Pub Date : 2022-11-22DOI: 10.1080/00377996.2022.2148238
J. Hilburn, Brad M. Maguth, Kaylee Jacobs, Heather Parra
Abstract In February 2019, two nations with the largest nuclear arsenals announced their withdrawal from the Intermediate-Range Nuclear Forces (INF) Treaty. Russia’s interference in U.S. elections and the invasion of Ukraine has exacerbated tensions between the U.S. and Russia. These actions bring renewed attention to nuclear nonproliferation efforts worldwide. In this troubling context, but finding inspiration from Hibakusha testimonies, we propose one way to teach nuclear war and nonproliferation.
{"title":"Hibakusha-Inspired Inquiry: Teaching Nuclear War and Non-Proliferation","authors":"J. Hilburn, Brad M. Maguth, Kaylee Jacobs, Heather Parra","doi":"10.1080/00377996.2022.2148238","DOIUrl":"https://doi.org/10.1080/00377996.2022.2148238","url":null,"abstract":"Abstract In February 2019, two nations with the largest nuclear arsenals announced their withdrawal from the Intermediate-Range Nuclear Forces (INF) Treaty. Russia’s interference in U.S. elections and the invasion of Ukraine has exacerbated tensions between the U.S. and Russia. These actions bring renewed attention to nuclear nonproliferation efforts worldwide. In this troubling context, but finding inspiration from Hibakusha testimonies, we propose one way to teach nuclear war and nonproliferation.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"48 1","pages":"160 - 172"},"PeriodicalIF":0.0,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88915787","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 : 2022-10-22DOI: 10.1080/00377996.2022.2134281
K. Almazroui
Abstract Project-based learning (PBL) is a relatively recent innovation in teaching methodology that uses real-world learning activities to engage student interest and motivation. PBL equips students with skills necessary for the current job market: communication, collaboration, creativity, and critical thinking. This paper provides an overview of PBL, highlighting its effectiveness and potential role in helping students learn these skills. Steps for successful implementation of PBL are outlined, with particular focus on project design and assessment methods. PBL is then linked to moral education, both generally and with specific reference to the United Arab Emirates, with examples showing how PBL has been utilized to achieve this country’s educational policy aims. The paper concludes that PBL should be adopted to deliver the moral education curriculum and promote student engagement in community development projects.
{"title":"Project-Based Learning for 21st-Century Skills: An Overview and Case Study of Moral Education in the UAE","authors":"K. Almazroui","doi":"10.1080/00377996.2022.2134281","DOIUrl":"https://doi.org/10.1080/00377996.2022.2134281","url":null,"abstract":"Abstract Project-based learning (PBL) is a relatively recent innovation in teaching methodology that uses real-world learning activities to engage student interest and motivation. PBL equips students with skills necessary for the current job market: communication, collaboration, creativity, and critical thinking. This paper provides an overview of PBL, highlighting its effectiveness and potential role in helping students learn these skills. Steps for successful implementation of PBL are outlined, with particular focus on project design and assessment methods. PBL is then linked to moral education, both generally and with specific reference to the United Arab Emirates, with examples showing how PBL has been utilized to achieve this country’s educational policy aims. The paper concludes that PBL should be adopted to deliver the moral education curriculum and promote student engagement in community development projects.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"90 1","pages":"125 - 136"},"PeriodicalIF":0.0,"publicationDate":"2022-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84369039","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 : 2022-08-23DOI: 10.1080/00377996.2022.2114403
N. Sardone
Abstract Looking at the effects of globalization from numerous perspectives: economic, spatial, cultural, and environmental, it has become abundantly clear that today's students must possess geographic knowledge and associated skills to be prepared for civic life and informed decision-making. However, the current state of geographic proficiency among U.S. youth remains a concern. The amount of geography instruction that students receive, the preparation of their teachers to teach geography, and the quality of instructional materials are inadequate to prepare students for the demands of the modern world. This study intends to contribute to the research literature in geography education using game-based learning to develop geographic literacy. The paper describes the requirements of a game task and provides a sample of the games modified and activities customized by teacher candidates in an aim to develop third-grade students' (8–9 years of age) geographic knowledge and skills, specifically in the area of space and place. The results may be useful for teacher educators, teachers, and board game designers in the elementary geography sphere.
{"title":"Modifying Board Games in Alignment with State Standards to Develop the Geographic Literacy of Elementary Level Learners","authors":"N. Sardone","doi":"10.1080/00377996.2022.2114403","DOIUrl":"https://doi.org/10.1080/00377996.2022.2114403","url":null,"abstract":"Abstract Looking at the effects of globalization from numerous perspectives: economic, spatial, cultural, and environmental, it has become abundantly clear that today's students must possess geographic knowledge and associated skills to be prepared for civic life and informed decision-making. However, the current state of geographic proficiency among U.S. youth remains a concern. The amount of geography instruction that students receive, the preparation of their teachers to teach geography, and the quality of instructional materials are inadequate to prepare students for the demands of the modern world. This study intends to contribute to the research literature in geography education using game-based learning to develop geographic literacy. The paper describes the requirements of a game task and provides a sample of the games modified and activities customized by teacher candidates in an aim to develop third-grade students' (8–9 years of age) geographic knowledge and skills, specifically in the area of space and place. The results may be useful for teacher educators, teachers, and board game designers in the elementary geography sphere.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"20 1","pages":"114 - 124"},"PeriodicalIF":0.0,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83573184","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 : 2022-07-26DOI: 10.1080/00377996.2022.2097624
M. Niederjohn, M. Schug, W. C. Wood
Abstract Years ago, it became established that the severity and length of the Great Depression were due largely to misguided Federal Reserve monetary policy and the resulting catastrophic bank failures. This result is confirmed by surveys of scholars in the area and books specifically written on economic history. Yet the leading textbooks used in high school US history fail to reflect these findings. The texts (1) tend to ignore the recognized causes of the Great Depression’s severity and (2) overstate the role of other causes rejected by the majority of economic historians. After laying out this curious disjuncture, this article presents curricular resources to help high school teachers more accurately present the Great Depression’s causes.
{"title":"High School History Textbooks and the Causes of the Great Depression: Missing the Obvious","authors":"M. Niederjohn, M. Schug, W. C. Wood","doi":"10.1080/00377996.2022.2097624","DOIUrl":"https://doi.org/10.1080/00377996.2022.2097624","url":null,"abstract":"Abstract Years ago, it became established that the severity and length of the Great Depression were due largely to misguided Federal Reserve monetary policy and the resulting catastrophic bank failures. This result is confirmed by surveys of scholars in the area and books specifically written on economic history. Yet the leading textbooks used in high school US history fail to reflect these findings. The texts (1) tend to ignore the recognized causes of the Great Depression’s severity and (2) overstate the role of other causes rejected by the majority of economic historians. After laying out this curious disjuncture, this article presents curricular resources to help high school teachers more accurately present the Great Depression’s causes.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"27 1","pages":"91 - 97"},"PeriodicalIF":0.0,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89618549","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 : 2022-07-20DOI: 10.1080/00377996.2022.2101977
Philip Ernest Schoenberg
{"title":"Suspicious History: Questioning the Basis of Historical Evidence","authors":"Philip Ernest Schoenberg","doi":"10.1080/00377996.2022.2101977","DOIUrl":"https://doi.org/10.1080/00377996.2022.2101977","url":null,"abstract":"","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"256 1","pages":"137 - 138"},"PeriodicalIF":0.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74510424","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 : 2022-07-18DOI: 10.1080/00377996.2022.2098224
Chad M. Cunningham, Jada Kohlmeier
Abstract This article explores how middle school students envision their communities through an in-depth community mapping project. The research explores the extent of students’ sense of their community while prompting them to define what community means and whether it is valued by students. The project also seeks to understand students’ sense of belonging and unbelonging to places and spaces within their perceived communities. By exploring students’ own perceptions and experiences, the research offers to provide insights for how to make curricular choices for social studies classes which may better foster community involvement and democratic action and participation.
{"title":"Seeking the Context of Civil Society from Middle School Students’ Visualizing Community & Narrating Belonging","authors":"Chad M. Cunningham, Jada Kohlmeier","doi":"10.1080/00377996.2022.2098224","DOIUrl":"https://doi.org/10.1080/00377996.2022.2098224","url":null,"abstract":"Abstract This article explores how middle school students envision their communities through an in-depth community mapping project. The research explores the extent of students’ sense of their community while prompting them to define what community means and whether it is valued by students. The project also seeks to understand students’ sense of belonging and unbelonging to places and spaces within their perceived communities. By exploring students’ own perceptions and experiences, the research offers to provide insights for how to make curricular choices for social studies classes which may better foster community involvement and democratic action and participation.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"19 1","pages":"99 - 113"},"PeriodicalIF":0.0,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79234312","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 : 2022-07-09DOI: 10.1080/00377996.2022.2088672
R. Morris
Abstract Students used inquiry to invest folklore in their community. As part of the C3 inquiry arc students defined questions, connected folklore to a discipline, gathered data from their community and communicated information. Students' agency drove each of the projects as the students determined how much they would investigate each topic. Students explored folk art, folk construction, folk crafts, folk games, ghost stories, food, jokelore, folk medicine, and folk music. Students created projects based on their research for authentic audiences.
{"title":"Folklore: Democratizing Source Material to Reflect Classroom and Community Culture","authors":"R. Morris","doi":"10.1080/00377996.2022.2088672","DOIUrl":"https://doi.org/10.1080/00377996.2022.2088672","url":null,"abstract":"Abstract Students used inquiry to invest folklore in their community. As part of the C3 inquiry arc students defined questions, connected folklore to a discipline, gathered data from their community and communicated information. Students' agency drove each of the projects as the students determined how much they would investigate each topic. Students explored folk art, folk construction, folk crafts, folk games, ghost stories, food, jokelore, folk medicine, and folk music. Students created projects based on their research for authentic audiences.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"29 1","pages":"78 - 90"},"PeriodicalIF":0.0,"publicationDate":"2022-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87281152","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 : 2022-07-01DOI: 10.1080/00377996.2022.2079595
William L. Smith
Abstract This paper considers questions of appropriateness when linking the Holocaust to students’ experiences with bullying. The question is considered in the context of universalist and particularist views of the Holocaust and against the political landscape of both rising antisemitism in the U.S. and increasing state mandates for teaching the Holocaust in secondary classrooms. The article explores arguments for both sides of this pedagogical and curricular question and ultimately offers recommendations for classroom practice drawing on Noddings views on moral and caring-centered education.
{"title":"Linking the Holocaust and School Bullying: Creating Connections or Trivializing Tragedy?","authors":"William L. Smith","doi":"10.1080/00377996.2022.2079595","DOIUrl":"https://doi.org/10.1080/00377996.2022.2079595","url":null,"abstract":"Abstract This paper considers questions of appropriateness when linking the Holocaust to students’ experiences with bullying. The question is considered in the context of universalist and particularist views of the Holocaust and against the political landscape of both rising antisemitism in the U.S. and increasing state mandates for teaching the Holocaust in secondary classrooms. The article explores arguments for both sides of this pedagogical and curricular question and ultimately offers recommendations for classroom practice drawing on Noddings views on moral and caring-centered education.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"57 1","pages":"49 - 57"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89501666","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 : 2022-06-14DOI: 10.1080/00377996.2022.2085649
S. Kaka, M. Hollstein
Abstract This paper examines data from a statewide survey of K-12 social studies teachers in one midwestern state regarding their perceptions on the ways in which they integrate issues of race and justice into their classes, or their reasons for not doing so in their role as Instructional Gatekeeper.
{"title":"Social Studies Teachers as Instructional Gatekeepers for Issues of Race and Justice","authors":"S. Kaka, M. Hollstein","doi":"10.1080/00377996.2022.2085649","DOIUrl":"https://doi.org/10.1080/00377996.2022.2085649","url":null,"abstract":"Abstract This paper examines data from a statewide survey of K-12 social studies teachers in one midwestern state regarding their perceptions on the ways in which they integrate issues of race and justice into their classes, or their reasons for not doing so in their role as Instructional Gatekeeper.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"4 5 1","pages":"67 - 77"},"PeriodicalIF":0.0,"publicationDate":"2022-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77824087","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 : 2022-06-09DOI: 10.1080/00377996.2022.2084011
Neil O. Houser
Abstract Social studies educators have long advocated using history and the social sciences for the development of citizens. However, vigorous debate continues over what kinds of citizens are needed and who should decide. Where does this leave us as social studies teachers and scholars? And where does it leave our students? In this paper, I argue that teachers need to develop their own philosophies of citizenship education. We can no longer wait for others—vested in systems of power and privilege—to determine what needs to be known for the well-being of students, the good of society, or the health of the planet. However, developing a personal philosophy does not mean that anything goes. I identify additional factors that must also be considered as we reclaim our rights as transformative intellectuals.
{"title":"The Value of a Personal Philosophy of Citizenship Education","authors":"Neil O. Houser","doi":"10.1080/00377996.2022.2084011","DOIUrl":"https://doi.org/10.1080/00377996.2022.2084011","url":null,"abstract":"Abstract Social studies educators have long advocated using history and the social sciences for the development of citizens. However, vigorous debate continues over what kinds of citizens are needed and who should decide. Where does this leave us as social studies teachers and scholars? And where does it leave our students? In this paper, I argue that teachers need to develop their own philosophies of citizenship education. We can no longer wait for others—vested in systems of power and privilege—to determine what needs to be known for the well-being of students, the good of society, or the health of the planet. However, developing a personal philosophy does not mean that anything goes. I identify additional factors that must also be considered as we reclaim our rights as transformative intellectuals.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"1 1","pages":"59 - 66"},"PeriodicalIF":0.0,"publicationDate":"2022-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79889600","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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