Social studies bulletin boards serve several purposes. They tell what is going on in the school, beautify the classroom, create interest and enthusiasm, support student work, reinforce learning, and teach new ideas.

Students appreciate exciting bulletin boards which have been created just for them. Bulletin boards "invite" people to "come and see."

Social studies bulletin boards can do the following:

• create the setting for a unit;

• encourage discussion;

• teach vocabulary;

• build knowledge, skills, attitudes and values;

• encourage creativity;

• develop cooperation and responsibility;

• beautify the classroom;

• inform students about current events, affairs, and issues;

• build multicultural awareness of celebrations and holidays; and

• help synthesize knowledge and activities.

When children view a new social studies bulletin board they comment, question, and generate interest in the topic for study. Questions and comments should be carefully noted by the teacher. When the first discussion about the topic begins, quotes from individual students can be included. Students know their comments have been heard and are encouraged to explore and learn more.

Throughout such a discussion, the teacher listens to what the children know, or do not know, and treats each comment with dignity and respect. Children begin to feel that they can safely share and work together for new information.

Real objects and items to manipulate encourage students to search for answers. Bulletin boards that provide for involvement include some of the characteristics of learning centers. Critical thinking, and concept formation are encouraged.

Self-checking systems help students master basic information and move on to create new information and ideas. Some of the following means for self-checking can be used:

• Connecting objects with yarn.

• Responding to questions and checking answers on a key.

• Questions on a worksheet. Answers found when viewing the bulletin board. Turning in the completed work for teacher comment.

• Puzzles or riddles with answers on a key.

• Interlocking puzzle pieces.

• Dials and wheels with answers revealed in openings.

• Items with Velcro or flannel on the back. Related materials are matched.

• Electrical matching boards.

• Containers in which related items are placed. Answers on a key.

Calendars help children celebrate events or note changes in experiences, time, or seasons. New information, clues for solving puzzles, or messages can be revealed or added each day.

The teacher may choose to put up a portion of the bulletin board each day. First the title can be placed on the board; then pictures, maps, actual objects, or captions can be added. Students can assist with the process.

Include each student's work at some time during the year and as often as possible. Teachers and students can choose work to be displayed. Good framing or mounting of items enhances illustrations and writing. Items brought from home should be protected and respected by viewers.

Photographs of class experiences, summaries written about topics studied, organized collections of materials used, representative samples of various aspects of work done during a study, responses from the community to work done, or large murals may show what students have learned throughout a unit of study. Work done at the beginning can be compared with that on the final display.