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。
{"title":"“I like […] different time periods:” elementary teachers’ uses of historical fiction","authors":"Kristy A. Brugar, A. Whitlock","doi":"10.1108/SSRP-08-2018-0033","DOIUrl":"https://doi.org/10.1108/SSRP-08-2018-0033","url":null,"abstract":"\u0000Purpose\u0000The 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).\u0000\u0000\u0000Design/methodology/approach\u0000The 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).\u0000\u0000\u0000Findings\u0000This 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.\u0000\u0000\u0000Research limitations/implications\u0000The 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.\u0000\u0000\u0000Originality/value\u0000The 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.\u0000","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"9 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":"132444140","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-08-2018-0035
J. Bickford, M. Lindsay, Ryan C. Hendrickson
Purpose History-based trade books are an essential classroom option for social studies and English teachers. Professional organizations in history, social studies, English, reading and literature promote these engaging, age-appropriate secondary sources. Research suggests that misrepresentations appear often within history-based curricula, yet the majority of empirical studies have been completed on textbooks. The purpose of this paper is to examine the historical representation of Thomas Jefferson within trade books. Design/methodology/approach The data sample included trade books targeting various ages to make comparisons within and between grade ranges; the authors selected books published in distinctly different years to examine how Jefferson’s historical representation changed over time. The mixed methods content analysis used both open coding and axial coding. Findings Findings included sanitized versions of slavery at Monticello and omissions of his relationship with Sally Hemings. Date of publication, particularly those published after 1999 as new scientific evidence emerged linking Hemings and Jefferson, and intended audience shaped patterns of representation about Jefferson’s privileged social position, authorship of the Declaration of Independence, political philosophy and involvement in the American Revolution, to mention a few. Heroification, a common historical misrepresentation, did not appear. Research limitations/implications Limitations included: uneven portions of the data pool as children’s and young adult trade books were not common in early and mid-twentieth century; organization of books by grade range is problematic due to inexact nature of ranking narratives’ complexity; and definitive conclusions cannot emerge from a single study. Future research should consider how trade books represent other historical figures, particularly slave-owning American presidents. Practical implications Practical suggestions, such as how to address misrepresentations using primary sources, are offered. Originality/value Thomas Jefferson, undoubtedly an impactful American, is frequently included in elementary, middle level and high school curriculum. The authors examined Jefferson’s historical representation within trade books.
{"title":"Trade books’ evolving depictions of Thomas Jefferson, America’s third president","authors":"J. Bickford, M. Lindsay, Ryan C. Hendrickson","doi":"10.1108/SSRP-08-2018-0035","DOIUrl":"https://doi.org/10.1108/SSRP-08-2018-0035","url":null,"abstract":"\u0000Purpose\u0000History-based trade books are an essential classroom option for social studies and English teachers. Professional organizations in history, social studies, English, reading and literature promote these engaging, age-appropriate secondary sources. Research suggests that misrepresentations appear often within history-based curricula, yet the majority of empirical studies have been completed on textbooks. The purpose of this paper is to examine the historical representation of Thomas Jefferson within trade books.\u0000\u0000\u0000Design/methodology/approach\u0000The data sample included trade books targeting various ages to make comparisons within and between grade ranges; the authors selected books published in distinctly different years to examine how Jefferson’s historical representation changed over time. The mixed methods content analysis used both open coding and axial coding.\u0000\u0000\u0000Findings\u0000Findings included sanitized versions of slavery at Monticello and omissions of his relationship with Sally Hemings. Date of publication, particularly those published after 1999 as new scientific evidence emerged linking Hemings and Jefferson, and intended audience shaped patterns of representation about Jefferson’s privileged social position, authorship of the Declaration of Independence, political philosophy and involvement in the American Revolution, to mention a few. Heroification, a common historical misrepresentation, did not appear.\u0000\u0000\u0000Research limitations/implications\u0000Limitations included: uneven portions of the data pool as children’s and young adult trade books were not common in early and mid-twentieth century; organization of books by grade range is problematic due to inexact nature of ranking narratives’ complexity; and definitive conclusions cannot emerge from a single study. Future research should consider how trade books represent other historical figures, particularly slave-owning American presidents.\u0000\u0000\u0000Practical implications\u0000Practical suggestions, such as how to address misrepresentations using primary sources, are offered.\u0000\u0000\u0000Originality/value\u0000Thomas Jefferson, undoubtedly an impactful American, is frequently included in elementary, middle level and high school curriculum. The authors examined Jefferson’s historical representation within trade books.\u0000","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"119 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":"116387412","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-10-2018-0038
J. Bickford, B. O'farrell
Purpose Education initiatives have increased expectations of students’ non-fiction reading and text-based writing within history, social studies and other curricula. Teachers must locate age-appropriate curricular materials and implement discipline-specific pedagogy to guide students’ history literacy, historical thinking and historical argumentation. The paper aims to discuss these issues. Design/methodology/approach Students are guided on an inquiry into an underemphasized element of a historically significant figure’s life. Eleanor Roosevelt’s labor and poverty advocacies generate comparably less attention by historians and trade book authors than her work with civil rights, human rights and international diplomacy. Findings Students are positioned to scrutinize primary and secondary sources using differentiated optics relevant to each source type. History literacy and historical thinking strategies ground students’ analyses. After extracting meaningful content from diverse sources, students are prompted to engage in text-based writing to articulate their newly developed understandings. Diverse elements of revision bolster students’ historical argumentation. Practical implications Close reading, critical thinking and text-based writing are joined throughout the guided inquiry. Originality/value The previously unused texts and original tasks are intended for middle school classrooms. These sources and strategies integrate different elements of history literacy, historical thinking and historical argumentation throughout the inquiry.
{"title":"Exploring Eleanor Roosevelt’s labor advocacy using primary and secondary sources","authors":"J. Bickford, B. O'farrell","doi":"10.1108/SSRP-10-2018-0038","DOIUrl":"https://doi.org/10.1108/SSRP-10-2018-0038","url":null,"abstract":"\u0000Purpose\u0000Education initiatives have increased expectations of students’ non-fiction reading and text-based writing within history, social studies and other curricula. Teachers must locate age-appropriate curricular materials and implement discipline-specific pedagogy to guide students’ history literacy, historical thinking and historical argumentation. The paper aims to discuss these issues.\u0000\u0000\u0000Design/methodology/approach\u0000Students are guided on an inquiry into an underemphasized element of a historically significant figure’s life. Eleanor Roosevelt’s labor and poverty advocacies generate comparably less attention by historians and trade book authors than her work with civil rights, human rights and international diplomacy.\u0000\u0000\u0000Findings\u0000Students are positioned to scrutinize primary and secondary sources using differentiated optics relevant to each source type. History literacy and historical thinking strategies ground students’ analyses. After extracting meaningful content from diverse sources, students are prompted to engage in text-based writing to articulate their newly developed understandings. Diverse elements of revision bolster students’ historical argumentation.\u0000\u0000\u0000Practical implications\u0000Close reading, critical thinking and text-based writing are joined throughout the guided inquiry.\u0000\u0000\u0000Originality/value\u0000The previously unused texts and original tasks are intended for middle school classrooms. These sources and strategies integrate different elements of history literacy, historical thinking and historical argumentation throughout the inquiry.\u0000","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"23 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":"131761108","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-07-2018-0028
Eric D. Moffa
Purpose Due to the complexities of place and the limited knowledge of citizenship education in rural contexts, the purpose of this paper is to examine civics teachers’ perceptions of place in rural schools and its influence on their decision making about the curriculum. Design/methodology/approach A qualitative case study design was utilized. Four 12th grade civics teachers were sampled across three rural schools in a southern state. Data came from interviews, classroom observations and teaching artifacts. A constant comparison method of data analysis led to the emergence of a major theme: the paradoxical treatment of place in civic education in rural schools. Findings Participants implemented place-based pedagogies while simultaneously promoting the narrative that students leave their home communities after graduation due to limited post-secondary opportunities (i.e. place-based learning for future (dis)placements). Participants reconciled leaving narratives and the displaced futures of students by emphasizing “the basics” devoid of place. Originality/value The paradoxical treatment of place, as influenced by teachers’ perceptions and civic sensibilities, contrasted with theoretical perspectives on place-based education that emphasize inhabiting and attending to place. Findings suggest the need to prepare rural civics teachers for place-conscious civic pedagogies to challenge paradoxical treatments of place and engender democratic investments in rural communities.
{"title":"A paradox of place: civic education in the rural south","authors":"Eric D. Moffa","doi":"10.1108/SSRP-07-2018-0028","DOIUrl":"https://doi.org/10.1108/SSRP-07-2018-0028","url":null,"abstract":"\u0000Purpose\u0000Due to the complexities of place and the limited knowledge of citizenship education in rural contexts, the purpose of this paper is to examine civics teachers’ perceptions of place in rural schools and its influence on their decision making about the curriculum.\u0000\u0000\u0000Design/methodology/approach\u0000A qualitative case study design was utilized. Four 12th grade civics teachers were sampled across three rural schools in a southern state. Data came from interviews, classroom observations and teaching artifacts. A constant comparison method of data analysis led to the emergence of a major theme: the paradoxical treatment of place in civic education in rural schools.\u0000\u0000\u0000Findings\u0000Participants implemented place-based pedagogies while simultaneously promoting the narrative that students leave their home communities after graduation due to limited post-secondary opportunities (i.e. place-based learning for future (dis)placements). Participants reconciled leaving narratives and the displaced futures of students by emphasizing “the basics” devoid of place.\u0000\u0000\u0000Originality/value\u0000The paradoxical treatment of place, as influenced by teachers’ perceptions and civic sensibilities, contrasted with theoretical perspectives on place-based education that emphasize inhabiting and attending to place. Findings suggest the need to prepare rural civics teachers for place-conscious civic pedagogies to challenge paradoxical treatments of place and engender democratic investments in rural communities.\u0000","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"31 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133076182","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-12-2018-0051
Michelle Bauml
Purpose In recent years, the field of social studies education has seen renewed interest in using inquiry to teach intradisciplinary concepts and skills. However, prospective primary grade teachers may have few (if any) opportunities to observe classroom teachers modeling inquiry during field placements. Methods courses provide fitting contexts in which to introduce preservice teachers (PSTs) to inquiry as a basis for intellectually challenging, meaningful social studies instruction. The purpose of this paper is to utilize a published inquiry curriculum developed for the New York Social Studies Toolkit (NYSST) Project as a tool to explore PSTs’ thinking about teaching first grade economics. Design/methodology/approach This qualitative study utilized focus groups with two groups of early childhood PSTs enrolled in a social studies methods course (n=28). Secondary data sources included PSTs’ handwritten comments on hard copies of the inquiry curriculum and the researcher’s analytic memos. Findings In the process of critiquing curriculum during focus group interviews, PSTs concentrated on the proposed tasks, evaluated those tasks for their potential to affect children’s understanding, and suggested new activities that would promote more active student engagement. Participants recognized the significance of children’s prior knowledge and were sensitive to students’ family values, although they underestimated young children’s capacity for robust discussion and intellectually challenging content. Originality/value This study is unique in its use of a published NYSST Project inquiry to explore how PSTs make sense of new curriculum. Its attention to PST education for primary grades contributes to elementary social studies literature. Additionally, this study addresses a general concern in teacher education about the need for PSTs to develop skills in interpreting and adapting curriculum materials. Findings suggest that engaging PSTs in discussions about social studies curriculum can help teacher educators identify latent learning goals for their courses that may be overlooked or assumed unnecessary.
{"title":"Examining preservice teachers’ thinking about teaching first grade economics through inquiry","authors":"Michelle Bauml","doi":"10.1108/SSRP-12-2018-0051","DOIUrl":"https://doi.org/10.1108/SSRP-12-2018-0051","url":null,"abstract":"\u0000Purpose\u0000In recent years, the field of social studies education has seen renewed interest in using inquiry to teach intradisciplinary concepts and skills. However, prospective primary grade teachers may have few (if any) opportunities to observe classroom teachers modeling inquiry during field placements. Methods courses provide fitting contexts in which to introduce preservice teachers (PSTs) to inquiry as a basis for intellectually challenging, meaningful social studies instruction. The purpose of this paper is to utilize a published inquiry curriculum developed for the New York Social Studies Toolkit (NYSST) Project as a tool to explore PSTs’ thinking about teaching first grade economics.\u0000\u0000\u0000Design/methodology/approach\u0000This qualitative study utilized focus groups with two groups of early childhood PSTs enrolled in a social studies methods course (n=28). Secondary data sources included PSTs’ handwritten comments on hard copies of the inquiry curriculum and the researcher’s analytic memos.\u0000\u0000\u0000Findings\u0000In the process of critiquing curriculum during focus group interviews, PSTs concentrated on the proposed tasks, evaluated those tasks for their potential to affect children’s understanding, and suggested new activities that would promote more active student engagement. Participants recognized the significance of children’s prior knowledge and were sensitive to students’ family values, although they underestimated young children’s capacity for robust discussion and intellectually challenging content.\u0000\u0000\u0000Originality/value\u0000This study is unique in its use of a published NYSST Project inquiry to explore how PSTs make sense of new curriculum. Its attention to PST education for primary grades contributes to elementary social studies literature. Additionally, this study addresses a general concern in teacher education about the need for PSTs to develop skills in interpreting and adapting curriculum materials. Findings suggest that engaging PSTs in discussions about social studies curriculum can help teacher educators identify latent learning goals for their courses that may be overlooked or assumed unnecessary.\u0000","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"1 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":"129392386","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-11-2018-0041
Tracey S. Hodges, Katherine Landau Wright, Julianne Coleman, Holly Hilboldt Swain, Claire Schweiker, B. Mansouri
Purpose Standards and policy changes in K-12 education have created the unintended consequence of reducing instructional time spent on social studies content. This limited time devoted to social studies presumably has led to more integrated social studies and literacy instruction. The purpose of this paper is to document the types of high-quality social studies children’s books found in classroom libraries across five states. Design/methodology/approach In the present mixed methods study, the researchers utilized a database of 60 classroom libraries across five states to identify which high-quality trade books, defined by the National Council for the Social Studies, were present. The researchers document trends in both frequencies of books and social studies content across decades, classrooms, grade levels and states from 1972 to 2015. Findings The findings indicate that National Council for the Social Studies (NCSS) Notable Trade Books for Young People texts are largely missing from the elementary classroom libraries the researchers sampled. Of the 5,544 unique titles included on the NCSS lists from 1972 to 2015, 453 were located in the US classroom libraries database, representing 8.17 percent of books found on the notable lists. Originality/value Before teachers can take steps toward integrating social studies and literacy, they need easy access to high-quality social studies texts. Many high-quality trade books are recommended each year for exposing students to social studies content; however, the researchers found limited numbers of these books in classroom libraries. The researchers recommend the lists be circulated to a wider audience to inform more teachers about these texts.
{"title":"Elementary classroom libraries and social studies trade books","authors":"Tracey S. Hodges, Katherine Landau Wright, Julianne Coleman, Holly Hilboldt Swain, Claire Schweiker, B. Mansouri","doi":"10.1108/SSRP-11-2018-0041","DOIUrl":"https://doi.org/10.1108/SSRP-11-2018-0041","url":null,"abstract":"\u0000Purpose\u0000Standards and policy changes in K-12 education have created the unintended consequence of reducing instructional time spent on social studies content. This limited time devoted to social studies presumably has led to more integrated social studies and literacy instruction. The purpose of this paper is to document the types of high-quality social studies children’s books found in classroom libraries across five states.\u0000\u0000\u0000Design/methodology/approach\u0000In the present mixed methods study, the researchers utilized a database of 60 classroom libraries across five states to identify which high-quality trade books, defined by the National Council for the Social Studies, were present. The researchers document trends in both frequencies of books and social studies content across decades, classrooms, grade levels and states from 1972 to 2015.\u0000\u0000\u0000Findings\u0000The findings indicate that National Council for the Social Studies (NCSS) Notable Trade Books for Young People texts are largely missing from the elementary classroom libraries the researchers sampled. Of the 5,544 unique titles included on the NCSS lists from 1972 to 2015, 453 were located in the US classroom libraries database, representing 8.17 percent of books found on the notable lists.\u0000\u0000\u0000Originality/value\u0000Before teachers can take steps toward integrating social studies and literacy, they need easy access to high-quality social studies texts. Many high-quality trade books are recommended each year for exposing students to social studies content; however, the researchers found limited numbers of these books in classroom libraries. The researchers recommend the lists be circulated to a wider audience to inform more teachers about these texts.\u0000","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"237 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":"121628150","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-03-2019-0020
L. Jay, Abby Reisman
Purpose Historical analogies are everywhere in political discourse, but history teachers know to tread carefully. Even with relentless pressure to make history relevant, analogies can be as dangerous as they are appealing. On the one hand, cognitive research has showcased the usefulness of analogies in helping students distinguish between essential and superficial features of a phenomenon. On the other hand, historical knowledge does not easily boil down to core theorems or conceptual truths that hold constant across time and place. Comparing two moments in history does not expose an immutable law; rather, it creates a space to appreciate both what has changed and what has stayed the same. This paper aims to discuss this issue. Design/methodology/approach In this paper, the authors draw upon the research on document-based lessons to craft an academically rigorous, intellectually authentic and practical tool for teachers to address the connections between past and present in their classrooms. In the process of doing so, the authors scrutinize comparisons between the fascism of the 1930s and the contemporary populism of President Trump as presented in today’s media. Findings In this paper, the authors offer an instructional tool to support teachers in transforming pat and reductive analogies into opportunities for rich historical learning. The historical analogy lesson template revolves around a central question, engages students in careful document analysis and includes instructional scaffolds that assist students in assessing the similarities and differences between both sides of the analogy. Using this tool can help students better decipher political discourse and map current events onto historical processes of continuity and change. Originality/value Few tools exist to support teachers in facilitating rich learning about the connections between the past and present. As historical analogies are part of the language of political discourse, it is incumbent upon teachers to prepare students to understand and evaluate analogies in rich ways as part of the preparation for citizenship. The paper outlines a structure for teachers to approach these topics.
{"title":"Teaching change and continuity with historical analogies","authors":"L. Jay, Abby Reisman","doi":"10.1108/SSRP-03-2019-0020","DOIUrl":"https://doi.org/10.1108/SSRP-03-2019-0020","url":null,"abstract":"\u0000Purpose\u0000Historical analogies are everywhere in political discourse, but history teachers know to tread carefully. Even with relentless pressure to make history relevant, analogies can be as dangerous as they are appealing. On the one hand, cognitive research has showcased the usefulness of analogies in helping students distinguish between essential and superficial features of a phenomenon. On the other hand, historical knowledge does not easily boil down to core theorems or conceptual truths that hold constant across time and place. Comparing two moments in history does not expose an immutable law; rather, it creates a space to appreciate both what has changed and what has stayed the same. This paper aims to discuss this issue.\u0000\u0000\u0000Design/methodology/approach\u0000In this paper, the authors draw upon the research on document-based lessons to craft an academically rigorous, intellectually authentic and practical tool for teachers to address the connections between past and present in their classrooms. In the process of doing so, the authors scrutinize comparisons between the fascism of the 1930s and the contemporary populism of President Trump as presented in today’s media.\u0000\u0000\u0000Findings\u0000In this paper, the authors offer an instructional tool to support teachers in transforming pat and reductive analogies into opportunities for rich historical learning. The historical analogy lesson template revolves around a central question, engages students in careful document analysis and includes instructional scaffolds that assist students in assessing the similarities and differences between both sides of the analogy. Using this tool can help students better decipher political discourse and map current events onto historical processes of continuity and change.\u0000\u0000\u0000Originality/value\u0000Few tools exist to support teachers in facilitating rich learning about the connections between the past and present. As historical analogies are part of the language of political discourse, it is incumbent upon teachers to prepare students to understand and evaluate analogies in rich ways as part of the preparation for citizenship. The paper outlines a structure for teachers to approach these topics.\u0000","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"10 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":"124191152","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 : 2019-04-11DOI: 10.1108/SSRP-07-2018-0029
Matt Hensley
Purpose The purpose of this paper is to share with social science educators a coherent framework for implementing Hamilton: An American Musical into their classrooms, while also supporting the wider objective of leveraging music to foster disciplinary literacy skills and culturally relevant practices. The framework is a construct that draws on author’s previous teaching experience and its purpose is to inform and support teachers’ practice. Design/methodology/approach The author first highlights literature focused on the effectiveness of using music in the social science classroom as a response to author’s own teaching experience using Hamilton: An American Musical, then hones in on the impact of hip-hop music specifically. Finally, the author unites Pellegrino’s (2013) models (close reading, inquiry, student discovery and creative development) to songs from Miranda’s Hamilton to provide pedagogical strategies and examples that are ready to be implemented in the Secondary US History Classroom. Findings Lin Manuel Miranda’s portrayal of Hamilton and his historical compatriots as ethnically diverse, combustible and provocative figures bring to life experiences that are unexpectedly and uniquely American, connecting with current generations, while remaining anchored in history (Mason, 2017). The success and relatability of Miranda’s Hamilton and this time-warped story of the founding fathers has led social studies teachers to explore ways to use the music, dialogue and messages in their classrooms. Originality/value While many lesson examples related to Lin Manuel Miranda’s Hamilton have proliferated online, there remains a lack of pedagogical coherence to help teachers extend this work as part of a larger framework of practice designed to support teaching and learning through music. The author strives to provide social science educators a strategic, adaptable and ready-to-use framework for implementing Miranda’s Hamilton: An American Musical into their classrooms.
本文的目的是与社会科学教育工作者分享一个连贯的框架，以便在他们的课堂上实施《汉密尔顿:美国音乐剧》，同时也支持利用音乐来培养学科素养技能和文化相关实践的更广泛目标。该框架是借鉴作者以往的教学经验构建的，其目的是为教师的实践提供信息和支持。设计/方法/方法作者首先强调了在社会科学课堂上使用音乐的有效性的文献，作为对作者自己使用《汉密尔顿:一部美国音乐剧》的教学经验的回应，然后特别关注嘻哈音乐的影响。最后，作者将Pellegrino(2013)的模型(细读、探究、学生发现和创造性发展)与米兰达的《汉密尔顿》中的歌曲结合起来，提供了准备在美国中学历史课堂上实施的教学策略和例子。林·曼努埃尔·米兰达(lin Manuel Miranda)将汉密尔顿和他的历史同胞描绘成种族多样、易燃且具有挑衅性的人物，给生活带来了意想不到的、独特的美国经历，与当代人联系在一起，同时又扎根于历史(梅森，2017)。米兰达的《汉密尔顿》的成功和相关性，以及这个关于开国元勋的时间扭曲的故事，促使社会研究教师探索在课堂上使用音乐、对话和信息的方法。虽然许多与林·曼努埃尔·米兰达(Lin Manuel Miranda)的《汉密尔顿》(Hamilton)有关的课堂例子在网上激增，但仍然缺乏教学上的连贯性，以帮助教师将这项工作扩展为旨在通过音乐支持教学和学习的更大实践框架的一部分。作者努力为社会科学教育工作者提供一个战略性的、适应性强的、随时可用的框架，以便在课堂上实施米兰达的《汉密尔顿:一部美国音乐剧》。
{"title":"“Getting freaky with the founders”","authors":"Matt Hensley","doi":"10.1108/SSRP-07-2018-0029","DOIUrl":"https://doi.org/10.1108/SSRP-07-2018-0029","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to share with social science educators a coherent framework for implementing Hamilton: An American Musical into their classrooms, while also supporting the wider objective of leveraging music to foster disciplinary literacy skills and culturally relevant practices. The framework is a construct that draws on author’s previous teaching experience and its purpose is to inform and support teachers’ practice.\u0000\u0000\u0000Design/methodology/approach\u0000The author first highlights literature focused on the effectiveness of using music in the social science classroom as a response to author’s own teaching experience using Hamilton: An American Musical, then hones in on the impact of hip-hop music specifically. Finally, the author unites Pellegrino’s (2013) models (close reading, inquiry, student discovery and creative development) to songs from Miranda’s Hamilton to provide pedagogical strategies and examples that are ready to be implemented in the Secondary US History Classroom.\u0000\u0000\u0000Findings\u0000Lin Manuel Miranda’s portrayal of Hamilton and his historical compatriots as ethnically diverse, combustible and provocative figures bring to life experiences that are unexpectedly and uniquely American, connecting with current generations, while remaining anchored in history (Mason, 2017). The success and relatability of Miranda’s Hamilton and this time-warped story of the founding fathers has led social studies teachers to explore ways to use the music, dialogue and messages in their classrooms.\u0000\u0000\u0000Originality/value\u0000While many lesson examples related to Lin Manuel Miranda’s Hamilton have proliferated online, there remains a lack of pedagogical coherence to help teachers extend this work as part of a larger framework of practice designed to support teaching and learning through music. The author strives to provide social science educators a strategic, adaptable and ready-to-use framework for implementing Miranda’s Hamilton: An American Musical into their classrooms.\u0000","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131192678","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 : 2019-03-15DOI: 10.1108/SSRP-01-2018-0004
Erika Davis
Purpose The purpose of this paper is to examine how frequently Latinxs and Latin Americans and/or topics related to these groups are represented in the Florida K-12 social studies standards and in what contexts. Drawing from critical race theory (CRT), this study further questions to what extent these contexts account for intersectionality among Latinxs and Latin Americans, challenge dominant narratives and stereotypes through counter-perspectives or reinforce whiteness as property. Design/methodology/approach All Florida social studies benchmarks relevant to Latinxs and/or Latin Americans were extracted and the frequency of representation and percentage of coverage were calculated. As a mixed-methods study, the context of representation was accounted for through a textual analysis of all extracted benchmarks which were grouped into emerging themes based on CRT tenets and principles. Findings Three contextual themes developed: political conflict/war, immigration and suppression or absence. Findings from this critical analysis of Florida social studies standards illuminate the continued racial and ethnic disparities in educational standards, curriculum and materials that leave some students and their histories out of the discourse. Practical implications Florida social studies standards require large-scale reform with input from Latinx communities and scholars to create an accurate and inclusive narrative and basis for social studies education. Originality/value This paper underscores the importance of culturally relevant and nuanced representations of Latinxs and Latin Americans in educational discourses.
{"title":"(Mis)representation of Latinxs in Florida social studies standards","authors":"Erika Davis","doi":"10.1108/SSRP-01-2018-0004","DOIUrl":"https://doi.org/10.1108/SSRP-01-2018-0004","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to examine how frequently Latinxs and Latin Americans and/or topics related to these groups are represented in the Florida K-12 social studies standards and in what contexts. Drawing from critical race theory (CRT), this study further questions to what extent these contexts account for intersectionality among Latinxs and Latin Americans, challenge dominant narratives and stereotypes through counter-perspectives or reinforce whiteness as property.\u0000\u0000\u0000Design/methodology/approach\u0000All Florida social studies benchmarks relevant to Latinxs and/or Latin Americans were extracted and the frequency of representation and percentage of coverage were calculated. As a mixed-methods study, the context of representation was accounted for through a textual analysis of all extracted benchmarks which were grouped into emerging themes based on CRT tenets and principles.\u0000\u0000\u0000Findings\u0000Three contextual themes developed: political conflict/war, immigration and suppression or absence. Findings from this critical analysis of Florida social studies standards illuminate the continued racial and ethnic disparities in educational standards, curriculum and materials that leave some students and their histories out of the discourse.\u0000\u0000\u0000Practical implications\u0000Florida social studies standards require large-scale reform with input from Latinx communities and scholars to create an accurate and inclusive narrative and basis for social studies education.\u0000\u0000\u0000Originality/value\u0000This paper underscores the importance of culturally relevant and nuanced representations of Latinxs and Latin Americans in educational discourses.\u0000","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132181610","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 : 2018-11-19DOI: 10.1108/SSRP-04-2018-0017
Sara B. Demoiny
Purpose The purpose of this paper is to explore how 11 social studies teacher educators (SSTEs) incorporated race into their social studies methods courses. It examines the instructional practices of the SSTEs using racial-pedagogical-content-knowledge (RPCK) as an analytical framework. Design/methodology/approach The paper is a qualitative interview study. The data sources included two 40–90 min semi-structured interviews per participant, methods course syllabi and reading lists, and university documents such as departmental mission statements and program course requirements. Data were analyzed using three cycles of coding: descriptive coding, focused coding and analytic generalizations. Findings The paper illustrates how the SSTEs incorporated race into their social studies methods courses through developing counter-narrative content knowledge, modeling the application of critical race theory tenets through pedagogical content knowledge, and cultivating a working racial knowledge among pre-service teachers. Originality/value This paper extends the literature of the RPCK framework through illustrating many ways each component of RPCK can be applied within a social studies methods course.
{"title":"Social studies teacher educators who do race work","authors":"Sara B. Demoiny","doi":"10.1108/SSRP-04-2018-0017","DOIUrl":"https://doi.org/10.1108/SSRP-04-2018-0017","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to explore how 11 social studies teacher educators (SSTEs) incorporated race into their social studies methods courses. It examines the instructional practices of the SSTEs using racial-pedagogical-content-knowledge (RPCK) as an analytical framework.\u0000\u0000\u0000Design/methodology/approach\u0000The paper is a qualitative interview study. The data sources included two 40–90 min semi-structured interviews per participant, methods course syllabi and reading lists, and university documents such as departmental mission statements and program course requirements. Data were analyzed using three cycles of coding: descriptive coding, focused coding and analytic generalizations.\u0000\u0000\u0000Findings\u0000The paper illustrates how the SSTEs incorporated race into their social studies methods courses through developing counter-narrative content knowledge, modeling the application of critical race theory tenets through pedagogical content knowledge, and cultivating a working racial knowledge among pre-service teachers.\u0000\u0000\u0000Originality/value\u0000This paper extends the literature of the RPCK framework through illustrating many ways each component of RPCK can be applied within a social studies methods course.\u0000","PeriodicalId":447901,"journal":{"name":"Social Studies Research and Practice","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123824225","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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