Education Commons^™

Trade Books, Comics, And Local History: Exploring Fred Shuttleworth’S Fight For Civil Rights, Jeremiah Clabough, Caroline Sheffield

The Councilor: A National Journal of the Social Studies

This one-week project utilized the trade book Black and White: The Confrontation between Reverend Fred L. Shuttlesworth and Eugene Bull Connor (Brimner, 2011) to explore non-violent advocacies during the 1950s and 1960s civil rights movement. Students read selected excerpts from the trade book and created a comic narrative to convey their understanding of the civil rights advocacies of Rev. Fred Shuttlesworth in Birmingham, Alabama. The students were able to accurately portray Rev. Shuttlesworth’s actions in a cohesive narrative using evidence from the trade book within their comics. The students demonstrated a solid understanding of non-violent advocacies, and why these methods …

Historical Inquiry: Who Has The Power? Using Film To Introduce Students To Medieval Social Class Structures, Megan Todd, Janie Hubbard

The Councilor: A National Journal of the Social Studies

Using film in the classroom to teach history has long been endorsed as an effective pedagogical method when the lessons’ purposes and goals are clearly supported with facts. This article, which includes a National Council for the Social Studies C3 inquiry-based lesson plan, is targeted for educators who aspire to help students understand basic European Medieval history and engage in critical thinking. Medieval history is listed in many U.S. state curriculum standards and international teaching benchmarks; thus, this lesson contributes a teaching-ready source, particularly to introduce students to historical concepts, geographies, and politics (i.e., power structures). Clips from A Knight’s …

Theo Huxtable Becomes A Historian: Culturally Relevant, Disciplinary Writing In The Secondary Social Studies Classroom, Teaira Mcmurtry Phd

The Councilor: A National Journal of the Social Studies

This article brings together three conceptualizations —Disciplinary Literacy (DL) (Shanahan & Shanahan, 2008), Culturally Relevant Teaching (CRT) (Ladson-Billings, 1995, 2009), and the African Verbal Tradition (AVT) (Smitherman, 2000)— to demonstrate how a groundbreaking event in history, such as the Civil Rights March on Washington is taught through the confluence of literacy practices reading, writing, and thinking--specifically, historical practices in social studies such as sourcing, contextualization, and corroboration.

This mini-unit uses the classic sitcom The Cosby Show as a frame to teach students the investigative process of writing a historical analysis about a recent historical event. In the show, entitled “The …

Teaching And Integrating Women’S Studies Into The Classroom: Perspectives Of Elementary Teachers, Thomas Lucey

The Councilor: A National Journal of the Social Studies

Women’s studies represent an underappreciated aspect of elementary education. Whether or how classrooms and their resources portray, present, and value women role-models informs both boys and girls about what passes for acceptable communication, treatment, and conduct towards women. Indeed, the extent to which and the basis that a young citizenry is taught to appreciate others informs the nature of the conversations engaged.

This paper describes the results of a research study that interpreted elementary teachers’ perspectives of women’s studies in elementary settings. The online survey was administered as part of the registration for two workshops that prepared teachers in the …

The Promise Of The Taxonomy Of Online Racism For Critical Race Media Literacy In Social Studies Education Research, Jemimah Young, Cristina Worley, Jamaal Young

The Councilor: A National Journal of the Social Studies

The purpose of this article is to present an argument for the uptake of the online taxonomy of racism as an analytical framework for online analyses of racism to support the adoption of critical race media literacy (CRML) within social studies education. First, we provide an overview of the utility of the taxonomy of online racism. We then offer a discussion of how hashtag analysis is currently used to study racism in other fields and can be adapted for use among teacher educators, pre-service, and in-service social studies teachers. Then we present #hashtag content analysis as an exemplar for implementing …

Examining Public Policies From Progressive Democrats With U.S. Healthcare System, Jeremiah Clabough

The Councilor: A National Journal of the Social Studies

I

In this article, the author gives an activity that lets high school students explore the healthcare policies for Progressive Democrats. Specifically, the activity looks at Progressive Democrats’ Medicare for All. The author starts by providing an overview about some of the factions within the Democratic Party over the last 70 years. Then, the focus of the article shifts to focus on best practices within civic education about teaching public policies. Finally, an activity is discussed to help students analyze the arguments made by Progressive Democrats about Medicare for All. The author also provides thoughts for how social studies teachers …

Designing A Tool And Cooperative Learning: A Macos Inspired Activity, Jeffrey Byford, Jennifer Cordero, Alisha Milam, Kate Chambers, Presley Shilling

The Councilor: A National Journal of the Social Studies

This simulation activity presents how elements of Man: A Course of Study (MACOS) can be implemented into the social studies classroom. Inspired by the Tool-Making Activity found in MACOS, this modified simulation activity prompts students to design an instrument to peel an orange as they discuss life and daily tasks related to the Great Plains settlement.

Asymmetries In The Bargaining Process, Margaret E. Winters

Journal of Collective Bargaining in the Academy

Although both sides in academic collective bargaining state that they are interested in the best interests of the institution, there are, of course, differences as to what these interests are and how they are to be achieved. Some of the divergences are differences of degree (the union may look for much larger raises for the economic good of their members and the administration team may look to maintain economic viability for the institution), while others are differences of kind, asymmetries in the process. The present paper considers the latter kind of difference, considering the teams, their planning processes, and their …

Retrenchment Clauses And The Problem Of Force Majeure: Evidence From Aaup Chapter Collective Bargaining Agreements In Ohio, Dominic Wells, Trey Peters

Journal of Collective Bargaining in the Academy

In May of 2020, the University of Akron administration invoked the force majeure clause in their collective bargaining agreement with faculty, which they used to justify bypassing the negotiated retrenchment procedures. The AAUP-Akron challenged the decision by administration, but ultimately lost in arbitration. Faculty at the university were laid off without consideration of rank or tenure status. The arbitrators decision in favor of the administration underscores the need for clear retrenchment language in contracts. This article analyzes the retrenchment language in AAUP chapter contracts in Ohio. Contracts are coded for language on financial exigency, conditions, consultation, order, alternatives, notice, and …

Pandemic Responses: What They Reveal About Crisis Management, Decision-Making, And Shared Governance, Daniel J. Julius

Journal of Collective Bargaining in the Academy

Colleges and universities have, by and large, responded well, one might say, very effectively as organizations, to the pandemic. This observation may come as a surprise because some would vehemently disagree. Surprising also because in many academic environments, decision-making around managing crises, let alone implementation of solutions, is slow, politicized, and often driven by personal or constituent agendas. Responding to internal or external challenges, implementing strategic plans or effectuating decisions proactively, particularly at the system or institutional level, is difficult. I believe this less than sanguine view is commonly held, and research on decision making in academic organizations over the …

In The Middle Of Appalachia: Balancing Teacher Talk With Student Discourse, Ronald V. Morris, Denise Shockley, Sonya Davis

The Councilor: A National Journal of the Social Studies

Appalachian students co-constructed knowledge with their teacher while examining a non-fiction book about Thanksgiving. Fifth grade students used an informational trade book to promote student discourse while using text-based evidence. Students learned about Native Americans and Pilgrims as they engaged in student discourse balanced with teacher talk. Students used an inquiry arc that involved questioning texts and examining sources, and inquiry helped students to investigate narrative text as a source of data. Students used inquiry to enhance their metacognition about historical events. Students exercised agency as they recounted family history and their heritage as part of their memory. Remembering was …

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 …

Social Studies In Non-Western Contexts: The Development, Appraisal, And Implications Of Ghana's Social Studies Curricula, Razak Dwomoh

The Councilor: A National Journal of the Social Studies

Analyzing the position and rigor of Ghana's history in the social studies curricula is essential in ascertaining robustness in fostering historical thinking and yielding a possible restructuring of the curricula to meet students’ social, academic, and global needs. The social studies taught at the middle and high schools in Ghana incorporate a superficial historical account of Ghana, eroding Ghana’s history in the curricula without careful consideration. This paper examined the quantity and quality of Ghana’s historical contents in the middle and high schools’ social studies curricula. Primary data collection was in-depth semi-structured interviews. Document analyses of syllabus, textbooks, and trade …

History Or Heritage? An Analysis Of Ghana’S Primary School History Curriculum, Charles Adabo Oppong

The Councilor: A National Journal of the Social Studies

Abstract

At a time that history has gained its place in Ghana’s basic school curriculum, considerable differences of opinion arise, not about the subject’s significance in the school curriculum but concerning the legitimacy of the subject title - that is, whether or not the subject should be referenced ‘History of Ghana’ or ‘Heritage of Ghana’. The different opinions reflect Lowenthal’s (1998) observation that history and heritage are separate disciplines. However, the two subjects are often used interchangeably (Mermion, 2012) and “are habitually confused with each other” (Lowenthal 1998, p. x). While expert academics may be at ease with the distinctions …