Helping teachers integrate geography and social sciences instruction

The challenge

Linguistically and culturally diverse student populations, in Arizona and across the U.S., often have limited knowledge of social studies content and language. To change this, teachers need professional development in order to improve the quality of instruction in these subjects. This project would help both teachers and students increase their knowledge of content found in the disciplines of American history, civics, government and geography. GeoCivics empowers all educators to build on students' community cultural wealth as they learn both content and language in tandem; growing the next generation of leaders.

The approach

The GeoCivics project will partner with the Arizona Geographic Alliance and local school districts to develop a systematic plan to design and implement professional development, digital resources and lesson plans. The model supports teachers in creating standards-based lessons for diverse learners while strengthening teacher leadership skills. 

The goal of GeoCivics: Professional Development to Integrate Geography Across the Social Sciences to Improve Instruction for Culturally and Linguistically Diverse Student Populations which is spearheaded by Karen Guerrero, is to increase the number of culturally and linguistically diverse teacher leaders in the content areas of American history, geography, civics, government and English language arts. This approach will provide an inclusive learning experience for students to develop social studies knowledge, academic vocabulary and literacy skills.

The plan also includes leveraging technology to support instructional practice and provide free online professional development and resources for teachers of culturally and linguistically diverse students.

The GeoCivics team will also partner with teachers from underrepresented populations to develop and create knowledge in all areas of American history, geography, civics and government through online modules and lessons that will be freely accessible to all teachers. These teacher leaders will then share their knowledge and skills by providing professional development to their colleagues to further support effective practices across their districts and the state.

This quasi-experimental study will take place over a three-year period. Results will be measured through surveys and content quizzes presented before and after the project. Focus groups and interviews will also be a part of the evaluation process. Results will be shared through conference presentations and peer-reviewed articles.