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 …

Self-Study Portfolio Cassandra Garvey, Cassandra Garvey

Master of Education in Teacher Leadership Portfolios

No abstract provided.

The Reconstruction Era: As Taught In United States History, Tahj Frazier

History - Master of Arts in Teaching

I. Synthesis Essay………………………………..8

II. Primary Documents and Headnotes………..39

III. Textbook Critique……………………………..50

IV. New Textbook Entry………………………….57

V. Bibliography………………………………….....77

The Othering Of An Empire: A Historiographical And Pedagogical Assessment Of Orientalism, Genghis Khan, And The Mongol Empire, Edward Stehr

History - Master of Arts in Teaching

I. Synthesis Essay………………………………....3

II. Primary Documents and Headnotes………....28

III. Textbook Critique……………………………...40

IV. New Textbook Entry…………………………..44

V. Bibliography…………………………………....50

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.

Bringing The Japanese Occupation Of Korea To High School Classrooms, Bree Rosenberger

Honors Projects

Bringing the Japanese Occupation of Korea to High School Classrooms is a set of three units on the occupation, designed using the Inquiry Design Model from the C3 Teachers. Each unit corresponds to a major time period in the occupation; unit one covers 1876-1919, unit two 1919-1931, and unit three 1931-1945. This project aimed to provide a way to teach the occupation in a manner friendly to high school students and presents an opportunity to align content more fully with the philosophy of social studies education. Finally, it presents a way to teach East Asian history actually from an East …

Lesson Plan, Social Studies, 2nd Grade, Marisol Salinas

Fall Workshop November 2020

TEKS (Texas Essential Knowledge and Skills): 2.4 The student understands how historical figures, patriots, and good citizens helped, shape the community, state, and nation. 2.20 The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (B) use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, act to implement a decision, and reflect on the effectiveness of that decision.

Lesson objective(s): 1. The Learner will (TLW) make connections using problem solving strategies. 2. TLW use prior knowledge to connect to …

Lesson Plan, Social Studies, 2nd Grade, Erika Faubion

Fall Workshop November 2020

TEKS (Texas Essential Knowledge and Skills): 2.4 The student understands how historical figures, patriots, and good citizens helped, shape the community, state, and nation. 2.20 The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (B) use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, act to implement a decision, and reflect on the effectiveness of that decision.

Lesson objective(s): 1. The Learner will (TLW) make connections using problem solving strategies. 2. TLW use prior knowledge to connect to …

Lesson Plan, Social Studies, 2nd Grade, Ruby Martínez

Fall Workshop November 2020

TEKS (Texas Essential Knowledge and Skills): 2.4 The student understands how historical figures, patriots, and good citizens helped, shape the community, state, and nation. 2.20 The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (B) use a decision-making process to identify a situation that requires a decision, gather information, generate options, predict outcomes, act to implement a decision, and reflect on the effectiveness of that decision.

Lesson objective(s): 1. TLW make connections using problem solving strategies. 2. TLW use prior knowledge to connect to the article.

Differentiation …

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.

We Are History Too: Using Text Sets To Honor Latinx Stories In Social Studies And Ela Integrated Instruction, Sara B. Demoiny Ph.D., Jessica Ferreras-Stone Ph.D.

The Councilor: A National Journal of the Social Studies

Recognizing the need include more Latinx voices and experiences in elementary social studies curriculum, the authors discuss using texts sets as a way to develop integrated and meaningful social studies instruction. The authors define text sets, provide resources for creating Latinx text sets for integrated social studies and ELA instruction, and include a specific example of how to use a text set focused on Latinx activism in the classroom.

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, …

Assessing The Impact Of Holocaust Education On Adolescents’ Civic Values: Experimental Evidence From Arkansas, Mathew Lee, Molly I. Beck

Education Reform Faculty and Graduate Students Publications

American adults overwhelmingly agree that the Holocaust should be taught in schools, yet few studies investigate the potential benefits of Holocaust education. We evaluate the impact of Holocaust education on several civic outcomes, including “upstander” efficacy (willingness to intervene on behalf of others), likelihood of exercising civil disobedience, empathy for the suffering of others, and tolerance of others with different values and lifestyles. We recruit students from two local high schools and randomize access to the Arkansas Holocaust Education Conference, where students have the chance to hear from a Holocaust survivor and to participate in breakout sessions with leading Holocaust …

Utilizing Project-Based Learning To Increase Engagement And Performance In The High School Classroom, Alan English

Prairie Journal of Educational Research

Abstract

Project-based learning was incorporated into a high school American History course unit where students were expected to write an original history of the Vietnam War based exclusively on primary sources. Throughout the school year, students working as a collective unit worked to raise funds at school events for the purpose of surprising a class guest speaker, a Vietnam veteran, with a sponsored flight to Washington D.C. through Kansas Honor Flights. In addition to creating an experience of civic participation, student engagement (as measured by rate of completion of the project) and performance (as measured by average grade on the …

Crossing Selma's Bridge: Integrating Visual Discovery Strategy And Young Adult Literature To Promote Dialogue And Understanding, Steven T. Bickmore, Gretchen Rumohr-Voskuil, Paul Binford

Middle Grades Review

Urban communities, separated by race and class, experience a disproportionate number of gun deaths, police shootings, crime, violent and nonviolent protests, as well as disparities in housing, education, and employment. These discussions are visual and textual, appearing in both traditional and social media outlets. How do adolescents read and make sense of these images? We discuss integrating a Social Studies practice, Visual Discovery Strategy, with Young Adult Literature to provide students with the skills to both critique images from the events in their lives and produce responses through both traditional and digital methods.

Exploring Historical Empathy In Secondary Education, Melanie Alsene

Selected Honors Theses

This thesis sought to explore the purpose of teaching history, to define historical empathy, to discover if historical empathy is being taught in secondary public schools, and to see what methods of instruction teachers utilize. Research was done by conducting interviews of middle school and high school history teachers from different schools in the area. These interviews sought to find out if teachers could come up with their purpose for learning about history, if they could define historical empathy, and what methods they utilized to teach historical empathy. Some of the teachers were able to define historical empathy and gave …

The Technocratic Politics Of The Common Core State Standards In History, Kate Duguid

Dissertations, Theses, and Capstone Projects

This paper shows that the explicit aims of the American educational standards for public schools, the Common Core State Standards to teach history to create “college and career ready” students, marks a shift from preparing students for political participation to preparing them for market participation. I trace the intellectual and pedagogical origins of the Common Core’s pretense of technocratic apolitical values back through the previous two major American curricular reform efforts. In the first section I discuss the origins and development of the National History Standards and show how Cold War anxiety prompted a shift in evaluating students as potential …

Walking The Walk: Linking Teaching And Advocacy, Danielle Morrison

Occasional Paper Series

Discusses the author's journey from being a teacher to being a teacher for change.

Education For Victory: An Analysis Of Social Studies Education In American Secondary Schools During World War Ii, Rachael E. O'Dell

Student Publications

Secondary schools during World War II were viewed as a vital component of the war effort on the home front. The nation’s youth were seen as important potential contributors to the war effort, and were educated as such. The atmosphere of total war especially affected social studies classes at this level. An analysis of contemporary educational journals and supplementary teaching materials reveals that secondary school students were virtually indoctrinated with democratic and patriotic values in their social studies classes in wartime schools. Social studies classes thus functioned as a route through which students could be encouraged to participate in the …

Explorers Of The Caribbean : The TaíNo People And Their History - An Original Resource For Social Studies In Upper Elementary Grades, Razi Abdur-Rahman

Graduate Student Independent Studies

Presents a study of taíno history and society in the Caribbean for upper elementary grade levels.

The Philippines' Masskara Festival : A Nonfiction Picture Book, Monica Denise V. Javelosa

Graduate Student Independent Studies

This study focuses on festivals in the Philippines and includes a nonfiction picture book intended to pique children's curiousity about their own region.

A 4th-5th Grade Social Studies Curriculum Unit On Compromise And The Declaration Of Independence, Elizabeth O'Ferrall

Graduate Student Independent Studies

This independent study is a ten lesson curriculum on the study of compromise and the Declaration of Independence. It was designed for a fourth and fifth grade class in a progressive public school in New York City. The goal of this curriculum is to promote critical thinking and discussion about the role of compromise in American history and present day politics through the examination of historical and contemporary contentious issues.

Teaching The Past And The Present, Lucy Sprague Mitchell

69 Bank Street

Volume 1, Number 1, October, 1934

"A report of informal discussions on curriculum by teachers of nine- and ten-year-old children."