to Build Historical Literacies. Social Education, 81(3),
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Noguera, P. (2006). What Discipline Is For: Connecting Students to the Benefits of Learning.

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Potter, L. A. (2011). Teaching Difficult Topics with Primary Sources. Social Education, 75(6),
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Schwebel, S. L. (2014). Historical Fiction, the Common Core, and Disciplinary Habits of the
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Stoddard, J. & Marcus, A. (2010). More Than “Showing What Happened”: Exploring the
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Wyman, L. & Kashatok, G (2008). Everyday Antiracism: Getting Real About Race in School.
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