Giving Social Studies More Life in the Elementary Classroom

 

Let’s be honest—social studies doesn’t always get the spotlight in the elementary classroom. Between math, reading, writing, and all the other things packed into a school day, social studies can sometimes feel like the extra subject we "get to if we have time". But social studies is more than just facts and maps—it’s about helping kids understand the world around them and their role in it. And that’s powerful.

So, how do we deepen the presence of social studies in our classrooms? It doesn’t have to mean adding more time (though that’s always nice!). Instead, it’s about being intentional with how we weave it into what we’re already doing.

One way is through storytelling. Kids love stories—and history is full of them! Whether it’s learning about community helpers, famous historical figures, or how neighborhoods have changed over time, stories help students connect with people and places in meaningful ways.

Another way is by getting hands-on and local. When students can explore their own communities—whether that’s by creating a classroom map, doing a neighborhood walk, or sorting pictures of local landmarks—they start to see how they fit into something bigger. It builds connection, curiosity, and critical thinking, all at once.

And let’s not forget that social studies pairs beautifully with reading and writing. Have students write about their family traditions, research someone they admire, or read books that take place in different parts of the world. Suddenly, social studies becomes part of the everyday learning routine.

Most importantly, let’s teach our students that they are citizens now—not just someday. By giving them the chance to ask questions, solve problems, and share their ideas, we’re helping them grow into thoughtful, informed people who know their voices matter.

Social studies doesn’t need to be an “extra.” With some creativity and a lot of heart, it can become one of the richest, most engaging parts of the elementary day.

Let's Make Academic Language Natural and Meaningful!

 

This might sound a little silly, but academic language has always felt kind of intimidating to me—especially when I think about how it shows up for younger students. Early on, I thought supporting academic vocabulary meant I’d be standing at the front of the class drilling fancy words or assigning endless word lists. I pictured students memorizing definitions without really knowing how or when to use them. But after doing some research, chatting with other teachers, and gaining a bit of hands-on experience, I’ve realized that building academic vocabulary can actually happen in really natural, meaningful ways.

One strategy that’s worked well for me is simply weaving academic words into everyday conversation. Instead of pausing everything to formally define a word, I try to use it in context and model how it sounds in real life. For example, I might say, “Let’s compare and contrast these two characters,” and then talk through the process out loud. Over time, students begin to internalize the vocabulary and even start using it on their own—sometimes without realizing they’ve picked it up.

Visual supports and sentence starters are another tool I’ve leaned on. They help keep things approachable while still encouraging students to experiment with new language. During turn-and-talks, I’ve started to hear phrases like, “I predict that…” or “The author’s purpose is…” and those little moments feel like such big wins. It’s not just about memorizing a word—it’s about understanding when and how to use it.

When I plan lessons, I try to think ahead about where students might hit roadblocks with language. In social studies especially, a lot of the vocabulary is totally new to them. Words like “citizen,” “law,” or “responsibility” might seem simple to adults, but for first graders, they’re abstract concepts that can cause confusion. To help with this, I make sure to introduce important words early—before we dive into the full lesson—using visuals and kid-friendly explanations. That way, students already have a basic understanding of the terms when they come up in reading or discussion.

One specific strategy I’ve included in my social studies unit is using anchor charts with key terms and definitions that stay up throughout the unit. We add to them together as we learn, and I refer back to them often during lessons. It helps make the vocabulary part of our shared classroom language, and students begin to rely on them to support their understanding and participation.

At the end of the day, building academic vocabulary doesn’t have to feel stiff or overwhelming. It’s all about creating a language-rich environment where students are exposed to new words in authentic ways—while they’re thinking, talking, and learning together.

5 Strands and 10 Themes of Social Studies

 

    

Social Studies and Our Kids Today

Since diving into the five strands of social studies — Civics and Government, Economics, Geography, New Hampshire and U.S. History, and World History and Contemporary Issues — it has made me think differently about how kids today need to learn.

Social studies isn’t just about memorizing facts anymore (and honestly, it probably never should have been). It’s about helping students understand how they fit into the world — how they can make decisions, think critically, and see things from different perspectives. With everything going on today — technology, climate change, different cultures mixing more than ever — students need social studies that feels real and relevant to their lives.

When I think about it as a K–8 learner, it’s clear that kids need hands-on, meaningful experiences. They need chances to talk, create, question, and problem-solve — not just listen to a lecture. They’re growing up in a fast-changing world, and our teaching has to grow with them.

The Strand I'm Focusing on This Week: Geography

For this week’s focus, I’m choosing Geography.
I love geography because it’s really about stories — the stories of places, people, and how they’re connected. Geography isn’t just about maps (although those are fun too!). It’s about understanding why people live where they do, how they change the land, and what environments mean for different ways of life.

Theme for My Unit:

• Strand: Geography

• Theme: People, Places, and Environments

In my social studies unit, I want students to explore how the places around them shape their lives — and how they, in turn, shape those places. We’ll look at maps, talk about our communities, and even dream up new kinds of places we might want to live in.

At the end of the day, I want my students to walk away not just knowing what a mountain or a city is — but feeling like they are part of a bigger world that they can care for and shape themselves.