| Table 9.6: Examples of Emergent Social Studies Projects |
| Theme/Big Idea |
Origin and Description of Inquiry |
| The city bus system |
As teachers began a series of field trips as part of a study of the city parks with 4- and 5-year-olds, the children became very interested in the city’s public transport system (buses and trolleys). The study expanded to include a study of bus routes, previews of destinations via GoogleEarth, interviews with bus drivers, mechanics, and tour guides, and a visit to the central garage. |
| The City Market and the basket ladies |
In the historic district of Charleston, South Carolina, is the City Market, with many shops, restaurants, and open-air vendors, including the “basket ladies,” who make and sell traditional Gullah seagrass baskets. On a walk through the market, children spoke to some of the ladies and became very interested in their stories and work. This led to a study of basket making and Gullah culture. |
| Graduation |
Kindergarten children at a university demonstration program observed the annual construction of the platform for May graduation ceremonies. Their questions about the structure led to an interest in graduation ceremonies, robes, and parties, which included interviewing all the senior student teaching assistants about their graduation parties and planning the kindergarten graduation outdoors in one of the campus gardens. |
| Fancy-dress project |
An effort to make patterns for paper dresses led to a long-term study of “fancy clothes.” The children visited a museum exhibit of vintage wedding clothes, learned about garment design and construction, and planned a museum exhibit and fashion show. |
| Playground snack shop |
After setting up an indoor classroom “mall” with different kinds of stores, one group of children decided to establish a snack shop in the playground playhouse. They secured a “loan” to buy crackers and juice and for several weeks, made and sold (at 1 cent each) snacks to the other children and teachers. They collected and counted money, made advertising items, and hired other children to do some of their work. |
| Hurricane Katrina |
The day after the hurricane, one child whose cousin lost her home asked if there was something they could do to help. Children decided to make/sell pizza and collect school supplies, which turned into a community-drive which culminated in the donation of a rental truck to take supplies to the Gulf Coast. |
| Jambo Watoto (Hello, children!) |
A teacher from Kenya visited a class of 4-year-olds to tell them about a well-drilling project in the village she was from. Children asked how they could learn about the children in her village. For several weeks, they drew pictures, took photographs, and wrote/dictated letters for the teacher to take back to her school, sending back replies and connecting the children via Skype and videocam with the children in her class. |
| Bricks |
When a bricklayer came to fix a portion of the old brick wall on the playground, children watched and talked with him and had many questions about how bricks are made and used. Many of the city streets and sidewalks are paved with brick or cobblestone and the neighborhood includes many brick-walled gardens and homes. The study included photographing many different kinds of bricks and documenting different kinds of paving patterns around the neighborhood, visiting a brickyard, and learning how bricks are made and used. |
| The tea ceremony |
When a child’s mother came to help them celebrate Chinese New Year, children were particularly interested in the tea ceremony she described. It led to a study of tea, teacups and teapots, associated rituals, and a visit to a tea plantation. |
| Fishing, crabbing, shrimping |
During a visit to one of the city riverside parks with a crabbing/fishing dock, children observed several people with shrimp nets, crab pots, and fishing gear. They asked many questions, leading to a study of the fishing/seafood industry, salt marshes, cuisine, and fishing boat fleet. |