Using Project-Based Learning in Social Studies to Boost Student Agency

By Susie McGeean, Curriculum Specialist at McGraw Hill

When planning a social studies unit, we often assume the learning objectives will revolve around history and geography content. However, when we teach social studies, we are teaching students how they fit into the world through the lens of history. It’s important that students see the connections between history and the occurrences of today and how those connections impact their lives. Creating a classroom environment where students feel free to ask questions and explore issues on their own allows students the choice and voice to take ownership of their learning. Project-based learning allows students to demonstrate their learning in ways that suit them best and lets students see how they can impact their world. As a Curriculum Specialist at McGraw Hill, I highlight the opportunities for teachers to bring projects into their instruction because I’ve witnessed how projects can connect students to learning and spark their curiosity, which encourages a deeper level of understanding.

As a former geography teacher, I often instructed students to research different regions of the world and share out their research in the format of their choice that aligns with the rubric provided. Students chose to make PowerPoints or posters, some acted out short plays, and others served a sampling of food for the class to experience. Students can find their own connection with the region of study. Through the presentations of those studied connections, everyone learned! Although students may have been nervous to stand and present their project, they loved feeling in charge as they led the discussion. It was evident that there was power in these engaging projects. This power was evidenced by increased attendance during class presentations, as well as positive feedback from parents and their involvement at home with the creation of the project.

Projects that excite and engage students, cover the standards, and develop leadership skills can be created by educators in three easy steps: Develop, Create, and Present.

Develop

If project-based learning is new for you, start with the end in mind. Begin by thinking about what you want your students to know on the subject. If you are working to cover specific standards, start by looking at those standards to see how students can demonstrate understanding of those standards in non-traditional ways. As educators, when we start with the end in mind, we know how to get the results we desire. Those standards and endpoints can be used to develop a rubric. This rubric will support students as they are creating their projects and will support teachers as they are scoring their work.

Create

After the end goal is determined, the teaching and learning can become centered. Through focused instruction, students can start researching and building their projects. Freedom to choose the direction of their project, within the given parameters, gives students the independence to grow their ideas into a project that is unique and meaningful. During the creation phase, it is important to have check-ins with students to see how their project is progressing, to ask questions, and help generate new ideas. These check-ins can be with peers, as well as the teacher, to help students communicate their ideas and receive feedback and possible suggestions.

Present

When teachers provide the opportunity for students to lead the learning within the classroom, students develop invaluable leadership skills. Find time to let your students present their projects to the class. These presentations can be a challenge for some students early in the school year, so break the class into smaller groups, so students have practice presenting in a more approachable setting before presenting to the entire class. Through these presentations, students will be able to recognize the varying perspectives of their peers and learn about one another.

Some of my proudest moments as a teacher were when I was able to witness students taking ownership of their learning. We know that learning is power and when we can give our students the power to learn about topics that interest them, help them see connections to other events in history, and provide them opportunities to take action, civically minded students abound.

Susie is a lifelong learner and truly believes in the power of education. She started her career as a middle school language arts and social studies teacher and became a Dean of Students so she could impact more students’ lives. She had the privilege of opening a mastery-based school as the principal before she joined the McGraw Hill team.