Entire DC Network | Open Access Articles | Digital Commons Network™

October 19, 2023, Caa

Minutes

No abstract provided.

Go to article

October 18, 2023 (Vol. 108, No. 9), Daily Eastern News

Daily Eastern News: 2023-2024

No abstract provided.

Go to article

October 5, 2023, Caa

Minutes

No abstract provided.

Go to article

Students’ Perceptions Of Threats To Their World' Future: An Introduction To Iccs And Global Lesson Plan, James A. Duplass, Reinis Alksnis, Ireta Čekse,

The Councilor: A National Journal of the Social Studies

This article explains the scope and value of the only international assessment (IEA The International Civic and Citizen Education Study, IEA ICCS) of “Civic Understanding” and a uses data from the international comparative study to create a global education lesson plan for U.S. social studies teachers to have their students consider their perceptions of threats to their world as compared to students in other countries. The lesson would most likely be used with middle and high school students.

Go to article

Teaching Students About The Fragility Of The Republic, William Mccorkle

The Councilor: A National Journal of the Social Studies

Democracy always has an element of instability or fragility. As many have warned, authoritarianism is constantly ready to undermine democratic progress. This article examines how this reality relates to the current U.S. setting, particularly in the aftermath of January 6th and the continued weakening of democratic norms. Attention is given to the historical examples of this problematic trend in the U.S. as well as global examples. The aim of this article is to inform students of the fragility of the republic while also examining ways that the ideas of the democratic republic can be sustained even when they often seem …

Go to article

Grounding History Instruction: Engaging Place And Scale Through Iterative Local Inquiry Design, Megan Vangorder

The Councilor: A National Journal of the Social Studies

Teaching local history is often an afterthought in the high school history classroom. It is difficult to find enough instructional time to incorporate local stories and there are often gaps in resource development and approach from a local lens. This article seeks to help teachers articulate a locally driven inquiry approach. Using Illinois as the local framework and the C3 Inquiry Design Model as the tool, teachers can begin to map out how to implement the competing mandates to promote disciplinary skill development, demonstrate content expertise using state mandated units of study, drive student-oriented history, and foster civic competence all …

Go to article