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Its emphasis on planning and teaching, including a full chapter on
lesson planning. Concrete and specific coverage of a variety of
teaching strategies. Integrated attention to teaching with
technology, including digital history, media literacy, teaching
with film and music, and numerous other types of impactful
technology.
Its emphasis on planning and teaching, including a full chapter on
lesson planning. Concrete and specific coverage of a variety of
teaching strategies. Integrated attention to teaching with
technology, including digital history, media literacy, teaching
with film and music, and numerous other types of impactful
technology.
Its emphasis on planning and teaching, including a full chapter on
lesson planning. Concrete and specific coverage of a variety of
teaching strategies. Integrated attention to teaching with
technology, including digital history, media literacy, teaching
with film and music, and numerous other types of impactful
technology.
Its emphasis on planning and teaching, including a full chapter on
lesson planning. Concrete and specific coverage of a variety of
teaching strategies. Integrated attention to teaching with
technology, including digital history, media literacy, teaching
with film and music, and numerous other types of impactful
technology.
Action! Film is a common and powerful element in the social studies
classroom and Cinematic Social Studies explores teaching and
learning social studies with film. Teaching with film is a
prominent teaching strategy utilized by many teachers on a regular
basis. Cinematic Social Studies moves readers beyond the
traditional perceptions of teaching film and explores the vast
array of ideas and strategies related to teaching social studies
with film. The contributing authors of this volume seek to explain,
through an array of ideas and visions, what cinematic social
studies can/should look like, while providing research and
rationales for why teaching social studies with film is valuable
and important. This volume includes twenty-four scholarly chapters
discussing relevant topics of importance to cinematic social
studies. The twenty four chapters are divided into three sections.
This stellar collection of writings includes contributions from
noteworthy scholars like Keith Barton, Wayne Journell, James
Damico, Cynthia Tyson, and many more.
Action! Film is a common and powerful element in the social studies
classroom and Cinematic Social Studies explores teaching and
learning social studies with film. Teaching with film is a
prominent teaching strategy utilized by many teachers on a regular
basis. Cinematic Social Studies moves readers beyond the
traditional perceptions of teaching film and explores the vast
array of ideas and strategies related to teaching social studies
with film. The contributing authors of this volume seek to explain,
through an array of ideas and visions, what cinematic social
studies can/should look like, while providing research and
rationales for why teaching social studies with film is valuable
and important. This volume includes twenty-four scholarly chapters
discussing relevant topics of importance to cinematic social
studies. The twenty four chapters are divided into three sections.
This stellar collection of writings includes contributions from
noteworthy scholars like Keith Barton, Wayne Journell, James
Damico, Cynthia Tyson, and many more.
Race and racism are a foundational part of the global and American
experience. With this idea in mind, our social studies classes
should reflect this reality. Social studies educators often have
difficulties teaching about race within the context of their
classrooms due to a variety of institutional and personal factors.
Doing Race in Social Studies: Critical Perspectives provides
teachers at all levels with research in social studies and critical
race theory (CRT) and specific content ideas for how to teach about
race within their social studies classes. The chapters in this book
serve to fill the gap between the theoretical and the practical, as
well as help teachers come to a better understanding of how
teaching social studies from a CRT perspective can be enacted. The
chapters included in this volume are written by prominent scholars
in the field of social studies and CRT. They represent an original
melding of CRT concepts with considerations of enacted social
studies pedagogy. This volume addresses a void in the social
studies conversation about race-how to think and teach about race
within the social science disciplines that comprise the social
studies. Given the original nature of this work, Doing Race in
Social Studies: Critical Perspectives is a much-needed addition to
the conversation about race and social studies education.
Race and racism are a foundational part of the global and American
experience. With this idea in mind, our social studies classes
should reflect this reality. Social studies educators often have
difficulties teaching about race within the context of their
classrooms due to a variety of institutional and personal factors.
Doing Race in Social Studies: Critical Perspectives provides
teachers at all levels with research in social studies and critical
race theory (CRT) and specific content ideas for how to teach about
race within their social studies classes. The chapters in this book
serve to fill the gap between the theoretical and the practical, as
well as help teachers come to a better understanding of how
teaching social studies from a CRT perspective can be enacted. The
chapters included in this volume are written by prominent scholars
in the field of social studies and CRT. They represent an original
melding of CRT concepts with considerations of enacted social
studies pedagogy. This volume addresses a void in the social
studies conversation about race-how to think and teach about race
within the social science disciplines that comprise the social
studies. Given the original nature of this work, Doing Race in
Social Studies: Critical Perspectives is a much-needed addition to
the conversation about race and social studies education.
Recent advances in technology have created easy access for
classroom teachers and students alike to a vast store of primary
sources. This fact accompanied by the growing emphasis on primary
documents through education reform movements has created a need for
active approaches to learning from such sources. Unpuzzling History
with Primary Sources addresses this need. It looks at the role that
primary sources can play in a social studies curriculum in the 21st
century. Each chapter deals with a different aspect of teaching
primary sources. Each chapter includes a discussion of key issues,
model activities, and resources for upper elementary through high
school teachers. A model lesson plan also appears at the end of
most chapters. Chapter one presents a unique perspective on the
nature of history and primary sources. This is followed by chapters
on how historical thinking and inquiry relate to primary sources.
Other chapters deal with individual types of primary sources. A
glance at the table of contents will certainly draw the teacher's
interest regardless of teaching style. The skills that students
gain from working with primary sources prepare them for the many
responsibilities and duties of being a citizen in a democracy.
Therefore, the book closes with a chapter pointing to the
relationship of primary sources to citizenship education. This book
will be useful as a resource for teachers and might serve as a text
for in?service, college methods courses, and school libraries. All
four authors have experience in the K?12 classroom as well as
social studies teacher education.
Recent advances in technology have created easy access for
classroom teachers and students alike to a vast store of primary
sources. This fact accompanied by the growing emphasis on primary
documents through education reform movements has created a need for
active approaches to learning from such sources. Unpuzzling History
with Primary Sources addresses this need. It looks at the role that
primary sources can play in a social studies curriculum in the 21st
century. Each chapter deals with a different aspect of teaching
primary sources. Each chapter includes a discussion of key issues,
model activities, and resources for upper elementary through high
school teachers. A model lesson plan also appears at the end of
most chapters. Chapter one presents a unique perspective on the
nature of history and primary sources. This is followed by chapters
on how historical thinking and inquiry relate to primary sources.
Other chapters deal with individual types of primary sources. A
glance at the table of contents will certainly draw the teacher's
interest regardless of teaching style. The skills that students
gain from working with primary sources prepare them for the many
responsibilities and duties of being a citizen in a democracy.
Therefore, the book closes with a chapter pointing to the
relationship of primary sources to citizenship education. This book
will be useful as a resource for teachers and might serve as a text
for in?service, college methods courses, and school libraries. All
four authors have experience in the K?12 classroom as well as
social studies teacher education.
A volume in Teaching and Learning Social Studies Book Series Series
Editor William Benedict Russell III, University of Central Florida
The world is ever changing and the way students experience social
studies should reflect the environment in which they live and
learn. Digital Social Studies explores research, effective teaching
strategies, and technologies for social studies practice in the
digital age. The digital age of education is more prominent than
ever and it is an appropriate time to examine the blending of the
digital age and the field of social studies. What is digital social
studies? Why do we need it and what is its purpose? What will
social studies look like in the future? The contributing authors of
this volume seek to explain, through an array of ideas and visions,
what digital social studies can/should look like, while providing
research and rationales for why digital social studies is needed
and important. This volume includes twenty-two scholarly chapters
discussing relevant topics of importance to digital social studies.
The twenty-two chapters are divided into two sections. This stellar
collection of writings includes contributions from leading scholars
like Cheryl Mason Bolick, Michael Berson, Elizabeth Washington,
Linda Bennett, and many more.
A volume in Teaching and Learning Social Studies Book Series Series
Editor William Benedict Russell III, University of Central Florida
The world is ever changing and the way students experience social
studies should reflect the environment in which they live and
learn. Digital Social Studies explores research, effective teaching
strategies, and technologies for social studies practice in the
digital age. The digital age of education is more prominent than
ever and it is an appropriate time to examine the blending of the
digital age and the field of social studies. What is digital social
studies? Why do we need it and what is its purpose? What will
social studies look like in the future? The contributing authors of
this volume seek to explain, through an array of ideas and visions,
what digital social studies can/should look like, while providing
research and rationales for why digital social studies is needed
and important. This volume includes twenty-two scholarly chapters
discussing relevant topics of importance to digital social studies.
The twenty-two chapters are divided into two sections. This stellar
collection of writings includes contributions from leading scholars
like Cheryl Mason Bolick, Michael Berson, Elizabeth Washington,
Linda Bennett, and many more.
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