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Article
Publication date: 29 October 2021

Ariel Cornett and Alexa M. Quinn

Using morning meeting, an evidence-based practice that is part of the responsive classroom (RC) approach, the authors (two teacher educators [TEs]) created opportunities for…

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Abstract

Purpose

Using morning meeting, an evidence-based practice that is part of the responsive classroom (RC) approach, the authors (two teacher educators [TEs]) created opportunities for teacher candidates (TCs) to experience representations, decompositions and approximations of practice in multiple iterations of an elementary social studies methods course.

Design/methodology/approach

The authors detail how TEs can expose TCs to social studies content (e.g. the National Council for the Social Studies themes) that can be incorporated into structured, daily classroom routines, such as morning meeting.

Findings

The authors include TE-created morning meeting facilitation guides with components such as a morning message, greeting, share, group activity and theme justification. Furthermore, the authors outline TCs' reflections on planning and implementing a morning meeting with a partner in addition to their own reflections on the TCs' feedback.

Originality/value

This work has implications related to TEs and TCs in elementary social studies methods courses as well as current and future students in elementary classrooms.

Details

Social Studies Research and Practice, vol. 17 no. 2
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 20 November 2017

Andrea Watson-Canning

The purpose of this paper is to provide secondary social studies practitioners with a research-based adaptable lesson plan aligned with the National Council for the Social Studies…

Abstract

Purpose

The purpose of this paper is to provide secondary social studies practitioners with a research-based adaptable lesson plan aligned with the National Council for the Social Studies Thematic Strands and its C3 Framework incorporating the digitized collection of the National Gallery of Art and Visual Thinking Strategies to foster historical understanding through a student-driven process of online gallery curation.

Design/methodology/approach

The author describes the connections between constructivist learning and technology integration in the classroom, linking technological, visual, and social studies literacy. The internet mediates student experience. It is both text-based and image-saturated; therefore, it is important for students to develop fluency with the written word and visual literacy. To remain technologically relevant, teachers must harness the potential of the internet to aid students with the development of their analytic and evaluative skills. The paper outlines an adaptable method for incorporating technology and art into social studies classroom practice in order to build visual literacy, historical understanding, and skills in evidence-based research.

Findings

The National Council for the Social Studies has outlined various analytic, communicative, and evaluative skills that students should acquire for social studies literacy. This paper provides insight as to how utilizing digitized collections of artwork has the potential to engage students in active, constructivist learning in order to acquire social studies literacy.

Originality/value

The paper is of value to secondary practitioners who wish to incorporate visual art, technology, and constructivist learning techniques in their classrooms.

Details

Social Studies Research and Practice, vol. 12 no. 3
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 15 March 2019

Tracey S. Hodges, Katherine Landau Wright, Julianne M. Coleman, Holly Hilboldt Swain, Claire Schweiker and Behzad Mansouri

Standards and policy changes in K-12 education have created the unintended consequence of reducing instructional time spent on social studies content. This limited time devoted to…

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Abstract

Purpose

Standards and policy changes in K-12 education have created the unintended consequence of reducing instructional time spent on social studies content. This limited time devoted to social studies presumably has led to more integrated social studies and literacy instruction. The purpose of this paper is to document the types of high-quality social studies children’s books found in classroom libraries across five states.

Design/methodology/approach

In the present mixed methods study, the researchers utilized a database of 60 classroom libraries across five states to identify which high-quality trade books, defined by the National Council for the Social Studies, were present. The researchers document trends in both frequencies of books and social studies content across decades, classrooms, grade levels and states from 1972 to 2015.

Findings

The findings indicate that National Council for the Social Studies (NCSS) Notable Trade Books for Young People texts are largely missing from the elementary classroom libraries the researchers sampled. Of the 5,544 unique titles included on the NCSS lists from 1972 to 2015, 453 were located in the US classroom libraries database, representing 8.17 percent of books found on the notable lists.

Originality/value

Before teachers can take steps toward integrating social studies and literacy, they need easy access to high-quality social studies texts. Many high-quality trade books are recommended each year for exposing students to social studies content; however, the researchers found limited numbers of these books in classroom libraries. The researchers recommend the lists be circulated to a wider audience to inform more teachers about these texts.

Details

Social Studies Research and Practice, vol. 14 no. 1
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 1 November 2012

Michelle Bauml and Sherry L. Field

Notable Social Studies Trade Book (NSSTB) lists include books selected annually by the Book Review Committee of the National Council for the Social Studies in conjunction with the…

1394

Abstract

Notable Social Studies Trade Book (NSSTB) lists include books selected annually by the Book Review Committee of the National Council for the Social Studies in conjunction with the Children’s Book Council. These lists are excellent resources for teachers who use children’s literature to support social studies instruction in their classrooms. We report our analysis of award-winning titles for primary grades published from 2001-2011. Biographies and books that address topics about families are featured as a starting place for primary grades teachers to begin incorporating NSSTB into their social studies instruction. We conclude by suggesting ways for primary grade teachers to utilize the book lists each year.

Details

Social Studies Research and Practice, vol. 7 no. 3
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 1 November 2015

Christina M. Tschida and Lisa Brown Buchanan

Increased integration of the social studies into language arts instructional time in elementary schools, has led to a common practice of covering social studies content through…

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Abstract

Increased integration of the social studies into language arts instructional time in elementary schools, has led to a common practice of covering social studies content through use of children’s literature. Though the two content areas are covered in tandem, the primary foci are the language arts objectives. The authors suggest teaching with themed text sets, developed using carefully selected social studies topics and inquiries, not only addresses English Language Arts standards but also allows for authentic and meaningful social studies instruction. A four-step process for developing themed text sets is presented. These are: 1) identify the big idea to be explored, 2) recognize the multiple perspectives needed for a more complete story, 3) locate qualifying texts, and 4) select texts to be included. Each step is demonstrated with three controversial topics in the elementary social studies curriculum: family (Kindergarten-1), civil rights (grades 2-3), and slavery (grades 4-5) and resources are provided for locating texts. The authors illustrate the importance of developing text sets that include multiple perspectives, particularly those lesser-known stories of historical events or themes, to serve as windows or mirrors for children in developing historical content knowledge.

Details

Social Studies Research and Practice, vol. 10 no. 3
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 5 June 2019

Erin M. Casey and Jay H. Casey

Development of economic understandings fosters the growth of democratic citizenship competencies. Elements of popular culture should be recognized for the influence they have on…

Abstract

Purpose

Development of economic understandings fosters the growth of democratic citizenship competencies. Elements of popular culture should be recognized for the influence they have on children’s economic decisions. Children should learn of the concept of popular culture to regulate its effect on their habits and understand how it has shaped the lives of people throughout history. The paper aims to discuss these issues.

Design/methodology/approach

Using a C3 inquiry investigation, this study explored if students from fifth grade to kindergarten could be engaged in higher-level thinking about economic concepts through the analysis of elements of popular culture in historical primary sources and then continue that analysis into popular culture of their own lives. Analyses of students’ discussions during each stage of the study provide descriptive statistics and themes to reveal understandings.

Findings

Results imply that children can successfully engage in document analysis and creation of accurate present-day popular culture artifacts and that children in second grade and above were subsequently influenced in their economic understandings about spending and saving money from popular culture analyses. Children in first grade and kindergarten were not successfully able to express these deeper connections, which may be explained by cognitive theory offered for this age range.

Originality/value

This research offers a unique way of combining the analysis of historic and present-day primary sources in order to understand the influences popular culture can have on economic-based behaviors. Novel approaches, which use the C3 framework to engage students in higher-order thinking of social studies disciplines, will help build stronger democratic citizenship competencies in children.

Details

Social Studies Research and Practice, vol. 14 no. 1
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 11 September 2017

Margaret Angel Bestwick

Beatrix Potter and Her Paint Box (McPhail, 2015) is a tranquil biography primarily focusing on the childhood of Beatrix Potter. This lesson plan, based in the National Council for…

Abstract

Purpose

Beatrix Potter and Her Paint Box (McPhail, 2015) is a tranquil biography primarily focusing on the childhood of Beatrix Potter. This lesson plan, based in the National Council for the Social Studies (NCSS) C3 Framework, allows second-grade learners to explore the life of Beatrix Potter through this biography and to make connections to his or her own life. Learners move through four stages of inquiry in the C3 Framework. They examine the dust jacket and dual-image book cover for clues about the life of Beatrix Potter. Next, they engage in a read-aloud of the biography during which learners construct knowledge about the life of Beatrix Potter. Learners then create puppets and role play the life of Ms Potter. The lesson concludes with learners making comparisons between their own and Ms Potter’s life. The paper aims to discuss these issues.

Design/methodology/approach

This is a lesson plan that is intended for second grade students. The duration of the lesson is approximately 90 minutes in length. The lesson utilizes the Whole Book Approach (WBA). The WBA is “an intentional, inquiry-based approach to reading aloud that puts art and design [and children’s responses to them] at the center of the storytime experience” (Lambert et al., 2015, p. 81). During the lesson, the teacher utilizes the WBA through asking open-ended questions as she/he reads aloud. The students and the teacher co-construct meaning through a dialogue about the text and images within the text. The lesson also includes the Role-Playing Characters to Understand Them Better (adapted) approach. This fiction reading strategy is adapted for informational text, a biography, for this lesson. Rather than role-playing a character, students role-play real people: Beatrix Potter & her family, and themselves. Serravallo (2015) writes about this strategy, “Sometimes the best way to get to know our characters is to stand in their shoes-to do what they do, say what they say, and act how they act. With a partner[…] Using puppets or props, act out the scene. Try to talk in the voice of the character, and move the puppet just like the character would. When you finish creating the scene, stop and talk about what you think about the characters” (p. 172). Students will create paper puppets and role-play events from Beatrix Potter’s life as depicted in the biography. Students use a puppet of themselves to talk with Beatrix about how the student's life is similar to and different from Beatrix’s life. McPhail, D. (2015), Beatrix Potter and Her Paint Box, New York, Henry Holt and Co.; National Council for the Social Studies Notable Trade Book for Young People (2016); JLG Category – Genre: Nonfiction, Lexile Level: AD790L, Elementary Grades K-2, ISBN: 9780805091700 (Junior Library Guild, 2016); the duration of the lesson is approximately 90 minutes: second grade.

Findings

Little Beatrix Potter loved art. At an early age, she received her mother’s paint box. Beatrix Potter spent hours painting things she loved, like the animals she kept as pets. Her family traveled from their home in London to spend Summers in the country. She loved it there. She spent her time painting her surroundings. When she was older she learned of a young boy who was ill, and confined to bed. So, she wrote him a story and drew illustrations for the story. This story was later published as her first book, The Tale of Peter Rabbit. Beatrix Potter went on to publish many other animal tales that became popular across the world and beloved for generations.

Originality/value

This lesson plan is aligned with the NCSS theme number 10, individual development and identity.

Details

Social Studies Research and Practice, vol. 12 no. 2
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 9 June 2021

Lisa H. Matherson and Sydney Armour Haag

The purpose of this notable trade book lesson plan is to utilize the novel, Ghost Boys, in an upper elementary/middle school education application. This lesson plan utilizes…

Abstract

Purpose

The purpose of this notable trade book lesson plan is to utilize the novel, Ghost Boys, in an upper elementary/middle school education application. This lesson plan utilizes visual curriculum materials to engage students in a powerful exploration of “bearing witness.” Through the exploration of text, photographs, music and dance, students will be given opportunities to engage with the visual materials, think critically about relevant societal issues and participate in affective learning. The students will interpret visual historical evidence to develop “a sense of otherness” or empathy, and engage with the inquiry process (Barton and Levstik, 2004, pp. 210–211). Historical empathy proves an important aspect to students' historical thinking because affective learning allows students to connect with historical figures and gain new perspectives understanding difficult situations (Endacott, 2010, p. 6).

Design/methodology/approach

The approach of this notable trade book lesson plan is a multimodal analysis of art forms (photography, music and dance choreography) which culminates in the students taking informed action to create a personal mural to “bear witness” to an issue of their selection.

Findings

This is a National Council for the Social Studies (NCSS) notable trade book lesson plan. After engaging with this lesson, students will gain skills in visual decoding, empathy, critical thinking and collaboration. The students will use higher-order thinking to take informed action by creating a mural to “bear witness” to injustice.

Originality/value

The value of this lesson plan is the ability to integrate written themes from the text, visual learning and hands-on learning in a meaningful and authentic way to students. Allowing the students to take informed action using the knowledge gained about “bearing witness” proves crucial for young students learning how to actively participate in America's multi-cultural democracy.

Details

Social Studies Research and Practice, vol. 16 no. 3
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 11 October 2023

Sean Corrigan

This practitioner article uses human rights education (HRE) to frame issues of social justice, particularly anti-Black racism, depicted in the film Till. Teachers cognizant of the…

Abstract

Purpose

This practitioner article uses human rights education (HRE) to frame issues of social justice, particularly anti-Black racism, depicted in the film Till. Teachers cognizant of the need to address racism in American history often struggle to find resources that are accessible and meaningful for their students (Howard and Navarro, 2017; Vickery and Rodriguez, 2022). Furthermore, the use of film in social studies instruction can be an engaging way for students to develop conceptual knowledge and grapple with sensitive issues in history education (Stoddard, 2012).

Design/methodology/approach

Till (2022) is a powerful film that teachers can use to pursue anti-racist goals in their classrooms, and HRE provides an approach to analyze a horrible manifestation of racism in American history as well as frame larger systems of injustice. By using widely accepted standards of human dignity, such as the Universal Declaration of Human Rights, teachers can address dimensions of oppression and inequality with a more “neutral” or objective approach.

Findings

Given the current political climate that instills fear in educators who teach about racism, HRE can empower social studies teachers to engage students in analysis of a dominant force in American life.

Originality/value

The lesson plan offered in this article includes a film viewing guide, enrichment opportunities and an activity that connects themes in Till and the Civil Rights Movement to human rights concepts.

Details

Social Studies Research and Practice, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 1 July 2015

Aaron P. Johnson

This article explores practical avenues for making global connections within the social studies classroom. Drawing from my classroom experiences and utilizing the basic principles…

Abstract

This article explores practical avenues for making global connections within the social studies classroom. Drawing from my classroom experiences and utilizing the basic principles of global education outlined by Toni Fuss Kirkwood-Tucker (2009) as a conceptual frame, I attempt to bridge the gap between theory and practice. Such an endeavor aims to provide social studies teachers with five practical strategies for making global connections that can be readily employed in their middle and secondary social studies classrooms. These strategies discussed here include structured academic controversy, globalizing physical place, reading visual fine arts, incorporating the natural world, and sampling.

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