Pub Date : 2021-07-07DOI: 10.1080/00377996.2021.1945995
Sohyun An
Abstract In recent years, there has been a growing recognition of the need to understand teaching and learning not just as cognitive but also as affective experiences that are imbued with emotional complexity. There is also an emergent body of research on how to teach difficult knowledge of war. Joining this scholarship, this article presents research findings on how preservice teachers feel and experience difficult knowledge of World War II in the Philippines when they are encouraged to develop emotional self-awareness in the learning encounter, reconsider the dominant narratives on war, and reflect on their implication in response to difficult knowledge of war as a future teacher. The findings inform pedagogical conditions that may be beneficial if we are to engage preservice teachers with difficult knowledge of war and guide them to contemplate how they are implicated in their learning to become a critical teacher.
{"title":"Engaging With Difficult Knowledge of U.S. Wars in Elementary Social Studies Methods Course","authors":"Sohyun An","doi":"10.1080/00377996.2021.1945995","DOIUrl":"https://doi.org/10.1080/00377996.2021.1945995","url":null,"abstract":"Abstract In recent years, there has been a growing recognition of the need to understand teaching and learning not just as cognitive but also as affective experiences that are imbued with emotional complexity. There is also an emergent body of research on how to teach difficult knowledge of war. Joining this scholarship, this article presents research findings on how preservice teachers feel and experience difficult knowledge of World War II in the Philippines when they are encouraged to develop emotional self-awareness in the learning encounter, reconsider the dominant narratives on war, and reflect on their implication in response to difficult knowledge of war as a future teacher. The findings inform pedagogical conditions that may be beneficial if we are to engage preservice teachers with difficult knowledge of war and guide them to contemplate how they are implicated in their learning to become a critical teacher.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"5 1","pages":"17 - 29"},"PeriodicalIF":0.0,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84619781","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 : 2021-06-04DOI: 10.1080/00377996.2021.1934810
Jabari Cain, Sylvia Cain, Brent Daigle
Abstract This qualitative case study explored an eighth-grade social studies classroom where the teacher uses StudyCasts as an instructional strategy with his students. Teacher-led StudyCasts were utilized as a way for his students to remember content for upcoming tests. Additionally, his students created their own StudyCasts in the classroom to review social studies content. The study revealed an increase in student engagement, improved communication skills, and introduced an alternative method to study and prepare for classroom content and summative assessments. This study discussed the benefits and limitations of the use of this technology in the social studies classroom. Currently, a limited amount of studies explore the use of StudyCasts in social studies and middle-level education. This study extends the literature in this emerging area.
{"title":"Constructivist Podcasting Strategies in the 8th Grade Social Studies Classroom: “StudyCasts” Support Motivation and Learning Outcomes","authors":"Jabari Cain, Sylvia Cain, Brent Daigle","doi":"10.1080/00377996.2021.1934810","DOIUrl":"https://doi.org/10.1080/00377996.2021.1934810","url":null,"abstract":"Abstract This qualitative case study explored an eighth-grade social studies classroom where the teacher uses StudyCasts as an instructional strategy with his students. Teacher-led StudyCasts were utilized as a way for his students to remember content for upcoming tests. Additionally, his students created their own StudyCasts in the classroom to review social studies content. The study revealed an increase in student engagement, improved communication skills, and introduced an alternative method to study and prepare for classroom content and summative assessments. This study discussed the benefits and limitations of the use of this technology in the social studies classroom. Currently, a limited amount of studies explore the use of StudyCasts in social studies and middle-level education. This study extends the literature in this emerging area.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"73 1","pages":"310 - 321"},"PeriodicalIF":0.0,"publicationDate":"2021-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79482419","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 : 2021-05-26DOI: 10.1080/00377996.2021.1929054
Daniel S. Berman, J. Stoddard
Abstract In the aftermath of the September 11th attacks, some who were unable to cope with the devastation and the failure to prevent them turned to alternative explanations as to how and why these attacks occurred. Coinciding with the growth of the internet, hyper-partisan news sources, and misinformation, a vast number of 9/11 conspiracy theories emerged and spread. During the past 20 years, these conspiracy theories became embedded in public discourse, and have slowly started to appear in classrooms, brought in by a generation of students not alive before and with limited understanding of 9/11. In this article, we attempt to explain how these conspiracy theories enter the classroom and teachers’ strategies to combat them. Using a combination of theory and empirical data, we contend that 9/11 conspiracy theories remain popular and students' endorsement of them may come from their lack of information about 9/11 more generally. Additionally, we use activities from different teachers to demonstrate three approaches to combat conspiracy theories. At a time when conspiracy theories are used to inflame partisan beliefs, it is crucial to equip educators with resources to extinguish these conspiratorial flames.
{"title":"“It’s a Growing and Serious Problem:” Teaching 9/11 to Combat Misinformation and Conspiracy Theories","authors":"Daniel S. Berman, J. Stoddard","doi":"10.1080/00377996.2021.1929054","DOIUrl":"https://doi.org/10.1080/00377996.2021.1929054","url":null,"abstract":"Abstract In the aftermath of the September 11th attacks, some who were unable to cope with the devastation and the failure to prevent them turned to alternative explanations as to how and why these attacks occurred. Coinciding with the growth of the internet, hyper-partisan news sources, and misinformation, a vast number of 9/11 conspiracy theories emerged and spread. During the past 20 years, these conspiracy theories became embedded in public discourse, and have slowly started to appear in classrooms, brought in by a generation of students not alive before and with limited understanding of 9/11. In this article, we attempt to explain how these conspiracy theories enter the classroom and teachers’ strategies to combat them. Using a combination of theory and empirical data, we contend that 9/11 conspiracy theories remain popular and students' endorsement of them may come from their lack of information about 9/11 more generally. Additionally, we use activities from different teachers to demonstrate three approaches to combat conspiracy theories. At a time when conspiracy theories are used to inflame partisan beliefs, it is crucial to equip educators with resources to extinguish these conspiratorial flames.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"4 1","pages":"298 - 309"},"PeriodicalIF":0.0,"publicationDate":"2021-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73059166","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 : 2021-05-25DOI: 10.1080/00377996.2021.1929053
Thomas Misco, Andrea Bennett-Kinne
Abstract This article explores the racial prerequisite cases, which were dubious court decisions that attempted to rationalize pseudo-scientific evidence and common knowledge as reasons for who could and could not be considered for, and who was ultimately denied, U.S. citizenship. These cases are historical antecedents of the current anti-Asian racism that has become even more pronounced as a result of COVID-19. Social studies educators can leverage these court cases to teach about controversial and relevant issues that connect to current immigration and citizenship policies, as well as provide historical context for contemporary discussions about race and racism.
{"title":"Citizenship Wanted, but Denied: The Racial Prerequisite Cases and Their Role in Institutionalizing Racism Against Asians","authors":"Thomas Misco, Andrea Bennett-Kinne","doi":"10.1080/00377996.2021.1929053","DOIUrl":"https://doi.org/10.1080/00377996.2021.1929053","url":null,"abstract":"Abstract This article explores the racial prerequisite cases, which were dubious court decisions that attempted to rationalize pseudo-scientific evidence and common knowledge as reasons for who could and could not be considered for, and who was ultimately denied, U.S. citizenship. These cases are historical antecedents of the current anti-Asian racism that has become even more pronounced as a result of COVID-19. Social studies educators can leverage these court cases to teach about controversial and relevant issues that connect to current immigration and citizenship policies, as well as provide historical context for contemporary discussions about race and racism.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"68 1","pages":"291 - 297"},"PeriodicalIF":0.0,"publicationDate":"2021-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89505837","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 : 2021-05-17DOI: 10.1080/00377996.2021.1918616
Lauren Bagwell
Abstract This article situates spoken word poetry as a discussion-based practice for the social studies classroom. Similar to traditional forms of discussion like debate and deliberation, spoken word poetry engages students in multiple perspectives, allows students to make critical arguments about the world, and creates a space for student voices to have agency in the classroom. This article first examines the potential of spoken word poetry to mitigate the limitations and leverage the benefits of existing practices. It then explores how spoken word can be used as a tool for empathy, active listening, and community building in the classroom by analyzing several classroom experiences. It concludes with providing practical tools for how and when spoken word poetry can be implemented into the social studies classroom.
{"title":"Write, Speak, Listen: Spoken Word Poetry as Discussion","authors":"Lauren Bagwell","doi":"10.1080/00377996.2021.1918616","DOIUrl":"https://doi.org/10.1080/00377996.2021.1918616","url":null,"abstract":"Abstract This article situates spoken word poetry as a discussion-based practice for the social studies classroom. Similar to traditional forms of discussion like debate and deliberation, spoken word poetry engages students in multiple perspectives, allows students to make critical arguments about the world, and creates a space for student voices to have agency in the classroom. This article first examines the potential of spoken word poetry to mitigate the limitations and leverage the benefits of existing practices. It then explores how spoken word can be used as a tool for empathy, active listening, and community building in the classroom by analyzing several classroom experiences. It concludes with providing practical tools for how and when spoken word poetry can be implemented into the social studies classroom.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"20 1","pages":"271 - 280"},"PeriodicalIF":0.0,"publicationDate":"2021-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75691802","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 : 2021-05-13DOI: 10.1080/00377996.2021.1921680
James E. Schul
Abstract The rise of social media outlets along with the explosion of information platforms has helped to fuel an intensification of tribal epistemology. As a result, propaganda aimed at uplifting one group over another is on the rise. This article aims to explain the nature of propaganda and historically situate propaganda techniques currently employed. Using past efforts of the Institute of Propaganda Analysis from the 1930s, the author resynthesizes some popular propaganda analysis tools to better serve the contemporary citizenry to identify and analyze modern political propaganda. This article provides these tools and incremental steps that teachers can use as a practical effort to empower students to be better critical consumers of propaganda, particularly image-based propaganda.
{"title":"Fending off Fake News: Identifying and Analyzing Propaganda in Imagery","authors":"James E. Schul","doi":"10.1080/00377996.2021.1921680","DOIUrl":"https://doi.org/10.1080/00377996.2021.1921680","url":null,"abstract":"Abstract The rise of social media outlets along with the explosion of information platforms has helped to fuel an intensification of tribal epistemology. As a result, propaganda aimed at uplifting one group over another is on the rise. This article aims to explain the nature of propaganda and historically situate propaganda techniques currently employed. Using past efforts of the Institute of Propaganda Analysis from the 1930s, the author resynthesizes some popular propaganda analysis tools to better serve the contemporary citizenry to identify and analyze modern political propaganda. This article provides these tools and incremental steps that teachers can use as a practical effort to empower students to be better critical consumers of propaganda, particularly image-based propaganda.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"6 1","pages":"281 - 290"},"PeriodicalIF":0.0,"publicationDate":"2021-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88860237","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 : 2021-05-04DOI: 10.1080/00377996.2020.1841715
Mary D. Curtis, Ambra L. Green
Abstract Progressing through schools may be challenging for some students, especially those with learning disabilities (LD). In social studies, for example, students grapple with increasingly complex texts, independent work, direct instruction, critical thinking, analysis, and other learning demands. As students transition from elementary schools where generalist educators have strong literacy experience but typically poor social studies content knowledge to the secondary level where teachers are content specialists who may lack literacy pedagogical knowledge, learners may experience difficulty adjusting to expectations for independent learning and reading of expository textbooks, which is particularly difficult for students with LD. There is a continuing need to identify strategies to help struggling learners in the content area. The growing move to place students with LD in general education social studies classes warrants a closer look at learners’ experiences and teachers’ ability to meet their students’ needs. Evidence indicates that students with LD can achieve success through use of appropriate strategies; but social studies teachers do not feel equipped to successfully aid struggling learners. This study provides a systematic review of the literature to explore best practices for teaching students with LD in K-12 social studies classrooms.
{"title":"A Systematic Review of Evidence-Based Practices for Students with Learning Disabilities in Social Studies Classrooms","authors":"Mary D. Curtis, Ambra L. Green","doi":"10.1080/00377996.2020.1841715","DOIUrl":"https://doi.org/10.1080/00377996.2020.1841715","url":null,"abstract":"Abstract Progressing through schools may be challenging for some students, especially those with learning disabilities (LD). In social studies, for example, students grapple with increasingly complex texts, independent work, direct instruction, critical thinking, analysis, and other learning demands. As students transition from elementary schools where generalist educators have strong literacy experience but typically poor social studies content knowledge to the secondary level where teachers are content specialists who may lack literacy pedagogical knowledge, learners may experience difficulty adjusting to expectations for independent learning and reading of expository textbooks, which is particularly difficult for students with LD. There is a continuing need to identify strategies to help struggling learners in the content area. The growing move to place students with LD in general education social studies classes warrants a closer look at learners’ experiences and teachers’ ability to meet their students’ needs. Evidence indicates that students with LD can achieve success through use of appropriate strategies; but social studies teachers do not feel equipped to successfully aid struggling learners. This study provides a systematic review of the literature to explore best practices for teaching students with LD in K-12 social studies classrooms.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"158 1","pages":"105 - 119"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79989746","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 : 2021-05-04DOI: 10.1080/00377996.2020.1841716
Jarvais Jackson, Saudah N. T. Collins, Janice Baines, G. Boutte, G. Johnson, Nichole Folsom-Wright
Abstract Africa is the cradle of civilization, yet its rich history and culture is undertaught—especially in elementary P-5 classrooms. In this article, we share Adinkra symbols from West Africa which can be used for interdisciplinary instruction and classroom management. We offer Adinkra symbols as an organizing theme for teaching in the spirit of not only learning about Africa, but also learning from Africa as well. We discuss the origin and purpose of Adinkra symbols. Next, we share classroom examples provided by four teachers. We also present examples from Drs. Diaspora curriculum created by two of the authors who are teacher educators. We invite educators to use Adinkra principles across all grade levels and ethnic and cultural groups to go back to Africa in substantive, non-stereotypical and relevant ways.
{"title":"Back to Africa: Lessons from the Motherland","authors":"Jarvais Jackson, Saudah N. T. Collins, Janice Baines, G. Boutte, G. Johnson, Nichole Folsom-Wright","doi":"10.1080/00377996.2020.1841716","DOIUrl":"https://doi.org/10.1080/00377996.2020.1841716","url":null,"abstract":"Abstract Africa is the cradle of civilization, yet its rich history and culture is undertaught—especially in elementary P-5 classrooms. In this article, we share Adinkra symbols from West Africa which can be used for interdisciplinary instruction and classroom management. We offer Adinkra symbols as an organizing theme for teaching in the spirit of not only learning about Africa, but also learning from Africa as well. We discuss the origin and purpose of Adinkra symbols. Next, we share classroom examples provided by four teachers. We also present examples from Drs. Diaspora curriculum created by two of the authors who are teacher educators. We invite educators to use Adinkra principles across all grade levels and ethnic and cultural groups to go back to Africa in substantive, non-stereotypical and relevant ways.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"1 1","pages":"120 - 135"},"PeriodicalIF":0.0,"publicationDate":"2021-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91025563","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 : 2021-04-06DOI: 10.1080/00377996.2021.1902919
Randa N. Elbih, Michelangelo Ciccone, Brendan Sullivan
Abstract As the COVID-19 pandemic unfolds, every aspect of daily life is being altered in response to the virus. The pandemic has altered secondary education. Classes online, teachers struggling to learn Zoom and make lessons meaningful and relevant to students. Students struggling to make sense of this moment, struggling with mental health issues due to the loss of routine and in many cases contact with adult role models. Unfortunately, in times of crisis such as these some of the most disenfranchized people in society are completely overlooked and forgotten, such as refugees. However, if more teachers were to leverage the social studies potential of current events such as the Coronavirus, greater empathy would be felt for marginalized people more starkly impacted by the pandemic, leading ultimately to a heightened sense of civic engagement among the next generation. The purpose of this paper is to assist teachers in guiding their students through analyzing current events, such as COVID-19’s impact on refugees, toward developing civic mindedness. In addition to this, the paper will discuss some of the broader societal impacts the virus is having within the United States, as well as ways in which this event may be viewed as a historical subject in the future. The paper will begin by building the content knowledge of high school social studies teachers through addressing the following question: “What is the difference between a refugee entering the United States now versus one year ago before the COVID-19 pandemic?” Following this, the authors will present an inquiry-based learning segment designed to teach the History correlated to the COVID-19 pandemic to a classroom of secondary education students. The inquiry template follows the standard C3 format utilized by the State of Connecticut.
{"title":"Through the Lens of Social Studies, What Has Changed for Refugees to the U.S. since the COVID-19 Pandemic Began? An Inquiry Lesson for Secondary Education","authors":"Randa N. Elbih, Michelangelo Ciccone, Brendan Sullivan","doi":"10.1080/00377996.2021.1902919","DOIUrl":"https://doi.org/10.1080/00377996.2021.1902919","url":null,"abstract":"Abstract As the COVID-19 pandemic unfolds, every aspect of daily life is being altered in response to the virus. The pandemic has altered secondary education. Classes online, teachers struggling to learn Zoom and make lessons meaningful and relevant to students. Students struggling to make sense of this moment, struggling with mental health issues due to the loss of routine and in many cases contact with adult role models. Unfortunately, in times of crisis such as these some of the most disenfranchized people in society are completely overlooked and forgotten, such as refugees. However, if more teachers were to leverage the social studies potential of current events such as the Coronavirus, greater empathy would be felt for marginalized people more starkly impacted by the pandemic, leading ultimately to a heightened sense of civic engagement among the next generation. The purpose of this paper is to assist teachers in guiding their students through analyzing current events, such as COVID-19’s impact on refugees, toward developing civic mindedness. In addition to this, the paper will discuss some of the broader societal impacts the virus is having within the United States, as well as ways in which this event may be viewed as a historical subject in the future. The paper will begin by building the content knowledge of high school social studies teachers through addressing the following question: “What is the difference between a refugee entering the United States now versus one year ago before the COVID-19 pandemic?” Following this, the authors will present an inquiry-based learning segment designed to teach the History correlated to the COVID-19 pandemic to a classroom of secondary education students. The inquiry template follows the standard C3 format utilized by the State of Connecticut.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"24 1","pages":"247 - 262"},"PeriodicalIF":0.0,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75842485","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 : 2021-03-18DOI: 10.1080/00377996.2021.1896985
David J. Neumann
Abstract In the last three decades, history education has focused overwhelmingly on inquiry. In teacher education, the recent turn to “Core Practices” or “High-Leverage Practices” (HLPs) has been applied to history education. Despite the attractiveness of inquiry-oriented instruction, it is still absent from far too many history classrooms. One major obstacle to implementation is the disregard for Presenting Historical Content as a core practice. Rather than dismissing “direct practice” as a self-evident practice, we should give it the same careful analysis accorded other HLPs. Used thoughtfully, Presenting Historical Content serves an essential pedagogical purpose in inquiry instruction: framing student investigation and providing the context necessary for high-level student work. The article begins by exploring the centrality of background knowledge for meaningful inquiry and then explores what happens when such knowledge is absent from secondary classroom instruction. The second section considers reasons for the absence of pedagogical attention to acquiring background knowledge. The section then proceeds to identify key features of background knowledge through backwards design. The final section proposes a model of Presenting Historical Content through a detailed decomposition model, applies the model to a specific lesson example, and ends with reflections on the implications of this model of instruction.
{"title":"Presenting Historical Content: The Inquiry Connections of a Neglected Practice","authors":"David J. Neumann","doi":"10.1080/00377996.2021.1896985","DOIUrl":"https://doi.org/10.1080/00377996.2021.1896985","url":null,"abstract":"Abstract In the last three decades, history education has focused overwhelmingly on inquiry. In teacher education, the recent turn to “Core Practices” or “High-Leverage Practices” (HLPs) has been applied to history education. Despite the attractiveness of inquiry-oriented instruction, it is still absent from far too many history classrooms. One major obstacle to implementation is the disregard for Presenting Historical Content as a core practice. Rather than dismissing “direct practice” as a self-evident practice, we should give it the same careful analysis accorded other HLPs. Used thoughtfully, Presenting Historical Content serves an essential pedagogical purpose in inquiry instruction: framing student investigation and providing the context necessary for high-level student work. The article begins by exploring the centrality of background knowledge for meaningful inquiry and then explores what happens when such knowledge is absent from secondary classroom instruction. The second section considers reasons for the absence of pedagogical attention to acquiring background knowledge. The section then proceeds to identify key features of background knowledge through backwards design. The final section proposes a model of Presenting Historical Content through a detailed decomposition model, applies the model to a specific lesson example, and ends with reflections on the implications of this model of instruction.","PeriodicalId":83074,"journal":{"name":"The International journal of social education : official journal of the Indiana Council for the Social Studies","volume":"26 1","pages":"231 - 246"},"PeriodicalIF":0.0,"publicationDate":"2021-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83576127","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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