Social Studies Research and Practice: Volume 16 Issue 1

Getting critical with disciplinary literacy: a read aloud strategy

Melissa Wrenn, Jennifer L. Gallagher

The purpose of this article is to explain and demonstrate a critical disciplinary read aloud strategy that has both an equity goal and a social studies goal.

Using memoir in social studies and history classes: a VARK approach to address all learning styles

Robert Alan Liftig

Using primary sources, such as memoirs, letters and diaries, rather than relying solely on secondary sources (i.e. the textbook) is a more effective way for students to appreciate…

Integrating the C3 Framework in the social studies: an action research study

Meghan McGlinn Manfra, Jeffrey A. Greiner

The C3 Framework is a recent example in a long history within the field of social studies education of efforts to engage teachers and students in inquiry-oriented teaching and…

Trade books' contextualization of consequential women's historical significance

John H. Bickford, Toluwalase V. Solomon

This paper explores the representation of consequential women in history within children's and young adult biographies.

Experiencing historical empathy's humanizing lenses: adolescents' interpretative flights

Sherri Colby

Defined as perceiving the past via the lens of former peoples, historical empathy engenders rich cognitive and affective understandings. Drawing on Ricoeur's hermeneutics (1981…

The canned food drive: What do students learn?

Elizabeth S. White

Numerous studies have shown that community service during adolescence is associated with positive youth outcomes and future civic engagement (Reinders and Youniss, 2006; Yates and…