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Articles 31 - 40 of 40
Full-Text Articles in Education
Documenting Local History: Using The Library Of Congress Site, Primary Sources, And Community Resources For Teaching Social Studies, Mary Ann Hanlin, Chris Herridge, Katie Janovetz, Cindy Alcaraz, David Mcmullen, Dean Cantù, Sherrie Pardieck
Documenting Local History: Using The Library Of Congress Site, Primary Sources, And Community Resources For Teaching Social Studies, Mary Ann Hanlin, Chris Herridge, Katie Janovetz, Cindy Alcaraz, David Mcmullen, Dean Cantù, Sherrie Pardieck
The Councilor: A National Journal of the Social Studies
In the 2011 academic school year, a central Illinois jr. high school and a private university initiated a partnership to create a local history research project. Through a grant from the Library of Congress Teaching with Primary Sources Project at the Federation of Independent Illinois Colleges and Universities, teachers and professors collaborated to identify information for research and design the inquiry’s final product for the project. Through the guidance of their teachers, seventh and eighth grade students accessed the Library of Congress resources and town primary sources for research. Historical inquiry included the identification of the town’s origination and important …
The Historical Representation Of Native Americans Within Primary- And Intermediate-Level Trade Books, John Holden Bickford, Lori A. Knoechel
The Historical Representation Of Native Americans Within Primary- And Intermediate-Level Trade Books, John Holden Bickford, Lori A. Knoechel
The Councilor: A National Journal of the Social Studies
State and national education initiatives require significant changes for public schools beginning at the earliest grade levels and within all content areas. Two relevant changes are the increase of non-fiction in English/language arts and the mandate for diverse texts within history/social studies. History-based trade books are a logical resource for both curricula. Teachers must rely on their discretion when selecting trade books because the initiatives do not provide curricular support. Research indicates trade books’ cultural representation and historical representation are inconsistent, yet there is a need for further research as just over a dozen empirical studies have been completed. This …
Historical Representation Of Immigration In Intermediate Elementary And Middle Grade Trade Books, John Holden Bickford, Stephanie J. Meier
Historical Representation Of Immigration In Intermediate Elementary And Middle Grade Trade Books, John Holden Bickford, Stephanie J. Meier
The Councilor: A National Journal of the Social Studies
Education initiatives require social studies, history, and civics teachers integrate multiple texts from diverse perspectives and English, reading, and language arts educators spend half their allotted time on non-fiction. The changes are not accompanied with ready-made curricula, which will likely increase the place of non-fiction trade books in various curricula. Historical misrepresentations appear in trade books, yet most topics have not been empirically examined. This inquiry explores trade books’ historical representation of immigration and immigrants’ experiences. The data pool was organized by books intended for students in Intermediate Elementary (3-5) and Middle Grades (6-8), which enabled consideration of spiraling and …
Untold Stories: Using Common Core State Standards To Give Voice To Japanese Americans, Gregory Samuels
Untold Stories: Using Common Core State Standards To Give Voice To Japanese Americans, Gregory Samuels
The Councilor: A National Journal of the Social Studies
This article explores the idea of facilitating the use of Common Core State Standards, more specifically, the Comprehensive Instructional Sequence Model (CIS), in the social studies classroom for the purposes of providing students exposure to marginalized topics or those topics that are frequently overlooked in the dominant classroom discourse. Included in the article is a brief exploration of how the author reflects upon teaching marginalized topics in the social studies and suggestions for implementing the CIS Model, as well as a user-friendly handout to facilitate this model. The provided lesson includes a snapshot of the experiences and daily events of …
What Are We Teaching When We Teach About Religion?, Matthew Paul Schunke
What Are We Teaching When We Teach About Religion?, Matthew Paul Schunke
The Councilor: A National Journal of the Social Studies
This article examines issues and difficulties with teaching and study religion in the university. Topics discussed include the distinction of religious studies and theology, the problem of apologetics in religious studies, and the role of the scholar of religion in relation to the subject matter.
Rethinking The Social In Social Studies, Jeffrey Manuel
Rethinking The Social In Social Studies, Jeffrey Manuel
The Councilor: A National Journal of the Social Studies
This article reviews new approaches in history, social sciences, and science studies that suggest a rethinking of the social. The article begins by situating the social within a long history of social thinking throughout the nineteenth and twentieth centuries. It then examines how these new critical approaches to the social offer useful insights into current intellectual problems in the social studies curriculum.
Grooming Tomorrow’S Advocates: Preparing Elementary Social Studies Teachers Today, Rachel Finley-Bowman
Grooming Tomorrow’S Advocates: Preparing Elementary Social Studies Teachers Today, Rachel Finley-Bowman
The Councilor: A National Journal of the Social Studies
The effects of No Child Left Behind (NCLB) upon teaching and learning social studies at the elementary level are already well known. In light of the discipline’s increasing marginalization in the schools, the methods used to prepare elementary educators for teaching social studies and developing professional advocacy must be reexamined. This article, with reference to relevant scholarship, discusses eight key strategies to promote more effective teacher preparation, including a pledge of advocacy, meaningful pedagogy, pre-service professional development, knowledge of curriculum standards, content expertise, curriculum integration, significant field experience before student teaching, and reevaluation of NCLB.
A Virtual Tour Of Shiloh, Lindon Ratliff
A Virtual Tour Of Shiloh, Lindon Ratliff
The Councilor: A National Journal of the Social Studies
In this article the author discusses a virtual field trip lesson created to assist his high school history students. By using pictures, videos hosted via youtube, and actual battlefield artifacts, the teacher was allowed to better explore the history surrounding the Civil War battle.
The Transnational Turn And Trickle Down Disturbances, Tim Lacy
The Transnational Turn And Trickle Down Disturbances, Tim Lacy
The Councilor: A National Journal of the Social Studies
This is an extended review/review essay of *America on the World Stage*. It begins by briefly analyzing the historiography and theoretical background of the "Transnational Turn." The piece then moves to the book, providing the nuts and bolts, positives, and negatives. I conclude with some larger philosophical issues and suggestions for improvement.
How Can We Teach “Western Civilization” If It Doesn’T Exist? Rethinking The European History Survey Model, Jennifer Miller
How Can We Teach “Western Civilization” If It Doesn’T Exist? Rethinking The European History Survey Model, Jennifer Miller
The Councilor: A National Journal of the Social Studies
Teaching "Western Civilization" survey courses presents a dilemma to teachers and scholars who find themselves teaching with models, categories, and narratives that they would not only not use in their research, but also actively counter with their research. This article proposes that bringing our research into the classroom means fundamentally rethinking how we teach survey courses, from their conceptualization to the sources used.