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Contemporary American politics has been characterized by excessive, vitriolic rhetoric since the 2016 presidential victory of Donald Trump. However, Donald Trump’s brand of politics is nothing new. He is the inheritor and latest proponent for a brand of American politics that utilizes demagogic rhetoric. The purpose of this paper is to provide an overview of demagoguery along with the traits of demagogic rhetoric. Two activities for the high school classroom are given that look at the demagogic rhetoric employed by Joseph McCarthy and George Wallace, two of the most infamous political demagogues of the twentieth century.

With the first activity, McCarthy’s “Enemies from Within Speech” is analyzed by breaking down the speech with Gustainis’ seven traits of demagoguery (1990). Similarly in the second activity, George Wallace’s inaugural address is examined with Gustainis’ seven traits of demagoguery, and then, the authors provide a series of activities that students can do to protest the demagogic rhetoric in Wallace’s inaugural address. Finally, an appendix is provided with additional speeches from American demagogues that social studies teachers can use to teach about elements of demagoguery.

In this paper, the authors provide an overview of demagoguery along with the traits of demagogic rhetoric. Two activities for the high school classroom are given that look at the demagogic rhetoric employed by Joseph McCarthy and George Wallace, two of the most infamous political demagogues of the twentieth century.

Contemporary American politics has been characterized by excessive, vitriolic rhetoric since the 2016 presidential victory of Donald Trump. However, Donald Trump’s brand of politics is nothing new. He is the inheritor and latest proponent for a brand of American politics that utilizes demagogic rhetoric. In this paper, the authors provide an overview of demagoguery along with the traits of demagogic rhetoric. Students need to be able to critically examine demagogic rhetoric to hold elected officials accountable for their words, actions and policies.

The purpose of this paper is to discuss the relationship dynamics between the executive office and the free press; and how these dynamics have been altered under the Trump administration. Donald Trump has questioned the validity and accuracy of claims, even going as far to call some organizations (CNN and The New York Times) “fake news.” The authors discuss the historically contentious relationship between the executive office and the free press as well as the ways in which Donald Trump has altered the dynamics of this relationship.

In this paper, the authors explore the role of the free press in American politics. The authors designed two classroom-ready activities by drawing on the best teaching practices advocated for in the C3 Framework. To elaborate, both activities allow students to research and analyze arguments made by Donald Trump and challenge false claims. This enables students to engage in the four dimensions of the Inquiry Arc in the C3 Framework.

The authors provide two activities that can be utilized in the high school social studies classroom to enable students to dissect American politicians’ messages. These two activities can be adapted and utilized to enable students to examine political candidate’s messages. By completing the steps of these two activities, students are better prepared to be critical consumers of political media messages and take civic action to challenge false claims.

Donald Trump has attempted to undermine the free press in the USA. He objects to stories that do not paint his administration in a positive light. This manuscript uses the media literacy position statement from NCSS and Ochoa-Becker’s framework for truth claims to explore Trump’s statements and claims.

The authors test the effect of expenditure decentralization and fiscal equalization on short- and long-run economic growth and estimate two-step generalized method of moment (GMM) simultaneous equations models, using panel data for China and India for the period 1985 to 2005. The authors estimate two simultaneous equations: a growth equation and equalization equation and find that expenditure decentralization has a negative and statistically significant effect at conventional levels on short-run economic growth for both China and India. However, the authors also find that this result is sensitive to the set of included explanatory variables. This leads the authors to conclude that expenditure decentralization has no effect on short-run economic growth for either country. The authors also find that expenditure decentralization has a positive and statistically significant effect on fiscal equalization for both countries but find no evidence that fiscal equalization affects short-run economic growth for either China or India. In contrast, the authors find that expenditure decentralization has a positive effect on long-run economic growth in the case of India, but not in the case of China. Finally, the authors report evidence that fiscal equalization has no effect on long-run economic growth in the case of China; however, the authors find that equalization has a positive and statistically significant at conventional levels effect on long-run economic growth in India.

The authors estimate two-step GMM simultaneous equations models, using panel data for China and India for the period 1985 to 2005. To examine the effect of fiscal decentralization (FD) policies on economic growth in China and India, the authors estimate two equations: a growth equation and an equalization equation. For the growth equation, the authors adopt a production-function-based model that is widely used in the empirical literature on growth; however, the authors do make some compromises with this specification due to the unavailability of certain data. For the equalization equation, the authors include variables that economic theory and empirical evidence suggest influence fiscal disparities among subnational governments which in turn influence the demand for horizontal fiscal equalization (HFE). To the extent possible, the authors employ the same econometric specification, variable constructions and sample periods for both China and India. The authors believe this strategy provides a more rigorous test of the FD hypothesis.

The authors find that expenditure decentralization has a negative and statistically significant effect at conventional levels on short-run economic growth for both China and India. However, the authors also find that this result is sensitive to the set of included explanatory variables. This leads to conclude that expenditure decentralization has no effect on short-run economic growth for either country. The authors also find that expenditure decentralization has a positive and statistically significant effect on fiscal equalization for both countries but find no evidence that fiscal equalization affects short-run economic growth for either China or India. In contrast, the authors find that expenditure decentralization has a positive effect on long-run economic growth in the case of India, but not in the case of China. Finally, the authors report evidence that fiscal equalization has no effect on long-run economic growth in the case of China; however, the authors find that equalization has a positive and statistically significant at conventional levels effect on long-run economic growth in India.

Due to the importance of FD policies, especially to many developing countries that are currently pursuing decentralization reforms, future research should examine the effect of FD on economic growth for other countries. Furthermore, although it would be difficult to do so, future research should examine whether FD promotes political stability on ethnically diverse countries.

To the best of the authors’ knowledge, no one has examined the effect of FD policies on India's growth experience. What is more is that this is also the first of its kind to have a comprehensive empirical investigation into these two major developing countries with very interesting similarities and differences in FD policies. It is thus of great importance to examine the effect of expenditure decentralization and HFE on economic growth in China and India.

This paper aims to explore the last-mile (LM) challenges faced by on-demand food delivery (ODFD) riders during the coronavirus pandemic. This study contributes to the literature on the less-explored domain of ODFD services.

A grounded theory methodology is used. Riders working for multiple ODFD firms in various urban and semi-urban areas of India were interviewed. Open, axial and selective coding of interview transcripts was done.

A grounded model is developed consisting of riders' challenges represented broadly under four core categories: Operational, Customer-related, Organisational and Technological issues. The study indicates that while some of the challenges are inherent to the ODFD supply chain, these have been visibly exposed and intensified by COVID-19, while other challenges are specific to the pandemic.

The model is a qualitative proposition representing LM delivery issues in ODFD services faced by the riders in India's urban and semi-urban areas during the COVID-19 pandemic. Other countries may face similar problems, but further studies are necessary to confirm or refute the findings.

ODFD companies must address the riders' issues to better adapt to the current and future disruptions and improve riders' quality of work–life to achieve operational excellence.

This study builds on the extant ODFD literature by focusing on one of its less addressed aspects: the working conditions of the riders. This work is conducted amid the COVID-19 pandemic in the context of a developing country and aims to study the challenges in ODFD operations.

Word clouds, created by a variety of web applications, are enticing new tools for some social studies educators. Teachers should be prepared, though, for the possibility that our zeal for a new resource may prevent us from adequately examining its value. This article recounts a class activity involving the creation of a word cloud, the Wordles of major documents from the U.S. Civil Rights Movement, analyzes the lesson’s strengths and weaknesses, and offers guidance for the meaningful use of word cloud applications in the classroom.

The purpose of this paper is to explore the subtle racist rhetoric used by members of the Republican Party over the last 60 years connected to issues of race. The authors start by providing a brief history of the Republican Party and race issues. Then, the authors discuss the civic thinking skills stressed within the C3 Framework, specifically the ability to analyze politicians’ arguments. Then, the focus shifts to look at the racial literacy framework discussed by King et al. Finally, three activities are provided that enable students to grasp the subtle racist rhetoric used by some Republicans connected to issues of race.

In this paper, the authors explore race issues with members of the modern Republican Party. The authors design three classroom-ready activities by drawing on the best teaching practices advocated for in the C3 Framework. To elaborate, these activities allow students to research and analyze arguments made by some Republican politicians. This enables students to engage in the four dimensions of the Inquiry Arc in the C3 Framework.

The authors provide three activities that can be utilized in the high school social studies classroom to enable students to dissect American politicians’ messages connected to race issues. These activities can be adapted and utilized to enable students to examine a political candidate’s messages, especially those that contain subtle racist rhetoric. By completing the steps of these three activities, students are better prepared to be critical consumers of political messages and to hold elected officials accountable for their words, policies and actions.

In this paper, the authors explore the role of racist political rhetoric employed by members of the Republican Party over the last 60 years. The authors use the racial literacy framework advocated for by King et al. in three classroom-ready activities. The three activities are provided to help students break down the racist political rhetoric employed by notable members of the Republican Party.

Problem-based learning (PBL) has long been a regular feature in professions outside K-12 education and is growing in social studies education in recent years. PBL is built around student inquiry into an “ill-structured” or “messy” problem (Wieseman and Cadwell, 2005, p. 11). These inquiries are open ended, largely autonomous and student driven (Savin-Baden, 2014). The collaborative nature of PBL scenarios allows students to work with real-world concepts and skills to solve problems (Ferreira and Trudel, 2012). This paper aims to discuss these issues.

This paper describes an innovative strategy for PBL learning, an Escape the Room (ETR) activity centered on historical content knowledge – in this case, the First World War. The activity incorporates a series of ill-structured problems with the First World War as its historical context.

The paper concludes with a discussion of the utility of PBL activities like “ETR” and possible applications in the classroom for teachers.

There has been significant research in PBL activities but little in the specific application of “ETR” scenarios, a rising trend in commercially available activities. The potential for student inquiry and engagement is a rich field for social studies educators.