Pub Date : 2019-09-09DOI: 10.1108/ssrp-05-2019-0029
Heidi J. Torres
Purpose The purpose of this paper is to describe an integrated social studies and literacy unit designed to teach about Islam in elementary classrooms. Concerns regarding teaching about religion in public schools are addressed, and a rationale is provided for specifically teaching about Islam. Design/methodology/approach The unit is described in detail, outlining key ideas and purposes for the unit’s scope, sequence and activities. Several extensions to the unit are included, as well as suggestions on how to address difficult topics that might arise. Findings Students participating in this unit exhibited interest and curiosity about Islam and Muslims, indicated by their desire to ask questions, discuss issues and engage in the activities. Reflections at the end of the unit indicate that students learned new information and ideas about Islam and Muslims. Practical implications The unit described in this paper as well as the resources and suggestions provide a framework for teachers who want to teach about Islam to elementary-aged children. Originality/value Although there are a number of articles in the literature that address ideas on teaching about Islam or other religions in the classroom, there are few that provide practical, specific, pedagogical information for doing so, particularly at the elementary level. This paper strives to contribute toward that aim.
{"title":"Beyond hijabs and Ramadan","authors":"Heidi J. Torres","doi":"10.1108/ssrp-05-2019-0029","DOIUrl":"https://doi.org/10.1108/ssrp-05-2019-0029","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to describe an integrated social studies and literacy unit designed to teach about Islam in elementary classrooms. Concerns regarding teaching about religion in public schools are addressed, and a rationale is provided for specifically teaching about Islam.\u0000\u0000\u0000Design/methodology/approach\u0000The unit is described in detail, outlining key ideas and purposes for the unit’s scope, sequence and activities. Several extensions to the unit are included, as well as suggestions on how to address difficult topics that might arise.\u0000\u0000\u0000Findings\u0000Students participating in this unit exhibited interest and curiosity about Islam and Muslims, indicated by their desire to ask questions, discuss issues and engage in the activities. Reflections at the end of the unit indicate that students learned new information and ideas about Islam and Muslims.\u0000\u0000\u0000Practical implications\u0000The unit described in this paper as well as the resources and suggestions provide a framework for teachers who want to teach about Islam to elementary-aged children.\u0000\u0000\u0000Originality/value\u0000Although there are a number of articles in the literature that address ideas on teaching about Islam or other religions in the classroom, there are few that provide practical, specific, pedagogical information for doing so, particularly at the elementary level. This paper strives to contribute toward that aim.\u0000","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130117760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-09DOI: 10.1108/SSRP-04-2019-0024
Margaret Wilson Gillikin, Koti Hubbard, Joy Stapleton
Purpose The purpose of this paper is to present a method to incorporate teaching about religion into K–12 social studies classes. A central tenet of social studies education is preparing students to be engaged citizens, and religious literacy is essential to this. Yet, teachers often feel uncomfortable teaching about religion. One way to approach this is by centering discussion about religion around understanding who our neighbors are. Design/methodology/approach This paper employs the Inquiry Design Model to outline lessons for early, middle and upper grades, each centered around the compelling question, “Who are my Muslim neighbors?” Beginning with a picturebook depicting a Muslim American child, the lessons explore supporting questions with academically appropriate sources, culminate with an evidence-based response to the compelling question and suggest an opportunity for students to take informed action. Findings While religion does not appear in many social studies standards, teaching about religion has strong connections to civics standards. In an increasingly diverse USA, students need to understand the beliefs and religious behaviors of their neighbors and how those traditions provide a sense of belonging within the faith community. This paper provides the necessary tools for teachers to teach this content. In addition to teaching these as outlined here, teachers can also select resources from across the three units in order to customize an inquiry for a particular group of students. Originality/value Teachers are often hesitant to teach about religion. This paper offers a concrete method for doing so. Incorporating religion into social studies classes is necessary for preparing students for civic engagement.
{"title":"Tell us a story: teaching religion with picturebooks","authors":"Margaret Wilson Gillikin, Koti Hubbard, Joy Stapleton","doi":"10.1108/SSRP-04-2019-0024","DOIUrl":"https://doi.org/10.1108/SSRP-04-2019-0024","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to present a method to incorporate teaching about religion into K–12 social studies classes. A central tenet of social studies education is preparing students to be engaged citizens, and religious literacy is essential to this. Yet, teachers often feel uncomfortable teaching about religion. One way to approach this is by centering discussion about religion around understanding who our neighbors are.\u0000\u0000\u0000Design/methodology/approach\u0000This paper employs the Inquiry Design Model to outline lessons for early, middle and upper grades, each centered around the compelling question, “Who are my Muslim neighbors?” Beginning with a picturebook depicting a Muslim American child, the lessons explore supporting questions with academically appropriate sources, culminate with an evidence-based response to the compelling question and suggest an opportunity for students to take informed action.\u0000\u0000\u0000Findings\u0000While religion does not appear in many social studies standards, teaching about religion has strong connections to civics standards. In an increasingly diverse USA, students need to understand the beliefs and religious behaviors of their neighbors and how those traditions provide a sense of belonging within the faith community. This paper provides the necessary tools for teachers to teach this content. In addition to teaching these as outlined here, teachers can also select resources from across the three units in order to customize an inquiry for a particular group of students.\u0000\u0000\u0000Originality/value\u0000Teachers are often hesitant to teach about religion. This paper offers a concrete method for doing so. Incorporating religion into social studies classes is necessary for preparing students for civic engagement.\u0000","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130777131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-09DOI: 10.1108/SSRP-04-2019-0025
M. Hollstein, Todd S. Hawley
Purpose The purpose of this paper is to present an alternative approach to studying religion in social studies classrooms through reframing. The authors encourage this reframing through the lens of citizenship and terror as a human experience. Design/methodology/approach This is a practitioner’s piece and did not include research methodology or design. Findings This is a practitioner’s piece and did not include any findings. Practical implications This paper presents practical approaches to examining religion in social studies classrooms through a comparison with citizenship and the lens of terror. The authors offer activities which current classroom teachers will be able to put into action immediately. In addition, the authors offer a detailed background for further study if teachers wish to learn more. Social implications This paper presents ways to study religion in the social studies and in the current fractured social environment the authors feel is needed. The authors wish to showcase how to examine a controversial issue in a reflective, respectful and honest fashion. Originality/value The authors present the idea of studying religion through the lens of terror while showcasing how it mirrors the requirements of citizenship. The authors believe that studying religion in this way in the social studies will help to demystify the topic and allow students to unpack religion as a topic in social studies.
{"title":"Religion, social studies and citizenship: reframing religion through the lens of citizenship","authors":"M. Hollstein, Todd S. Hawley","doi":"10.1108/SSRP-04-2019-0025","DOIUrl":"https://doi.org/10.1108/SSRP-04-2019-0025","url":null,"abstract":"Purpose\u0000The purpose of this paper is to present an alternative approach to studying religion in social studies classrooms through reframing. The authors encourage this reframing through the lens of citizenship and terror as a human experience.\u0000\u0000\u0000Design/methodology/approach\u0000This is a practitioner’s piece and did not include research methodology or design.\u0000\u0000\u0000Findings\u0000This is a practitioner’s piece and did not include any findings.\u0000\u0000\u0000Practical implications\u0000This paper presents practical approaches to examining religion in social studies classrooms through a comparison with citizenship and the lens of terror. The authors offer activities which current classroom teachers will be able to put into action immediately. In addition, the authors offer a detailed background for further study if teachers wish to learn more.\u0000\u0000\u0000Social implications\u0000This paper presents ways to study religion in the social studies and in the current fractured social environment the authors feel is needed. The authors wish to showcase how to examine a controversial issue in a reflective, respectful and honest fashion.\u0000\u0000\u0000Originality/value\u0000The authors present the idea of studying religion through the lens of terror while showcasing how it mirrors the requirements of citizenship. The authors believe that studying religion in this way in the social studies will help to demystify the topic and allow students to unpack religion as a topic in social studies.","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132102045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-09DOI: 10.1108/SSRP-04-2019-0021
D. Shepherd
Purpose A reluctance of social studies teachers to address religious matters prevents students from understanding the intersection of two important American institutions: slavery and Christianity. The continuing importance of religion in American life and the tension centered around race relations in this country make instruction in the connections between these two institutions invaluable. Evidence for the rich spiritual experience of enslaved African Americans is both ample and easily accessed; conversely, the misuse of Christianity by the oppressors and the biblical support for abolition commonly referenced during that period can be easily explored. The paper aims to discuss these issues. Design/methodology/approach In addition to these historical matters, modern results of the intersection of slavery and religion prove beneficial for study. While slavery itself is an irredeemable wound on American history, one that has repercussions even to this day, the encouraging impact of Christianity in the lives of enslaved African American and their progeny is worth noting. Findings Finally, this topic lends itself to progressive and engaging learning activities that are cooperative, project-based and authentic. Originality/value The teaching of history, which wrongly has a reputation for being lifeless and dull, can be improved and energized with this content of two topics still vital in America today: race and religion.
{"title":"Teaching about American slavery and its connections to Christianity and the Bible","authors":"D. Shepherd","doi":"10.1108/SSRP-04-2019-0021","DOIUrl":"https://doi.org/10.1108/SSRP-04-2019-0021","url":null,"abstract":"\u0000Purpose\u0000A reluctance of social studies teachers to address religious matters prevents students from understanding the intersection of two important American institutions: slavery and Christianity. The continuing importance of religion in American life and the tension centered around race relations in this country make instruction in the connections between these two institutions invaluable. Evidence for the rich spiritual experience of enslaved African Americans is both ample and easily accessed; conversely, the misuse of Christianity by the oppressors and the biblical support for abolition commonly referenced during that period can be easily explored. The paper aims to discuss these issues.\u0000\u0000\u0000Design/methodology/approach\u0000In addition to these historical matters, modern results of the intersection of slavery and religion prove beneficial for study. While slavery itself is an irredeemable wound on American history, one that has repercussions even to this day, the encouraging impact of Christianity in the lives of enslaved African American and their progeny is worth noting.\u0000\u0000\u0000Findings\u0000Finally, this topic lends itself to progressive and engaging learning activities that are cooperative, project-based and authentic.\u0000\u0000\u0000Originality/value\u0000The teaching of history, which wrongly has a reputation for being lifeless and dull, can be improved and energized with this content of two topics still vital in America today: race and religion.\u0000","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124033137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-09DOI: 10.1108/ssrp-02-2019-0008
Cory Callahan, Janie Hubbard
Purpose The recent motion picture Selma infused fresh interest – and controversy – into the political and emotional peak of America’s modern Civil Rights Movement. Ava DuVernay, the film’s director, faced criticism for her exclusion of the Jewish presence from the movie’s portrayal of the March 21, 1965 Voting Rights March. The recent attention presents a teachable moment and new energy for thinking deeply about this pivotal event in America’s past. The paper aims to discuss these issues. Design/methodology/approach The authors provide valuable historical domain knowledge surrounding the 1965 Voting Rights March, present the requisite plans and curriculum resources for implementing wise-practice instructional strategies, and explore the rationale underpinning the inquiry-based activities. Findings The authors share innovative approaches, at the secondary and elementary levels, integrating historical domain knowledge with renewed interest in the 1965 Voting Rights March to create powerful teaching-and-learning experiences. The approaches are innovative because they contain dynamic curriculum materials and reflect wise-practice use of historical photographs within the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. Practical implications The approaches shared here are centered around questioning, a key to student learning. The lessons feature the development of questions, both from teachers and students, as classes work collaboratively to interpret a potentially powerful historical photograph and use historical events to practice thinking deeply about important topics. Originality/value Social studies classrooms are ideal educational spaces to develop and practice the analytical skills and dispositions students need to meet the challenge of critiquing visual information that concerns complex public issues, such as the role of religion in society.
{"title":"Protest and prayer: the Jewish and Catholic presence at Selma","authors":"Cory Callahan, Janie Hubbard","doi":"10.1108/ssrp-02-2019-0008","DOIUrl":"https://doi.org/10.1108/ssrp-02-2019-0008","url":null,"abstract":"\u0000Purpose\u0000The recent motion picture Selma infused fresh interest – and controversy – into the political and emotional peak of America’s modern Civil Rights Movement. Ava DuVernay, the film’s director, faced criticism for her exclusion of the Jewish presence from the movie’s portrayal of the March 21, 1965 Voting Rights March. The recent attention presents a teachable moment and new energy for thinking deeply about this pivotal event in America’s past. The paper aims to discuss these issues.\u0000\u0000\u0000Design/methodology/approach\u0000The authors provide valuable historical domain knowledge surrounding the 1965 Voting Rights March, present the requisite plans and curriculum resources for implementing wise-practice instructional strategies, and explore the rationale underpinning the inquiry-based activities.\u0000\u0000\u0000Findings\u0000The authors share innovative approaches, at the secondary and elementary levels, integrating historical domain knowledge with renewed interest in the 1965 Voting Rights March to create powerful teaching-and-learning experiences. The approaches are innovative because they contain dynamic curriculum materials and reflect wise-practice use of historical photographs within the College, Career, and Civic Life (C3) Framework for Social Studies State Standards.\u0000\u0000\u0000Practical implications\u0000The approaches shared here are centered around questioning, a key to student learning. The lessons feature the development of questions, both from teachers and students, as classes work collaboratively to interpret a potentially powerful historical photograph and use historical events to practice thinking deeply about important topics.\u0000\u0000\u0000Originality/value\u0000Social studies classrooms are ideal educational spaces to develop and practice the analytical skills and dispositions students need to meet the challenge of critiquing visual information that concerns complex public issues, such as the role of religion in society.\u0000","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"138 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114413810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-09DOI: 10.1108/ssrp-09-2019-080
C. Sunal, R. Tannebaum
{"title":"An introduction to this special issue of Social Studies Research and Practice on religion’s place in the social studies","authors":"C. Sunal, R. Tannebaum","doi":"10.1108/ssrp-09-2019-080","DOIUrl":"https://doi.org/10.1108/ssrp-09-2019-080","url":null,"abstract":"","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114731809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-09DOI: 10.1108/SSRP-05-2019-0028
Jay M. Shuttleworth, Scott Wylie
Purpose The purpose of this paper is to discuss opportunities to analyze religious position statements calling climate change action a moral imperative. Design/methodology/approach In a lesson suited for the secondary history classroom, students will analyze how religious leaders, theologians and ecological and religious academics use passages from sacred texts to establish a moral urgency to mitigate climate change. Findings After analyzing these interpretations of sacred writings from five global faiths (Hinduism, Judaism, Catholicism, Islam and Anglicanism), the lesson centers on a dialogical question, “How might climate change action be influenced by religious texts?” Originality/value Implications emphasize why social studies teachers should not teach climate change as a controversial issue.
{"title":"The global citizen and religious position statements on climate change","authors":"Jay M. Shuttleworth, Scott Wylie","doi":"10.1108/SSRP-05-2019-0028","DOIUrl":"https://doi.org/10.1108/SSRP-05-2019-0028","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to discuss opportunities to analyze religious position statements calling climate change action a moral imperative.\u0000\u0000\u0000Design/methodology/approach\u0000In a lesson suited for the secondary history classroom, students will analyze how religious leaders, theologians and ecological and religious academics use passages from sacred texts to establish a moral urgency to mitigate climate change.\u0000\u0000\u0000Findings\u0000After analyzing these interpretations of sacred writings from five global faiths (Hinduism, Judaism, Catholicism, Islam and Anglicanism), the lesson centers on a dialogical question, “How might climate change action be influenced by religious texts?”\u0000\u0000\u0000Originality/value\u0000Implications emphasize why social studies teachers should not teach climate change as a controversial issue.\u0000","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115949410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-09DOI: 10.1108/SSRP-05-2019-0027
K. Logan, James M. M. Hartwick
Purpose The purpose of this paper is to outline arguments for addressing religion in social studies teacher education, including strategies teacher educators might use on how and why pre-service teachers should incorporate teaching about religion in their classes. Topics addressed are: issues surrounding pre-service teachers’ religious identities; teaching pre-service teachers about legal issues associated with religion in public school classrooms (e.g. teaching about religion vs teaching for religion, First Amendment rights and constraints); teacher education’s role in developing religious knowledge and the influence of religion in the disciplines that comprise the social studies; and an overview of strategies and resources that teacher educators can use with their pre-service teachers. Design/methodology/approach This paper provides a literature review and arguments for addressing religion in social studies teacher education. A lesson plan and resources for teacher educators are also provided. Findings Teaching and talking about religion can no longer be marginalized or ignored within social studies teacher education. Whether it be the importance of pre-service teachers’ religious identities, legal issues related to public schooling or the influence of religion across the social studies disciplines – religion matters to social studies teacher education. As the current social, political and cultural realities attest, the influence of religion appears to be more and more significant in our interconnected and interdependent world. Originality/value Religious literacy is a key part of civic competence and if social studies is viewed as a way to help prepare a more informed citizenry – and a way to teach and promote dialogue across difference – then social studies teacher educators must find a way to include religion in their courses. By doing so, teacher educators encourage pre-service teachers to examine how religious identity may influence their teaching, and also help develop religious literacy and an understanding of how religion is integral to the various social studies disciplines. Ultimately, this important and often ignored work in teacher education may foster cultural understandings that will lead to a more informed and respectful society.
{"title":"Teaching and talking about religion: strategies for teacher educators","authors":"K. Logan, James M. M. Hartwick","doi":"10.1108/SSRP-05-2019-0027","DOIUrl":"https://doi.org/10.1108/SSRP-05-2019-0027","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to outline arguments for addressing religion in social studies teacher education, including strategies teacher educators might use on how and why pre-service teachers should incorporate teaching about religion in their classes. Topics addressed are: issues surrounding pre-service teachers’ religious identities; teaching pre-service teachers about legal issues associated with religion in public school classrooms (e.g. teaching about religion vs teaching for religion, First Amendment rights and constraints); teacher education’s role in developing religious knowledge and the influence of religion in the disciplines that comprise the social studies; and an overview of strategies and resources that teacher educators can use with their pre-service teachers.\u0000\u0000\u0000Design/methodology/approach\u0000This paper provides a literature review and arguments for addressing religion in social studies teacher education. A lesson plan and resources for teacher educators are also provided.\u0000\u0000\u0000Findings\u0000Teaching and talking about religion can no longer be marginalized or ignored within social studies teacher education. Whether it be the importance of pre-service teachers’ religious identities, legal issues related to public schooling or the influence of religion across the social studies disciplines – religion matters to social studies teacher education. As the current social, political and cultural realities attest, the influence of religion appears to be more and more significant in our interconnected and interdependent world.\u0000\u0000\u0000Originality/value\u0000Religious literacy is a key part of civic competence and if social studies is viewed as a way to help prepare a more informed citizenry – and a way to teach and promote dialogue across difference – then social studies teacher educators must find a way to include religion in their courses. By doing so, teacher educators encourage pre-service teachers to examine how religious identity may influence their teaching, and also help develop religious literacy and an understanding of how religion is integral to the various social studies disciplines. Ultimately, this important and often ignored work in teacher education may foster cultural understandings that will lead to a more informed and respectful society.\u0000","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127852825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-20DOI: 10.1108/SSRP-01-2019-0006
J. Bickford, Jeremiah C. Clabough
Purpose White nationalist groups have recently been at the forefront of American sociopolitical life, as demonstrated by the events in Charlottesville, Virginia in 2017. The purpose of this paper is to explore the historical roots and various waves of the Ku Klux Klan (KKK). Design/methodology/approach This paper offers high school teachers age-appropriate, evocative texts and disciplinary-specific, engaging tasks organized in a guided inquiry on the KKK, America’s most prominent hate organization. Findings Students are positioned to utilize newly-constructed understandings to take informed action on the local, state and national level. Originality/value Recently-published research has explored late-nineteenth century and early-twentieth century manifestations of the Klan, but not mid-twentieth and twenty-first century outbursts.
{"title":"Investigating the KKK’s sociopolitical position in American history, past and present","authors":"J. Bickford, Jeremiah C. Clabough","doi":"10.1108/SSRP-01-2019-0006","DOIUrl":"https://doi.org/10.1108/SSRP-01-2019-0006","url":null,"abstract":"\u0000Purpose\u0000White nationalist groups have recently been at the forefront of American sociopolitical life, as demonstrated by the events in Charlottesville, Virginia in 2017. The purpose of this paper is to explore the historical roots and various waves of the Ku Klux Klan (KKK).\u0000\u0000\u0000Design/methodology/approach\u0000This paper offers high school teachers age-appropriate, evocative texts and disciplinary-specific, engaging tasks organized in a guided inquiry on the KKK, America’s most prominent hate organization.\u0000\u0000\u0000Findings\u0000Students are positioned to utilize newly-constructed understandings to take informed action on the local, state and national level.\u0000\u0000\u0000Originality/value\u0000Recently-published research has explored late-nineteenth century and early-twentieth century manifestations of the Klan, but not mid-twentieth and twenty-first century outbursts.\u0000","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"157 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124414283","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-05-20DOI: 10.1108/SSRP-12-2018-0048
E. Casey, Jay Casey
Purpose Development of economic understandings fosters the growth of democratic citizenship competencies. Elements of popular culture should be recognized for the influence they have on children’s economic decisions. Children should learn of the concept of popular culture to regulate its effect on their habits and understand how it has shaped the lives of people throughout history. The paper aims to discuss these issues. Design/methodology/approach Using a C3 inquiry investigation, this study explored if students from fifth grade to kindergarten could be engaged in higher-level thinking about economic concepts through the analysis of elements of popular culture in historical primary sources and then continue that analysis into popular culture of their own lives. Analyses of students’ discussions during each stage of the study provide descriptive statistics and themes to reveal understandings. Findings Results imply that children can successfully engage in document analysis and creation of accurate present-day popular culture artifacts and that children in second grade and above were subsequently influenced in their economic understandings about spending and saving money from popular culture analyses. Children in first grade and kindergarten were not successfully able to express these deeper connections, which may be explained by cognitive theory offered for this age range. Originality/value This research offers a unique way of combining the analysis of historic and present-day primary sources in order to understand the influences popular culture can have on economic-based behaviors. Novel approaches, which use the C3 framework to engage students in higher-order thinking of social studies disciplines, will help build stronger democratic citizenship competencies in children.
{"title":"Building democratic citizenship competencies in K-5 economics through analysis of popular culture","authors":"E. Casey, Jay Casey","doi":"10.1108/SSRP-12-2018-0048","DOIUrl":"https://doi.org/10.1108/SSRP-12-2018-0048","url":null,"abstract":"\u0000Purpose\u0000Development of economic understandings fosters the growth of democratic citizenship competencies. Elements of popular culture should be recognized for the influence they have on children’s economic decisions. Children should learn of the concept of popular culture to regulate its effect on their habits and understand how it has shaped the lives of people throughout history. The paper aims to discuss these issues.\u0000\u0000\u0000Design/methodology/approach\u0000Using a C3 inquiry investigation, this study explored if students from fifth grade to kindergarten could be engaged in higher-level thinking about economic concepts through the analysis of elements of popular culture in historical primary sources and then continue that analysis into popular culture of their own lives. Analyses of students’ discussions during each stage of the study provide descriptive statistics and themes to reveal understandings.\u0000\u0000\u0000Findings\u0000Results imply that children can successfully engage in document analysis and creation of accurate present-day popular culture artifacts and that children in second grade and above were subsequently influenced in their economic understandings about spending and saving money from popular culture analyses. Children in first grade and kindergarten were not successfully able to express these deeper connections, which may be explained by cognitive theory offered for this age range.\u0000\u0000\u0000Originality/value\u0000This research offers a unique way of combining the analysis of historic and present-day primary sources in order to understand the influences popular culture can have on economic-based behaviors. Novel approaches, which use the C3 framework to engage students in higher-order thinking of social studies disciplines, will help build stronger democratic citizenship competencies in children.\u0000","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"27 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114024294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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