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-08-2018-0033
Kristy A. Brugar, A. Whitlock
Purpose The purpose of this paper is to explore how and why teachers use historical fiction in their classroom (e.g. selection and instruction) through the lenses of their pedagogical content knowledge (Shulman, 1986) and pedagogical tools (Grossman et al., 1999). Design/methodology/approach The authors explored the following questions: In what ways do elementary school teachers, more specifically fifth grade teachers responsible for early US history as part of their social studies curriculum, use historical fiction in their classrooms? and What factors do elementary school teachers consider when they select historical fiction to use in their classrooms? In order to explore these questions, the authors interviewed eight fifth grade teachers. The authors describe the ways in which these teachers use historical fiction as part of their social studies instruction by employing collective case study (Stake, 1994). Findings This study has reified this notion that historical fiction is widely used by fifth grade teachers. The authors identified that these teachers are choosing texts that allow them to integrate their language arts and social studies instruction in effective and engaging ways. Many participants described choosing the texts purposefully to address social studies standards during their language arts time. Despite many of these teachers using prescribed curricula for language arts instruction and following state standards for social studies, the teachers in this study felt free to make curricular decisions related to integration. Most importantly, when given this freedom, they chose to integrate purposefully with quality texts. Research limitations/implications The primary limitation of this research study is the small sample size (n=8). However among the eight teacher participants, there are two states are represented, varied teaching contexts (e.g. departmentalized, self-contained classrooms), and many years of classroom social studies teaching experience. Originality/value The Common Core State Standards for English Language Arts (CCSS) (Council of Chief State School Officers and the National Governors Association, 2010) have prompted teachers to present both informational text and literature in equal balance in upper elementary grades. Little research has been done in the last decade about the ways in which historical fiction addresses these standards.
本文的目的是通过教师的教学内容知识(Shulman, 1986)和教学工具(Grossman et al.， 1999)，探讨教师如何以及为什么在课堂上使用历史小说(例如选择和教学)。设计/方法/方法作者探讨了以下问题:小学教师，更具体地说是负责美国早期历史作为社会研究课程一部分的五年级教师，在课堂上使用历史小说的方式是什么?小学教师在选择历史小说作为课堂教材时，会考虑哪些因素?为了探讨这些问题，作者采访了八位五年级教师。作者通过集体案例研究描述了这些教师将历史小说作为其社会研究教学的一部分的方式(斯特克，1994)。这项研究证实了五年级教师广泛使用历史小说的观点。作者发现，这些教师选择的教材能够让他们以有效和吸引人的方式将语言艺术和社会研究教学结合起来。许多参与者描述了在他们的语言艺术时间有目的地选择文本来解决社会研究标准。尽管许多教师在语言艺术教学中使用规定的课程，在社会研究中遵循国家标准，但在这项研究中，教师可以自由地做出与融合相关的课程决定。最重要的是，当给予这种自由时，他们会有目的地选择与高质量的文本相结合。研究局限性/启示本研究的主要局限性是样本量小(n=8)。然而，在8名参与调查的教师中，有两种状态，不同的教学环境(如院系化，自给自足的教室)，以及多年的课堂社会研究教学经验。原创性/价值美国国家英语语言艺术共同核心标准(CCSS)(国家首席学校官员委员会和全国州长协会，2010年)促使教师在小学高年级讲授信息文本和文学作品。在过去的十年里，很少有人研究历史小说是如何满足这些标准的。
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