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This practical book addresses the consistent questions that were
posed by secondary social studies teachers during professional
learning sessions. In particular, it examines ways to break through
the inclination and perception expressed by many teachers that "my
kids cannot do that." Drawing on 22 years as a high school history
teacher, 7 years as a state level curriculum specialist, and
extensive work with in-service teachers across the country, the
author provides research-based guidance for engaging students in
investigating the past. Lesh examines ways to develop effective
questions that guide historical inquires, how to utilize discussion
in the classroom, and how to align assessment to inquiry. He also
shows teachers how to incorporate difficult histories within an
inquiry framework. Each chapter uses a specific lesson, framed by
student work, to illuminate approaches in real classroom scenarios.
Topics include The Pullman Strike of 1894, the Marcus Garvey
question, Dust Bowl Migrants, Mao and Communist China, the LGBTQ+
fight for rights, and multiple lessons from World War I. This
follow-up to the author's book "Why Won't You Just Tell Us the
Answer?" fills in gaps and expands tools and classroom examples to
assist today's teachers. Book Features: Offers ways to promote
teacher growth as it pertains to historical thinking. Demonstrates
how to align investigating the past with the needs of reluctant
readers and students with special needs. Provides lesson materials
and instructional guidance. Addresses how to teach difficult
subjects, such as LGBTQ+ history. Aligns historical literacy with
inquiry-based instruction.
COVID-19 offers a unique opportunity to transform the K-12 social
studies curriculum, but history suggests that changes to the formal
curriculum will not come easily or automatically. This book was
conceived in the space between the dismantling of our old way of
life and the anticipation of what comes next. The authors in this
volume-leading voices in social studies education-make the case
that COVID-19 has exposed deficiencies in much of the traditional
narrative found in textbooks and state curriculum standards, and
they offer guidance for how educators can use the pandemic to
pursue a more justice-oriented, critical examination of
contemporary society. Divided into two sections, this volume first
focuses on how elementary and secondary educators might teach about
the pandemic, both as a contentious public issue and as a recent
historical event. The second section asks teachers to reconsider
many long-standing aspects of social studies teaching and learning,
from content and instructional approaches to testing.Book Features:
Guidance on how to teach about the COVID-19 crisis as a recent,
controversial historical event. Examples of teaching approaches and
classroom projects that align with the C3 Framework. Lessons about
COVID-19 for use in K-12 classrooms, as well as chapters on the
history of pandemics and on how teachers can help students cope
with death and grief. A critical examination of the idea of
American exceptionalism, the role of race and class in U.S.
society, and fundamental practices within social studies education.
This practical book addresses the consistent questions that were
posed by secondary social studies teachers during professional
learning sessions. In particular, it examines ways to break through
the inclination and perception expressed by many teachers that "my
kids cannot do that." Drawing on 22 years as a high school history
teacher, 7 years as a state level curriculum specialist, and
extensive work with in-service teachers across the country, the
author provides research-based guidance for engaging students in
investigating the past. Lesh examines ways to develop effective
questions that guide historical inquires, how to utilize discussion
in the classroom, and how to align assessment to inquiry. He also
shows teachers how to incorporate difficult histories within an
inquiry framework. Each chapter uses a specific lesson, framed by
student work, to illuminate approaches in real classroom scenarios.
Topics include The Pullman Strike of 1894, the Marcus Garvey
question, Dust Bowl Migrants, Mao and Communist China, the LGBTQ+
fight for rights, and multiple lessons from World War I. This
follow-up to the author's book "Why Won't You Just Tell Us the
Answer?" fills in gaps and expands tools and classroom examples to
assist today's teachers. Book Features: Offers ways to promote
teacher growth as it pertains to historical thinking. Demonstrates
how to align investigating the past with the needs of reluctant
readers and students with special needs. Provides lesson materials
and instructional guidance. Addresses how to teach difficult
subjects, such as LGBTQ+ history. Aligns historical literacy with
inquiry-based instruction.
Situated at the intersection of race and civics, this volume
discusses how communities of color interpret and enact civics both
within and beyond the classroom. Chapters focus on historical and
contemporary topics ranging from issues facing Asian immigrant
communities to the Black Lives Matter at School curriculum. Civic
Engagement in Communities of Color will help classroom teachers,
teacher candidates, and teacher educators identify where
white-washed civics curricula fail students of color and begin to
understand how marginalized communities conceive and enact civics
without the deficit lens. It will also help education researchers
understand the various frameworks that communities of color use to
approach civics and civic education. Chapter authors include
established and emerging civic education scholars, including
Leilani Sabzalian, ArCasia James-Gallaway, Jesús Tirado, and
Brittany Jones. Book Features: Reimagines civics teaching and
learning in communities of color, expanding current frameworks for
what civic education is and can be. Disrupts the idea that civics
is a singular notion that should only be viewed through one
specific lens. Provides specific examples showing how racially
marginalized people have created their own civic spaces. Includes
chapters on Black, Indigenous, Arab, Immigrant, South Asian
American, and Southeast Asian American communities. Contributors:
Annaly Babb-Guerra, Carla-Ann Brown, Aviv Cohen, Tommy Ender,
Sabryna Groves, ArCasia James-Gallaway, Denisha Jones, Erica Kelly,
Sarah Mathews, Timothy Monreal, Aline Muff, Natasha C.
Murray-Everett, Tiffany Mitchell Patterson, Ritu Rakrishnan,
Leilani Sabzalian, Crystal Simmons, Jesús Tirado, Van Anh Tran,
Shianne Walker, Elizabeth Yeager Washington, Rasheeda West, Asif
Wilson
Along with the infamous "Reviewer 2," journal editors are a leading
cause of angst among scholars. When editors are bad at their jobs,
careers are damaged, reputations of journals suffer, and the
overall scholarship within a field is weakened. Yet, despite their
importance to the practice of academia, most editors do not receive
any formal training on the editing process. Even well-published
authors face a steep learning curve when navigating all of the
moving parts of a scholarly journal and providing quality feedback
to authors. This book is intended to be a guide for scholarly
journal editors. It walks current and prospective editors through
the various steps of the editing process, including establishing an
editorial vision, creating editorial teams/boards, interpreting
reviewers' comments and writing decision letters, and publicizing
published articles and improving journal metrics. A secondary goal
of the book is to provide authors with a peek inside the process of
journal editing. By better understanding the decisions that editors
make, authors can make more informed choices about which journals
they should submit their work, as well as improve their chances for
publication.
Along with the infamous "Reviewer 2," journal editors are a leading
cause of angst among scholars. When editors are bad at their jobs,
careers are damaged, reputations of journals suffer, and the
overall scholarship within a field is weakened. Yet, despite their
importance to the practice of academia, most editors do not receive
any formal training on the editing process. Even well-published
authors face a steep learning curve when navigating all of the
moving parts of a scholarly journal and providing quality feedback
to authors. This book is intended to be a guide for scholarly
journal editors. It walks current and prospective editors through
the various steps of the editing process, including establishing an
editorial vision, creating editorial teams/boards, interpreting
reviewers' comments and writing decision letters, and publicizing
published articles and improving journal metrics. A secondary goal
of the book is to provide authors with a peek inside the process of
journal editing. By better understanding the decisions that editors
make, authors can make more informed choices about which journals
they should submit their work, as well as improve their chances for
publication.
Situated at the intersection of race and civics, this volume
discusses how communities of color interpret and enact civics both
within and beyond the classroom. Chapters focus on historical and
contemporary topics ranging from issues facing Asian immigrant
communities to the Black Lives Matter at School curriculum. Civic
Engagement in Communities of Color will help classroom teachers,
teacher candidates, and teacher educators identify where
white-washed civics curricula fail students of color and begin to
understand how marginalized communities conceive and enact civics
without the deficit lens. It will also help education researchers
understand the various frameworks that communities of color use to
approach civics and civic education. Chapter authors include
established and emerging civic education scholars, including
Leilani Sabzalian, ArCasia James-Gallaway, Jesús Tirado, and
Brittany Jones. Book Features: Reimagines civics teaching and
learning in communities of color, expanding current frameworks for
what civic education is and can be. Disrupts the idea that civics
is a singular notion that should only be viewed through one
specific lens. Provides specific examples showing how racially
marginalized people have created their own civic spaces. Includes
chapters on Black, Indigenous, Arab, Immigrant, South Asian
American, and Southeast Asian American communities. Contributors:
Annaly Babb-Guerra, Carla-Ann Brown, Aviv Cohen, Tommy Ender,
Sabryna Groves, ArCasia James-Gallaway, Denisha Jones, Erica Kelly,
Sarah Mathews, Timothy Monreal, Aline Muff, Natasha C.
Murray-Everett, Tiffany Mitchell Patterson, Ritu Rakrishnan,
Leilani Sabzalian, Crystal Simmons, Jesús Tirado, Van Anh Tran,
Shianne Walker, Elizabeth Yeager Washington, Rasheeda West, Asif
Wilson
Teaching controversial social issues can be a daunting, and
oftentimes terrifying, prospect for social studies teachers. In
many ways, this fear is warranted given the politically polarized
nature of American society in the 21st century. However, effective
social studies instruction requires that students begin to grapple
with difficult issues in tolerant ways. The chapters in this book,
many of which are written by leading scholars within the field of
social studies education, cover a range of 21st century social
issues, including politically volatile issues such as gun control,
marriage equality, the Black Lives Matter movement, and
immigration. This book offers both a theoretical justification for
engaging students with controversial social issues and practical
suggestions for how to successfully implement discussions of these
types of issues in K-12 classroom settings.
The terrorist attacks of September 11, 2001 dramatically changed
many aspects of American society, and the ramifications of that
horrific event are still impacting the domestic and foreign
policies of the United States. Yet, fifteen years after 9/11-an
event that was predicted to change the scope of public education in
the United States-we find that the social studies curriculum
remains virtually the same as before the attacks. For a discipline
charged with developing informed citizens prepared to enter a
global economy, such curricular stagnation makes little sense. This
book, which contains chapters from many leading scholars within the
field of social studies education, both assesses the ways in which
the social studies curriculum has failed to live up to the promises
of progressive citizenship education made in the wake of the
attacks and offers practical advice for teachers who wish to
encourage a critical understanding of the post-9/11 global society
in which their students live.
The terrorist attacks of September 11, 2001 dramatically changed
many aspects of American society, and the ramifications of that
horrific event are still impacting the domestic and foreign
policies of the United States. Yet, fifteen years after 9/11-an
event that was predicted to change the scope of public education in
the United States-we find that the social studies curriculum
remains virtually the same as before the attacks. For a discipline
charged with developing informed citizens prepared to enter a
global economy, such curricular stagnation makes little sense. This
book, which contains chapters from many leading scholars within the
field of social studies education, both assesses the ways in which
the social studies curriculum has failed to live up to the promises
of progressive citizenship education made in the wake of the
attacks and offers practical advice for teachers who wish to
encourage a critical understanding of the post-9/11 global society
in which their students live.
As online learning continues to become more prominent in K-12
education, it will be important that teachers are knowledgeable
about both the potential of online learning and the challenges
associated with moving curricula online. This book, written by a
former secondary online teacher who now teaches online
instructional methods to practicing K-12 teachers, addresses those
challenges and offers practical, research-based approaches to
creating successful online learning experiences. Both novice and
experienced K-12 teachers will benefit from the author s strategies
for creating engaging, learner-centered instruction in an online
format. This book is unique from other practitioner-oriented books
on online learning in that it focuses exclusively on adolescents
experiences with online instruction.
As online learning continues to become more prominent in K-12
education, it will be important that teachers are knowledgeable
about both the potential of online learning and the challenges
associated with moving curricula online. This book, written by a
former secondary online teacher who now teaches online
instructional methods to practicing K-12 teachers, addresses those
challenges and offers practical, research-based approaches to
creating successful online learning experiences. Both novice and
experienced K-12 teachers will benefit from the author's strategies
for creating engaging, learner-centered instruction in an online
format. This book is unique from other practitioner-oriented books
on online learning in that it focuses exclusively on adolescents'
experiences with online instruction.
For the last 2 decades, the field of social studies education has
seen an increase in research on the use of discussions as an
essential instructional technique. This book examines the
importance of using quality dialogue as a tool to help students
understand complex issues in social studies classrooms. The author
provides a collection of well-known, evidence-based discussion
techniques as well as classroom examples showing the methods in
use. While the benefits of using discussion as an instructional
method is widely considered a best practice of civic learning,
actual high-quality discussions are rare and notoriously difficult
to facilitate. Making Classroom Discussions Work is designed to
guide teacher educators and classroom teachers in facilitating
equitable and productive discussions that will boost learning and
democratic engagement.Book Features: Emphasizes the rationale for
using discussion in social studies teaching. Collects strategies
that have been proposed in disparate journal articles and books in
one convenient volume. Presents research-based challenges and
supports for conducting and assessing discussions in the social
studies. Includes methods and tips to help teachers make
discussions more equitable in their classrooms.
Despite limitations and challenges, teaching about difficult
histories is an essential aspect of social studies courses and
units across grade levels. This practical resource highlights
stories of K-12 practitioners who have critically examined and
reflected on their experiences with planning and teaching histories
identified as difficult. Featuring the voices of teacher educators,
classroom teachers, and museum educators, these stories provide
readers with rare examples of how to plan for, teach, and reflect
on difficult histories. The book is divided into four main
sections: Centering Difficult History Content, Centering Teacher
and Student Identities, Centering Local and Contemporary Contexts,
and Centering Teacher Decision-making. Key topics include teaching
about genocide, slavery, immigration, war, racial violence, and
terrorism. This dynamic book highlights the practitioner's
perspective to reveal how teachers can and do think critically
about their motivations and the methods they use to engage students
in rigorous, complex, and appropriate studies of the past. Book
Features: Expanded notions of what difficult histories can be and
how they can be approached pedagogically. Thoughtful pictures of
practice of some of the most complex histories to teach. Stories of
K-12 teachers and museum educators with the research of leading
scholars in social studies education. Examples from a wide range of
educational contexts in the United States and other countries.
Resources useful to teachers and teacher educators.
COVID-19 offers a unique opportunity to transform the K–12 social
studies curriculum, but history suggests that changes to the formal
curriculum will not come easily or automatically. This book was
conceived in the space between the dismantling of our old way of
life and the anticipation of what comes next. The authors in this
volume—leading voices in social studies education—make the case
that COVID-19 has exposed deficiencies in much of the traditional
narrative found in textbooks and state curriculum standards, and
they offer guidance for how educators can use the pandemic to
pursue a more justice-oriented, critical examination of
contemporary society. Divided into two sections, this volume first
focuses on how elementary and secondary educators might teach about
the pandemic, both as a contentious public issue and as a recent
historical event. The second section asks teachers to reconsider
many long-standing aspects of social studies teaching and learning,
from content and instructional approaches to testing.Book Features:
Guidance on how to teach about the COVID-19 crisis as a recent,
controversial historical event. Examples of teaching approaches and
classroom projects that align with the C3 Framework. Lessons about
COVID-19 for use in K–12 classrooms, as well as chapters on the
history of pandemics and on how teachers can help students cope
with death and grief. A critical examination of the idea of
American exceptionalism, the role of race and class in U.S.
society, and fundamental practices within social studies education.
Despite limitations and challenges, teaching about difficult
histories is an essential aspect of social studies courses and
units across grade levels. This practical resource highlights
stories of K-12 practitioners who have critically examined and
reflected on their experiences with planning and teaching histories
identified as difficult. Featuring the voices of teacher educators,
classroom teachers, and museum educators, these stories provide
readers with rare examples of how to plan for, teach, and reflect
on difficult histories. The book is divided into four main
sections: Centering Difficult History Content, Centering Teacher
and Student Identities, Centering Local and Contemporary Contexts,
and Centering Teacher Decision-making. Key topics include teaching
about genocide, slavery, immigration, war, racial violence, and
terrorism. This dynamic book highlights the practitioner's
perspective to reveal how teachers can and do think critically
about their motivations and the methods they use to engage students
in rigorous, complex, and appropriate studies of the past. Book
Features: Expanded notions of what difficult histories can be and
how they can be approached pedagogically. Thoughtful pictures of
practice of some of the most complex histories to teach. Stories of
K-12 teachers and museum educators with the research of leading
scholars in social studies education. Examples from a wide range of
educational contexts in the United States and other countries.
Resources useful to teachers and teacher educators.
For the last 2 decades, the field of social studies education has
seen an increase in research on the use of discussions as an
essential instructional technique. This book examines the
importance of using quality dialogue as a tool to help students
understand complex issues in social studies classrooms. The author
provides a collection of well-known, evidence-based discussion
techniques as well as classroom examples showing the methods in
use. While the benefits of using discussion as an instructional
method is widely considered a best practice of civic learning,
actual high-quality discussions are rare and notoriously difficult
to facilitate. Making Classroom Discussions Work is designed to
guide teacher educators and classroom teachers in facilitating
equitable and productive discussions that will boost learning and
democratic engagement.Book Features: Emphasizes the rationale for
using discussion in social studies teaching. Collects strategies
that have been proposed in disparate journal articles and books in
one convenient volume. Presents research-based challenges and
supports for conducting and assessing discussions in the social
studies. Includes methods and tips to help teachers make
discussions more equitable in their classrooms.
Learn how to enact justice-oriented pedagogy and foster students'
critical engagement in today's history classroom. Over the past 2
decades, various scholars have rightfully argued that we need to
teach students to "think like a historian" or "think like a
democratic citizen." In this book, the authors advocate for
cultivating activist thinking in the history classroom. Teachers
can use Teaching History for Justice to show students how activism
was used in the past to seek justice, how past social movements
connect to the present, and how democratic tools can be used to
change society. The first section examines the theoretical and
research foundation for "thinking like an activist" and outlines
three related pedagogical concepts: social inquiry, critical
multiculturalism, and transformative democratic citizenship. The
second section presents vignettes based on the authors' studies of
elementary, middle, and high school history teachers who engage in
justice-oriented teaching practices.Book Features: Outlines key
components of justice-oriented history pedagogy for the history and
social studies K–12 classroom. Advocates for students to develop
"thinking like an activist" in their approach to studying the past.
Contains research-based vignettes of four imagined teachers,
providing examples of what teaching history for justice can look
like in practice. Includes descriptions of typical units of study
in the discipline of history and how they can be reimagined to help
students learn about movements and social change.
Learn how to enact justice-oriented pedagogy and foster students'
critical engagement in today's history classroom. Over the past 2
decades, various scholars have rightfully argued that we need to
teach students to "think like a historian" or "think like a
democratic citizen." In this book, the authors advocate for
cultivating activist thinking in the history classroom. Teachers
can use Teaching History for Justice to show students how activism
was used in the past to seek justice, how past social movements
connect to the present, and how democratic tools can be used to
change society. The first section examines the theoretical and
research foundation for "thinking like an activist" and outlines
three related pedagogical concepts: social inquiry, critical
multiculturalism, and transformative democratic citizenship. The
second section presents vignettes based on the authors' studies of
elementary, middle, and high school history teachers who engage in
justice-oriented teaching practices.Book Features: Outlines key
components of justice-oriented history pedagogy for the history and
social studies K-12 classroom. Advocates for students to develop
"thinking like an activist" in their approach to studying the past.
Contains research-based vignettes of four imagined teachers,
providing examples of what teaching history for justice can look
like in practice. Includes descriptions of typical units of study
in the discipline of history and how they can be reimagined to help
students learn about movements and social change.
Since the 2016 presidential election, the term fake news has become
part of the national discourse. In this book, leading civic
education scholars unpack why fake news is effective and show K-12
educators how they can teach their students to be critical
consumers of the political media they encounter.
Teaching controversial social issues can be a daunting, and
oftentimes terrifying, prospect for social studies teachers. In
many ways, this fear is warranted given the politically polarized
nature of American society in the 21st century. However, effective
social studies instruction requires that students begin to grapple
with difficult issues in tolerant ways. The chapters in this book,
many of which are written by leading scholars within the field of
social studies education, cover a range of 21st century social
issues, including politically volatile issues such as gun control,
marriage equality, the Black Lives Matter movement, and
immigration. This book offers both a theoretical justification for
engaging students with controversial social issues and practical
suggestions for how to successfully implement discussions of these
types of issues in K-12 classroom settings.
Since the 2016 presidential election, the term fake news has become
part of the national discourse. In this book, leading civic
education scholars unpack why fake news is effective and show K-12
educators how they can teach their students to be critical
consumers of the political media they encounter.
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