Making Learning Interesting

Paper Summary:

The paper relates that history and social studies are often considered boring by students because they cannot see the relevance to their lives today. The paper discusses how new and creative ways of teaching can help history and social studies teachers maintain the interest and attention of their students. The paper explores using artifacts in the social studies classroom and presents data that shows their significance. The paper concludes with recommendations of how to take advantage of the benefits artifacts offer teachers and students.

Outline:
Introduction to the Problem
Review of Literature
Data Collection and Results
Conclusions and Recommendations

From the Paper:

"Teaching a social studies class should not be that difficult, if the material is presented in the proper way. There are specific ways that age groups of students respond to when it comes to being taught, and while all students in that age group may not respond to a certain way of being taught something, there is significance to using a method that most of the students in that age group relate to. School is a difficult time in the lives of many students as it is, because they are nervous and uncertain about themselves, their relationships with others, and what they are going to do when school is over for them."

Sample of Sources Used:

• Berk, Laura E. (2001). Awakening Childrens' Minds. Oxford University Press (Trade).
• Camperell, K., and R. S. Knight. 1990. Reading research and social studies. In Handbook of research on social studies teaching and learning, edited by James Shaver. New York: Macmillan.
• Crist, B. I. 1975. One capsule a week: A painless remedy for vocabulary ills. Journal of Reading 19: 147-49.
• Herber, H., and J. Nelson-Herber. 1987. Developing Independent Learners. Journal of Reading April: 584-89.
• Lundstrum, J. P. 1981. Building motivation through the use of controversial issues. Journal of Reading December: 170-76.

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