Education Commons^™

Teaching The New Deal: 1932-1941 – Review And Analysis, Susan M. Foster, Brian Walker Johnson

The Councilor: A National Journal of the Social Studies

Teaching the New Deal: 1932-1941 is a text of crucial and timely importance for students and teachers of middle and high school social studies. Through the lenses of four major themes, authors demonstrate inquiry-based pedagogy to intentionally provoke students to consider non-binary conclusions that closely examine the purported heroes, villains, and martyrs of traditional historical narratives. Rather than presenting a factual or ideological approach to teaching disciplinary standards, this text depicts the New Deal Era as a period in history that can be used to critically and creatively discuss the politics of personal identity and to explore the legacies of …

Making Quality Children’S Literature An Essential Ingredient: How Middle And High School Teachers Can Spice Up Their Lessons, Joy Hatcher, Joann Wood

Teaching Social Studies in the Peach State

Using the language of cooking, the authors argue convincingly for the inclusion of quality children and young adult literature as an ingredient in social studies lessons at the middle and high school levels. They provide steps for using literature as a source, blending literature with inquiry, selecting the best titles, keeping up with new works, and point to a few especially helpful titles to illustrate their message.

Developing Horizontal Expertise With Professional Learning Communities In Social Studies Teacher Preparation, Charles Tocci, Ann Marie Ryan

The Councilor: A National Journal of the Social Studies

As teacher education programs become increasingly organized around accreditation and licensure standards, finding opportunities to be responsive to teacher candidates' needs and interests has become more difficult. This paper traces the evolution of a professional learning community for secondary social studies teacher candidates as a key feature of one teacher education program and analyzes the collaborative projects designed for the purpose of developing horizontal expertise. We find that professional learning communities can serve as dynamic spaces to co-construct learning experiences with candidates in ways that prepare them for future professional learning as practicing social studies teachers.

Obstacles To Employing Virtual Reality Technology In History For The Second Secondary Grade In Jerash Governorate From The Point View Of Social Studies Teachers, Maen Hamdan S. Alzboun

Journal of the Association of Arab Universities for Research in Higher Education (مجلة اتحاد الجامعات العربية (للبحوث في التعليم العالي

The article aimed to identify the obstacles to employing virtual reality technology in the history subject for the second secondary grade in Jerash Governorate from the viewpoint of social study، in addition to developing procedures to overcome the obstacles to employing virtual reality technology in the history subject for the second secondary grade in Jerash Governorate from the social study teachers’ point of view. The researcher used the descriptive approach of the comprehensive survey، and the study tool was the questionnaire، and the study population consisted of all social studies teachers in Jerash Governorate. The sample of study consisted of …

Examining Elementary Teacher Perceptions And Experiences Of Transitioning From Knowledge-Based To Inquiry-Based Social Studies Standards, Benjamin Stephen Pinnick

Murray State Theses and Dissertations

Elementary educators are responsible for the earliest years of student learning in a public setting. The amount of content students are expected to master continues to grow in scope, and the methods that are utilized shift to align with educational research and social momentum. After a decade of Common Core policies, social studies education in elementary schools has become a deemphasized subject. Reading and math, as well as science, have taken a greater precedence in today’s classrooms.

Yet, expectations for the creation of knowledgeable and participatory citizens continue to serve as a goal in elementary schools. Conceptualization of citizenship form …

Enacting Disciplinary Literacy Instruction: Essential Practices In Action, Darin B. Stockdill, Stacie B. Woodward

Language Arts Journal of Michigan

In this paper, we will explore elements of the Essential Instructional Practices for Disciplinary Literacy: Grades 6-12 , a statewide initiative in Michigan designed to support exactly this kind of teaching. In particular, we will discuss key instructional implications of the Essential Practices for both social studies and ELA instruction and highlight important commonalities and distinctions across these two content areas. We provide concrete examples of these practices in action as we share activities and reflections from a curricular project we undertook with US History and ELA teachers called Equitable Futures. In this initiative, teachers engaged their students in inquiry-driven …

Evaluation Of The Availability And Utilization Status Of Texts In Core Subjects In Primary Schools’ Libraries, Valentine Joseph Owan, Daniel Clement Agurokpon, Abahcham V. Owan

Library Philosophy and Practice (e-journal)

The study evaluated primary texts' availability and utilisation status in core subjects (English Language, Mathematics, Social Studies and Basic Science) in primary schools’ libraries in Obubra Local Government Area of Cross River State. The researchers formulated six null hypotheses to guide the study. The study adopted the descriptive survey research design. The target population of this study comprised a total of 30,036 teachers and pupils, distributed across the 73 public primary schools. A proportionate stratified sampling technique was used to select 30% and 5% of the available teachers and pupils in each school, resulting in a sample of 270 respondents. …

Formative Assessment To Help Students Decode, Process, And Evaluate Social Studies Information, Cory Callahan

The Councilor: A National Journal of the Social Studies

Here the author explores formative assessment within a context of research-based social studies instructional approaches. While the notions of inquiry, alternative assessment, disciplinary thinking and interpretation, and using visual documents as powerful resources each provide an important element of conceptual structure, this article purposefully concentrates on the process of constructive evaluation. The author posits a wise-practice routine for developing formative assessment practices that cohere with criteria-based assessment and its tendency to describe what students did well, what they could have done differently to improve their recent academic performance, and, importantly, how they can improve subsequent academic performance. The article also …

The Counterculture Generation: Idolized, Appropriated, And Misunderstood, Rina R. Bousalis

The Councilor: A National Journal of the Social Studies

Students today possess the impression that all members of the 1960s-70s counterculture generation, or hippies, were long-haired radicals who engaged in deviant behavior. This is attributable to the way media has portrayed youth from this era. Contemporary youth have appropriated the counterculture style without understanding the movement. Businesses transformed the hippies into symbolic commodities, thus reducing their historical significance. This paper describes the implications of this shift and how educators should go beyond the emblematic symbols to teach the counterculture movement in a meaningful way.

Facilitating Experiential Learning Experiences Through A Class Pioneer Day, Ronald Vaughan Morris

The Councilor: A National Journal of the Social Studies

Students experience a reenactment of life on the frontier created by the interaction of their teachers and community volunteers. Students in elementary social studies learn content, skills, values, and dispositions through engaging in experiential learning. The classroom environment is described through a case study of one classroom of fourth grade students with an experienced teacher with deep roots in the community. Teachers develop skills in negotiation with volunteers to accomplish tasks that support student learning. Descriptions of student and teacher preparations in addition to budgetary constraints describe how to replicate the experience. Examples and assessments are provided as well as …

Planning For Student Initiative: Creating A Digital Textbook, Ronald Vaughan Morris

The Councilor: A National Journal of the Social Studies

Undergraduate students enrolled in a university class created an elementary social studies book delivered to computers, personal communication devices, and tablets. Students worked in an interdisciplinary team to create the interactive platform. The students worked with both university and community partners to create the text. The study presented described both the content and the process of student generation of material followed by community member review, and the revision cycle used by the students to create features and components of the text materials. A variety of false starts and marketing challenges reflect the obstacles undergraduate students face when creating marketable products …

Hello From The Other Side: Social Studies Faculty Teaching Biography Within State History Courses, Aubrey B. Southall Phd, Lauren Y. Bradshaw Phd

The Councilor: A National Journal of the Social Studies

This paper explores the opinions and interests of pre-service social studies students at two universities enrolled in a state history course taught by a socials studies faculty member. Findings include similar motivation for learning state history and opinions on interactive history lessons, while showcasing different interests in historic figures.

Up Against A Wall: Combating Fatigue And Oppression In Antiracist Education, Erika Horwege

Race and Pedagogy Journal: Teaching and Learning for Justice

No abstract provided.

Classroom Culture In The Social Studies Classroom: The Abilities Of Preservice Teachers, Sarah J. Kaka

The Councilor: A National Journal of the Social Studies

The purpose of this study was to explore how secondary students interpret the classroom culture that preservice social studies teachers create during their student teaching semester. This question was answered by examining results of a survey of secondary social studies students that allowed them to evaluate the classroom culture their social studies preservice teacher created. A Student Perception Survey was used for the study, which loaded four main indicators of classroom culture. Through descriptive statistical analysis of the survey results, this study found that secondary social studies students believed their preservice teachers were most adept at creating a student-centered classroom, …

Using The Cornell Note-Taking System Can Help Eighth Grade Students Alleviate The Impact Of Interruptions While Reading At Home, Bradley Evans, Christopher Thomas Shively

Journal of Inquiry and Action in Education

A large group of eighth-grade social studies students (N=-101) received instruction and practice using the Cornell note-taking system and were assigned to one of three note-taking groups or one non-note-taking group. Students were asked to read an article about persuasion and use their assigned note-taking system to take notes at home. A 10-question multiple choice reading comprehension test and questionnaire were given. A one-way ANOVA found a significance in the group’s means and a Tukey HSD found significant differences between each note-taking group and the non-note-taking group. The students’ self-reported feelings of preparedness, their time spent reading and taking notes, …

Enduring Through Challenging Multi-Media Text In Middle School Social Studies: How To Increase Motivation While Improving Literacy And Comprehension, Katelyn Nicole Burns

All Electronic Theses and Dissertations

Middle school students often find social studies classes boring and unnecessary and are underperforming on national reading and writing assessments. There is a disconnect between what they learn in the classroom, and their own personal experiences. This research explores strategies for teaching comprehension and literacy while fostering student motivation in middle school social studies. Research was conducted through online databases, educational websites, and printed educational books. Multiple strategies can be used to teach literacy of text and visual sources as well as increase student motivation. By using and combining these strategies, student achievement will increase and students will be set …

Best Practices For Teaching Social Studies In The Secondary Dual-Language Immersion Setting, Jonathan Mitchell

All Electronic Theses and Dissertations

Teaching Social Studies in the Dual-Language Immersion setting provides unique challenges and opportunities. This paper’s introduction provides a brief explanation of the classifications, terminology and history of Dual Language Immersion programs in the United States and in Minnesota. The literature review is divided into five sections, each covering a significant challenge for secondary social studies teachers in the Dual Language Immersion program. The first section reviews best practices for teaching historical thinking skills in the immersion setting. Those best practices include implementing a specific framework for analyzing primary sources and content-obligatory and content-compatible vocabulary for each unit. The second section …

Teaching For Global Citizenship With Young Adult Literature In The Social Studies, Casey Holmes

Educational Considerations

The rapid increase in communicative and technological integration through the late 1990s and early 2000s has reanimated the discussion surrounding the need to prepare young people to be global citizens. While the exact definition of global citizenship is difficult to pinpoint, the global community has identified several competencies that comprise responsible global citizenship. Although this idea has not yet saturated the American educational system, it will now be tested on an international scale when the Organisation for Economic Co-Operation conducts the Programme for International Student Assessment (PISA) this year. When the 2018 results are published in 2019, “global competence” will …

Teaching The Civil War With An Interdisciplinary Approach, Megan Riehle

Honors Projects

When creating a unit for middle school students in Social Studies, getting students to do more than memorize facts and dates is always my number one goal. Students need more than memorization of facts to fully grasp and have a handle on historical content that is vastly multifaceted. The Ohio standards have deemed eighth grade as the point when students intensely study the Civil War. However, how teachers instruct students on the Civil War is entirely up to them. There is an immeasurable amount of ways to go about teaching such a heavy and difficult topic; however, I chose to …

Using Landscapes To Tell Spatial Stories, Sandra Schmidt

The Councilor: A National Journal of the Social Studies

This paper repurposes the concept of landscape as a useful way of thinking how we narrate abstract and concrete space. I explore an assignment in my class wherein student embody and narrate a concrete space. I analyze it through landscapes and consider how that discussed positionality, presentation, and layers. I conclude with exploring how the landscape can similarly be used to think critically about how we discuss faraway places in geography classes.

Strengthening Geography Pedagogy With Authentic Intellectual Work, Prentice Chandler Ph.D., Danielle Munch

The Councilor: A National Journal of the Social Studies

This article examines the use of Authentic Intellectual Work (AIW) as a teaching framework in the geography classroom. Authentic Intellectual Work focuses on 1) construction of knowledge, 2) disciplined inquiry, and 3) value beyond school as criteria to inform and drive classroom instruction. This article highlights the applicability of AIW to current geography reform efforts and enacted inquiry pedagogy. Sample teaching ideas are provided.

Introduction, Mark Newman

The Councilor: A National Journal of the Social Studies

No abstract provided.

The Use Of Discussion Protocols In Social Studies, Prentice Chandler Ph.D., Suzanne Ehrlich Ed.D.

The Councilor: A National Journal of the Social Studies

This article examines the use of protocols to improve discussion pedagogy in social studies. Discussion protocols, defined as a method of guided discussion, empowers students to engage with social studies content by providing specific and clear roles for participation. This article highlights the pedagogical relevance as well as the practical application of protocols for improved discussion in social studies. Sample protocols and further resources are provided.

Assisting Novice Teachers With Promoting Democratic Education In The Social Studies Classroom, Rory Tannebaum, Margaret Peterson, Molly Tierney

The Councilor: A National Journal of the Social Studies

The purpose of this essay is to provide new social studies teachers with an array of effective and plausible strategies for infusing a democratic education into their classrooms. The presented lessons are grounded in the theories and ideals taught at the university level, but they have been constructed in a practical and realistic manner as such that the often-overwhelmed teacher who is removed from their academic backgrounds can achieve the oft-referenced aims of the field of education. In this sense, the article seeks to bridge the gap between the theories and practices of social studies education and, in doing so, …

Social Studies And English Unite: Teachers Collaborate To Promote Literacy, Kayla Davenport Logan

The Councilor: A National Journal of the Social Studies

Collaboration among teachers of social studies and English can yield positive effects for students and professionals alike. Back-to-basics reading strategies such as oral reading and think-alouds are beneficial to the development of critical thinking and writing confidence in both subjects.

History Literacy And Visual Informational Texts: Scrutinizing Photographs Beyond Their Borders, John H. Bickford Iii, Molly Sigler Bickford, Cynthia Waldman Rich

The Councilor: A National Journal of the Social Studies

State and national initiatives prescribe, among other things, increases in students’ reading of informational texts and uses of diverse literacies. History educators must purposefully integrate informational texts with literacy strategies that facilitate historical thinking. Students are to analyze and scrutinize, not simply read or view. This paper refines previously suggested photograph analysis methods to consider a photographer’s influence both within and beyond the photograph’s borders. Our modification centers on the diverse, and hitherto unexplored, ways in which the photographer influences the viewer’s understanding of the photograph and the historical event that is captured. We offer informational texts and discipline-appropriate methods …

Clashing Cultures In Conversations: Engaging Students In The Study Of The Convergence Of Three Civilizations, Kristy Brugar

The Councilor: A National Journal of the Social Studies

This paper describes fifth-graders engagement associated with a curriculum intervention focused on the interdisciplinary (history, literacy, and the visual arts) teaching about issues 15th and 16th century migration. I address the question: In what ways do students demonstrate engagement about larger historical themes (e.g. interaction, treatment of others)? In order to answer this question, I observed a fifth-grade classroom over an eight-week period and documented student interactions in field notes. Students demonstrated procedural and substantive engagement during this instructional unit.

Culturally Responsive Teaching With Visual Art In The Social Studies, Julie Anne Taylor, Okezie Iroha, Vito Valdez

The Councilor: A National Journal of the Social Studies

This article explores high school students’ perceptions of visual arts integration in the social studies. In an all-boys, public school in a major metropolis in the Midwest, lessons on art by African American and Mexican artists were introduced in a social studies classroom. To assess the impact of the program, the students’ anonymous responses to two surveys and their work on a collaborative, digital portfolio were analyzed. The findings of this study suggest that arts integration in the social studies increases students’ interest in learning, appreciation of culture, and understanding of history.

Feature Films In History, Bryan Jack

The Councilor: A National Journal of the Social Studies

This essay discusses the use of feature films as historical sources and introduces readers to the ongoing debate among professional historians about films as history, highlighting the strengths and weakness of films as teaching tools. The essay also includes the author's experience with developing a class using historical films.

The Florida Joint Center For Citizenship, A Joint Project Of The University Of Central Florida And The University Of Florida, Stephen Stewart Masyada

The Councilor: A National Journal of the Social Studies

The College, Career, and Civic Life (C3) Framework, recently released through the National Council for the Social Studies, offers social studies teachers and leaders a way forward for the development of standards and curriculum as well as serving as a guide for quality social studies instruction. This article discusses connections between the C3 Framework and NCSS's vision of powerful social studies teaching and learning, as well as how the framework and the vision serve together to guide students towards active inquiry and civic engagement.