Pub Date : 2023-04-21DOI: 10.1080/00377996.2023.2202375
Rina Bousalis
Abstract Southern United States folk music is rich in not only sound, but in voices of the past. Folk songs were created by working class individuals who described aspects of their life in connection with societal issues and events. Folk songs, now digitally archived, can serve as primary historical sources that can be used to enhance the secondary social studies U.S. history curriculum. The vast offerings of folk songs can allow students to listen, read, and analyze the lyrics to gain a deeper understanding of the U.S. South, shed the hillbilly stereotype that Southerners have been historically subjected to, understand why and how Southerners spoke out against injustices through song, and analyze the lyrics that portray the history of southern folklife. Based on the National Council for the Social Studies’ Themes of Social Studies and integrating folk songs from such online sites as the Library of Congress and Smithsonian Institute, curriculum implications are presented for students to reflect on the Southerners’ settings, perspectives of events and issues, and methods of protest. Modern technology’s preservation of folk songs that would otherwise be absent from history not only has the power to educate, but also to keep southern folk music alive.
{"title":"Exploring the Use of Digitally Archived Folk Music to Teach Southern United States History","authors":"Rina Bousalis","doi":"10.1080/00377996.2023.2202375","DOIUrl":"https://doi.org/10.1080/00377996.2023.2202375","url":null,"abstract":"Abstract Southern United States folk music is rich in not only sound, but in voices of the past. Folk songs were created by working class individuals who described aspects of their life in connection with societal issues and events. Folk songs, now digitally archived, can serve as primary historical sources that can be used to enhance the secondary social studies U.S. history curriculum. The vast offerings of folk songs can allow students to listen, read, and analyze the lyrics to gain a deeper understanding of the U.S. South, shed the hillbilly stereotype that Southerners have been historically subjected to, understand why and how Southerners spoke out against injustices through song, and analyze the lyrics that portray the history of southern folklife. Based on the National Council for the Social Studies’ Themes of Social Studies and integrating folk songs from such online sites as the Library of Congress and Smithsonian Institute, curriculum implications are presented for students to reflect on the Southerners’ settings, perspectives of events and issues, and methods of protest. Modern technology’s preservation of folk songs that would otherwise be absent from history not only has the power to educate, but also to keep southern folk music alive.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"64 1","pages":"282 - 296"},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89188188","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 : 2023-04-10DOI: 10.1080/00377996.2023.2190072
Brittany Watkins, Janie Hubbard
Abstract Human dignity is a complex, though essential, concept for students to master. Inserting human dignity into existing curricula provides students with more opportunities to consider the problems of vulnerable classmates and the status of human dignity and rights in the United States and around the world. Using parts of the US modern Civil Rights Movement curricula, as an example, this lesson exposes students to activities and research sources that support their critical thinking about human dignity, real-life discrimination, and human-rights violations. The article includes (a) an inquiry-based learning framework borrowed from the College, Career, and Civic (C3) Life Framework for Social Studies Standards; (b) National Council for the Social Studies (NCSS) standards; and (c) a lesson plan/unit structured within The Inquiry Design Model (IDM) Blueprint™. The lesson plan/unit is teaching-ready. All resources are prepared and ready for teachers and students, including some suggestions for useful, current digital tools. Ultimately, the lesson aims to reach educators who aspire to facilitate students’ conceptual understanding of human dignity and question the effects of discrimination.
{"title":"Student Inquiry: Using Civil Rights Movement Curricula to Extend Students’ Ideas about Human Dignity and Human Rights","authors":"Brittany Watkins, Janie Hubbard","doi":"10.1080/00377996.2023.2190072","DOIUrl":"https://doi.org/10.1080/00377996.2023.2190072","url":null,"abstract":"Abstract Human dignity is a complex, though essential, concept for students to master. Inserting human dignity into existing curricula provides students with more opportunities to consider the problems of vulnerable classmates and the status of human dignity and rights in the United States and around the world. Using parts of the US modern Civil Rights Movement curricula, as an example, this lesson exposes students to activities and research sources that support their critical thinking about human dignity, real-life discrimination, and human-rights violations. The article includes (a) an inquiry-based learning framework borrowed from the College, Career, and Civic (C3) Life Framework for Social Studies Standards; (b) National Council for the Social Studies (NCSS) standards; and (c) a lesson plan/unit structured within The Inquiry Design Model (IDM) Blueprint™. The lesson plan/unit is teaching-ready. All resources are prepared and ready for teachers and students, including some suggestions for useful, current digital tools. Ultimately, the lesson aims to reach educators who aspire to facilitate students’ conceptual understanding of human dignity and question the effects of discrimination.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"40 1","pages":"251 - 265"},"PeriodicalIF":0.0,"publicationDate":"2023-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86392503","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 : 2023-04-05DOI: 10.1080/00377996.2023.2191920
Eric D. Moffa, Jake Winston
Abstract During the 2020–2021 academic year, Virginia piloted a state-designed secondary African American history elective in 16 school divisions. Using the framework of Racial Pedagogical Content Knowledge (RPCK), this study examined the treatment of race in the new course by analyzing the state-created curriculum materials and interviewing three teachers that were part of the pilot program. Findings suggest that the curriculum challenged problematic traditional historic narratives, addressed issues of identity and structural racism, and applied racial knowledge through civic action projects. Teachers felt prepared to teach the course due to sustained racially conscious professional development facilitated by the Virginia Department of Education. The curriculum of the state-designed course and its implementation by teachers align with the core tenets of RPCK, such as its interrogation of power structures and inequalities, examination of intersectionality, and empowerment of students to resist racism and injustice through informed social action. Our analysis found the course does not use “inherently divisive concepts” as they are portrayed in Executive Order No. 1.
{"title":"Examining Virginia’s African American History Course through the Lens of Racial Pedagogical Content Knowledge","authors":"Eric D. Moffa, Jake Winston","doi":"10.1080/00377996.2023.2191920","DOIUrl":"https://doi.org/10.1080/00377996.2023.2191920","url":null,"abstract":"Abstract During the 2020–2021 academic year, Virginia piloted a state-designed secondary African American history elective in 16 school divisions. Using the framework of Racial Pedagogical Content Knowledge (RPCK), this study examined the treatment of race in the new course by analyzing the state-created curriculum materials and interviewing three teachers that were part of the pilot program. Findings suggest that the curriculum challenged problematic traditional historic narratives, addressed issues of identity and structural racism, and applied racial knowledge through civic action projects. Teachers felt prepared to teach the course due to sustained racially conscious professional development facilitated by the Virginia Department of Education. The curriculum of the state-designed course and its implementation by teachers align with the core tenets of RPCK, such as its interrogation of power structures and inequalities, examination of intersectionality, and empowerment of students to resist racism and injustice through informed social action. Our analysis found the course does not use “inherently divisive concepts” as they are portrayed in Executive Order No. 1.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"80 1","pages":"266 - 281"},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82201607","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 : 2023-02-06DOI: 10.1080/00377996.2023.2174926
Kristen E. Duncan, Delandrea Hall, Damaris C. Dunn
Abstract Research indicates that social studies classrooms, as they currently exist, are a site of suffering for Black students. This is largely because social studies curricula limit Black experiences to oppression and liberation. In this article, we propose implementing and centering Black joy in social studies classrooms to help social studies education work toward achieving its mission and provide space for the full range of Black humanity to enter classrooms. Toward this end, we provide practical starting points for classroom teachers in various social studies disciplines.
{"title":"Embracing the Fullness of Black Humanity: Centering Black Joy in Social Studies","authors":"Kristen E. Duncan, Delandrea Hall, Damaris C. Dunn","doi":"10.1080/00377996.2023.2174926","DOIUrl":"https://doi.org/10.1080/00377996.2023.2174926","url":null,"abstract":"Abstract Research indicates that social studies classrooms, as they currently exist, are a site of suffering for Black students. This is largely because social studies curricula limit Black experiences to oppression and liberation. In this article, we propose implementing and centering Black joy in social studies classrooms to help social studies education work toward achieving its mission and provide space for the full range of Black humanity to enter classrooms. Toward this end, we provide practical starting points for classroom teachers in various social studies disciplines.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"2 1","pages":"241 - 249"},"PeriodicalIF":0.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80006652","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 : 2023-02-01DOI: 10.1080/00377996.2023.2171352
Ryan E. Hughes, Wayne Journell
Abstract In this study, we investigate how a third-grade teacher enacted controversial issues discussion about the use of Indigenous people as sports mascots. We highlight how the teacher supported eight students’ sensemaking about the issue during small-group instruction. We provide suggestions for controversial issues teaching in elementary social studies.
{"title":"Facilitating a Controversial Issues Discussion in Elementary School about Using Indigenous Sports Mascots","authors":"Ryan E. Hughes, Wayne Journell","doi":"10.1080/00377996.2023.2171352","DOIUrl":"https://doi.org/10.1080/00377996.2023.2171352","url":null,"abstract":"Abstract In this study, we investigate how a third-grade teacher enacted controversial issues discussion about the use of Indigenous people as sports mascots. We highlight how the teacher supported eight students’ sensemaking about the issue during small-group instruction. We provide suggestions for controversial issues teaching in elementary social studies.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"27 1","pages":"223 - 240"},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86006250","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 : 2023-01-17DOI: 10.1080/00377996.2023.2168241
Mark F. Newman
Primary sources are tricky documents. They can be excellent texts to use in the classroom to improve content knowledge and build skills, but care must be taken so they promote rather than thwart learning (Eicher, 2007; Newman, 2014). A couple of preliminary steps can eliminate pitfalls and help a primary source fulfill its promise. Traditionally, sourcing meant authenticating the document by checking its provenance to ensure it is legit, meaning the document is what it purports to be (Wineburg, 1991). In recent years with digitized collections becoming more numerous, evaluating where the document was accessed has become important, as has assessing any information on the document included in the repository. Others steps might be considered beyond the traditional bounds of sourcing but they seem to fit the idea of authentication. Surveying the primary source document helps make sure it fits the people, place, and time context as well as the topic of study. So does researching its backstory. Neglecting sourcing can lead to misuse of a document and possibly mis-education. Conversely, when vetted carefully, the same document can prove to be quite valuable for studying different topics. Both scenarios have occurred with American Progress (Figure 1), a popular visual often used incorrectly to illustrate manifest destiny. It is about western expansion after the Civil War. American Progress has been used in schools, on the internet, in textbooks, and even on government websites to depict manifest destiny. In a number of U.S. history classrooms in various high schools in a large metropolitan area, I have witnessed teachers using American Progress to illustrate manifest destiny in the 1840s. Google manifest destiny pictures and the first visual seen is American Progress. Search on Wikimedia Commons and American Progress also is connected to manifest destiny. The online textbook, U.S History: Precolumbia to the New Millennium (https://www.ushistory.org/us/29.asp) describes America Progress as a symbol of manifest destiny. On The U.S. House of Representatives website, there is an essay on the “Era of U.S. Continental Expansion (2022),” that includes a short section on manifest destiny. American Progress is used as a visual with the caption: “Titled American Progress. Westward the course of destiny. Westward ho!, this print memorializes the movement of U.S. settlers across the continental United States during the 1840s and 1850s.” Various authors have also interpreted the picture as celebrating manifest destiny. In her article on selling the American West, Raab (2013, pp. 499, 501) described American Progress as depicting “the mythology of the endless frontier and a divinely inspired manifest destiny.” Greenberg (2005, pp. 1–2) was more effusive suggesting the picture was “perhaps the best-known image of the nineteenth-century concept of manifest destiny.” In the 1840s, manifest destiny was the belief that the United States had a God-given, divine right to exp
第一手资料是棘手的文件。它们可以是课堂上使用的优秀文本，以提高内容知识和培养技能，但必须注意，这样它们才能促进而不是阻碍学习(Eicher, 2007;纽曼,2014)。几个初步步骤可以消除陷阱，并帮助主要来源实现其承诺。传统上，来源意味着通过检查其来源来验证文件，以确保它是合法的，这意味着文件是它声称的那样(Wineburg, 1991)。近年来，随着数字化馆藏变得越来越多，评估文档的访问位置变得非常重要，评估存储库中包含的文档的任何信息也变得非常重要。其他步骤可能被认为超出了传统的采购范围，但它们似乎符合认证的概念。调查原始文献有助于确保它符合人物、地点和时间背景以及研究主题。研究它的背景故事也是如此。忽略来源可能会导致文档的误用，并可能导致错误的教育。相反，如果仔细审查，同一份文件可能对研究不同的主题非常有价值。这两种情况都发生在美国进步(图1)中，这是一个经常被错误地用来说明天定命运的流行视觉。它讲的是内战后的西部扩张。学校、互联网、教科书甚至政府网站都在使用“美国进步”来描述天定命运。在一个大都市地区的许多高中的美国历史课堂上，我目睹了老师们用美国进步来说明19世纪40年代的天定命运。谷歌天定命运的图片，第一个看到的是美国进步。在维基共享资源和美国进步上的搜索也与天定命运有关。在线教科书《美国历史:从哥伦比亚到新千年》(https://www.ushistory.org/us/29.asp)将美国的进步描述为“天定命运”的象征。在美国众议院网站上，有一篇题为《美国大陆扩张时代(2022年)》的文章，其中有一小部分是关于天定命运的。“美国进步”被用作视觉效果，标题是:“标题是美国进步”。向西是命运之路。向西!这幅版画纪念了19世纪40年代和50年代美国移民在美国大陆的运动。”许多作家也将这幅画解释为庆祝天定命运。在她关于出售美国西部的文章中，Raab (2013, pp. 499, 501)将美国的进步描述为描绘“无尽边疆的神话和神圣启示的天定命运”。格林伯格(2005，第1-2页)则更加热情洋溢地表示，这幅画“可能是19世纪天定命运概念中最著名的图像”。在19世纪40年代，天定命运是一种信仰，认为美国拥有上帝赋予的神圣权利，可以扩张国家，在整个大陆传播民主。这一学说产生于
{"title":"American Progress: Sourcing and the Promise of Primary Sources","authors":"Mark F. Newman","doi":"10.1080/00377996.2023.2168241","DOIUrl":"https://doi.org/10.1080/00377996.2023.2168241","url":null,"abstract":"Primary sources are tricky documents. They can be excellent texts to use in the classroom to improve content knowledge and build skills, but care must be taken so they promote rather than thwart learning (Eicher, 2007; Newman, 2014). A couple of preliminary steps can eliminate pitfalls and help a primary source fulfill its promise. Traditionally, sourcing meant authenticating the document by checking its provenance to ensure it is legit, meaning the document is what it purports to be (Wineburg, 1991). In recent years with digitized collections becoming more numerous, evaluating where the document was accessed has become important, as has assessing any information on the document included in the repository. Others steps might be considered beyond the traditional bounds of sourcing but they seem to fit the idea of authentication. Surveying the primary source document helps make sure it fits the people, place, and time context as well as the topic of study. So does researching its backstory. Neglecting sourcing can lead to misuse of a document and possibly mis-education. Conversely, when vetted carefully, the same document can prove to be quite valuable for studying different topics. Both scenarios have occurred with American Progress (Figure 1), a popular visual often used incorrectly to illustrate manifest destiny. It is about western expansion after the Civil War. American Progress has been used in schools, on the internet, in textbooks, and even on government websites to depict manifest destiny. In a number of U.S. history classrooms in various high schools in a large metropolitan area, I have witnessed teachers using American Progress to illustrate manifest destiny in the 1840s. Google manifest destiny pictures and the first visual seen is American Progress. Search on Wikimedia Commons and American Progress also is connected to manifest destiny. The online textbook, U.S History: Precolumbia to the New Millennium (https://www.ushistory.org/us/29.asp) describes America Progress as a symbol of manifest destiny. On The U.S. House of Representatives website, there is an essay on the “Era of U.S. Continental Expansion (2022),” that includes a short section on manifest destiny. American Progress is used as a visual with the caption: “Titled American Progress. Westward the course of destiny. Westward ho!, this print memorializes the movement of U.S. settlers across the continental United States during the 1840s and 1850s.” Various authors have also interpreted the picture as celebrating manifest destiny. In her article on selling the American West, Raab (2013, pp. 499, 501) described American Progress as depicting “the mythology of the endless frontier and a divinely inspired manifest destiny.” Greenberg (2005, pp. 1–2) was more effusive suggesting the picture was “perhaps the best-known image of the nineteenth-century concept of manifest destiny.” In the 1840s, manifest destiny was the belief that the United States had a God-given, divine right to exp","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"31 1","pages":"216 - 222"},"PeriodicalIF":0.0,"publicationDate":"2023-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83646645","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 : 2023-01-16DOI: 10.1080/00377996.2023.2166006
Dylan Edmondson
Abstract World history curriculum in the United States is Eurocentric. By downplaying contributions from non-Western societies, state standards of world history in the modern era create a narrative of the West as a driver of progress and Europe as the primary protagonist of global events. Research further shows social studies teachers rely on such state standards in developing their curriculum. Utilizing the concept of curricular instructional gatekeeping as a framework, I argue it is important for world history teachers to consider what global content and narratives they allow students access to and think of ways they can make their curriculum more inclusive. I present a lesson I conducted with pre-service teachers as an example that preparation programs and/or in-service providers may utilize to assist teachers in developing a more global world history curriculum.
{"title":"Toward an Inclusive World History: Pre-Service Teachers and the Curricular Gate","authors":"Dylan Edmondson","doi":"10.1080/00377996.2023.2166006","DOIUrl":"https://doi.org/10.1080/00377996.2023.2166006","url":null,"abstract":"Abstract World history curriculum in the United States is Eurocentric. By downplaying contributions from non-Western societies, state standards of world history in the modern era create a narrative of the West as a driver of progress and Europe as the primary protagonist of global events. Research further shows social studies teachers rely on such state standards in developing their curriculum. Utilizing the concept of curricular instructional gatekeeping as a framework, I argue it is important for world history teachers to consider what global content and narratives they allow students access to and think of ways they can make their curriculum more inclusive. I present a lesson I conducted with pre-service teachers as an example that preparation programs and/or in-service providers may utilize to assist teachers in developing a more global world history curriculum.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"42 1","pages":"205 - 215"},"PeriodicalIF":0.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81862081","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 : 2023-01-11DOI: 10.1080/00377996.2022.2163221
Jeremiah C. Clabough, Caroline C. Sheffield
Abstract This six-day research project examined the potential for how trade books and primary sources can be used in concert with each other to develop middle school students’ disciplinary thinking skills in the manners advocated for in the C3 Framework. The project was focused on the trade book Thurgood, a picture book biography about Supreme Court Justice Thurgood Marshall. Students drew images and used words to describe Thurgood Marshall’s civic identity and answered metacognitive analysis prompts explaining their thinking and work. Students’ work samples suggest that they employed a nuanced integration of both civic and historical thinking to articulate how Thurgood Marshall’s lived experiences influenced his civic action and civic identity.
{"title":"Historical Context to Civic Action: Trade Books and Disciplinary Literacy Instruction","authors":"Jeremiah C. Clabough, Caroline C. Sheffield","doi":"10.1080/00377996.2022.2163221","DOIUrl":"https://doi.org/10.1080/00377996.2022.2163221","url":null,"abstract":"Abstract This six-day research project examined the potential for how trade books and primary sources can be used in concert with each other to develop middle school students’ disciplinary thinking skills in the manners advocated for in the C3 Framework. The project was focused on the trade book Thurgood, a picture book biography about Supreme Court Justice Thurgood Marshall. Students drew images and used words to describe Thurgood Marshall’s civic identity and answered metacognitive analysis prompts explaining their thinking and work. Students’ work samples suggest that they employed a nuanced integration of both civic and historical thinking to articulate how Thurgood Marshall’s lived experiences influenced his civic action and civic identity.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"8 1","pages":"183 - 204"},"PeriodicalIF":0.0,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83808167","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 : 2022-12-30DOI: 10.1080/00377996.2022.2155101
R. Morris, Samie Downard, Jackie Holzapfel, Denise Shockley
Abstract Students learned to perform first-person presentation to display information researched through an inquiry process. Teachers helped students learn inquiry during instructional time. Teachers, parents, and guardians worked together to support student learning in a high poverty and low educational attainment Appalachian community. The character the students selected represented democratic citizenship to the audience of friends, visitors, parents, guardians, and community members. Reading in the content area supported decision making about the difference between celebrity and democratic citizenship.
{"title":"First Person Presentations and Inquiry in First Grade","authors":"R. Morris, Samie Downard, Jackie Holzapfel, Denise Shockley","doi":"10.1080/00377996.2022.2155101","DOIUrl":"https://doi.org/10.1080/00377996.2022.2155101","url":null,"abstract":"Abstract Students learned to perform first-person presentation to display information researched through an inquiry process. Teachers helped students learn inquiry during instructional time. Teachers, parents, and guardians worked together to support student learning in a high poverty and low educational attainment Appalachian community. The character the students selected represented democratic citizenship to the audience of friends, visitors, parents, guardians, and community members. Reading in the content area supported decision making about the difference between celebrity and democratic citizenship.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"11 1","pages":"173 - 182"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86692073","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 : 2022-11-23DOI: 10.1080/00377996.2022.2140641
Nathalie Popa
Abstract The aim of this article is to present a pedagogical approach for history education. This approach is called Meaningful History and it outlines the process by which upper-level secondary history students can cultivate historical consciousness. Based on the notion of learning as meaning making and historical consciousness as a disposition to engage with history so as to make meaning of past human experience for oneself, the author describes a possible learning trajectory. Additionally, to show how this trajectory could apply to the classroom, the author offers three guidelines for educators to design and support such learning. These guidelines are: (1) negotiate the presence of the past, (2) inquire into the past with the help of habits of mind, (3) and build a sense of historical being. The guidelines are illuminated by examples that have been extracted from a design-inspired classroom experiment. In conclusion, the author suggests that future history education research investigate Meaningful History’s relevance and practicality in various settings.
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