Re Imagining Elementary Social Studies

Author: Sarah B. Shear
Publisher: IAP
ISBN: 164113075X
Format: PDF
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The field of elementary social studies is a specific space that has historically been granted unequal value in the larger arena of social studies education and research. This reader stands out as a collection of approaches aimed specifically at teaching controversial issues in elementary social studies. This reader challenges social studies education (i.e., classrooms, teacher education programs, and research) to engage controversial issuesthose topics that are politically, religiously, or are otherwise ideologically charged and make people, especially teachers, uncomfortablein profound ways at the elementary level. This reader, meant for elementary educators, preservice teachers, and social studies teacher educators, offers an innovative vision from a new generation of social studies teacher educators and researchers fighting against the forces of neoliberalism and the marginalization of our field. The reader is organized into three sections: 1) pushing the boundaries of how the field talks about elementary social studies, 2) elementary social studies teacher education, and 3) elementary social studies teaching and learning. Individual chapters either A) conceptually unpack a specific controversial issue (e.g. Islamophobia, Indian Boarding Schools, LGBT issues in schools) and how that issue should be/is incorporated in an elementary social studies methods courses and classrooms or B) present research on elementary preservice teachers or how elementary teachers and students engage controversial issues. This reader unpacks specific controversial issues for elementary social studies for readers to gain critical content knowledge, teaching tips, lesson ideas, and recommended resources. Endorsement: (Re)Imagining Elementary Social Studies is a timely and powerful collection that offers the best of what social studies education could and should be. Grounded in a politics of social justice, this book should be used in all elementary social studies methods courses and schools in order to develop the kinds of teachers the world needs today. Wayne Au, Professor, University of Washington Bothell, Editor, Rethinking Schools

Rebooting Social Studies

Author: Greg Milo
Publisher: Rowman & Littlefield
ISBN: 1475828772
Format: PDF, Mobi
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Those facts. Those dates. Those four walls. Those still and petrified fossils of traditional history courses. Sure, it's history, but do we have to turn to tradition for guidance? Let's make it worth the students time. Let's give them something to take beyond their high school experience. Let's reboot history. The goal of the social studies is to provide students with the tools necessary to be active and productive citizens. History teachers need to assist their students in developing problem-solving skills for real-life scenarios, and this can be done whether we teach students about Ancient Athens or modern Akron, Ohio. The ancient Mediterranean, the Italian Renaissance, and the British East India Company are very distant concepts, far from what our students find as relevant. The same skills can be acquired by studying something nearer to the students' interests and everyday life. So, take a moment to take a step back from the history curriculum, and ask yourself: "What skills will my students need in five years?"

Rethinking Social Studies Teacher Education in the Twenty First Century

Author: Alicia R. Crowe
Publisher: Springer
ISBN: 3319229397
Format: PDF, ePub
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In this volume teacher educators explicitly and implicitly share their visions for the purposes, experiences, and commitments necessary for social studies teacher preparation in the twenty-first century. It is divided into six sections where authors reconsider: 1) purposes, 2) course curricula, 3) collaboration with on-campus partners, 4) field experiences, 5) community connections, and 6) research and the political nature of social studies teacher education. The chapters within each section provide critical insights for social studies researchers, teacher educators, and teacher education programs. Whether readers begin to question what are we teaching social studies teachers for, who should we collaborate with to advance teacher learning, or how should we engage in the politics of teacher education, this volume leads us to consider what ideas, structures, and connections are most worthwhile for social studies teacher education in the twenty-first century to pursue.

Doing Race in Social Studies

Author: Prentice T. Chandler
Publisher: IAP
ISBN: 1681230925
Format: PDF, Mobi
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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 muchneeded addition to the conversation about race and social studies education.

Cinematic Social Studies

Author: William B. Russell III, Ph.D.
Publisher: IAP
ISBN: 1681237350
Format: PDF
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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 twentyfour 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 Lessons

Author: Prentice T. Chandler
Publisher: IAP
ISBN: 1681238926
Format: PDF, Kindle
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In a follow up to the book, Doing Race in Social Studies (2015), this new volume addresses practical considerations of teaching about race within the context of history, geography, government, economics, and the behavioral sciences.

Integrative Strategies for the K12 Social Studies Classroom

Author: Timothy Lintner
Publisher: IAP
ISBN: 1623960843
Format: PDF, Kindle
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While the concept of integration or an interdisciplinary curriculum has been around for decades, the purposeful practice of integration is a relatively new educational endeavor. Though classroom teachers often say they “integrate,” there generally seems to be a lack of understanding of what this thing called integration is (theory) and what it is supposed to look like in the classroom (practice). Arguably, no other discipline has felt the pressure to integrate more than social studies. Marginalized by federal initiatives such as No Child Left Behind and suffering from a general crisis of credibility, social studies has been pushed further and further to the proverbial back burner of educational importance. Yet regardless of perspective or position, social studies remains ripe for integration. The crux of this book is to provide educators insights and strategies into how to integrate social studies with other discipline areas. Calling upon national experts in their respective fields, each chapter chronicles the broad relationship between individual content areas and social studies. Multiple examples of integrative opportunities are included. At the end of each chapter is a series of gradespecific integrative lesson plans ready for implementation. This book was purposefully designed as a howto, handson, readyreference guide for educators at all stages and all levels of teaching.

The Global Education Movement

Author: Toni Fuss KirkwoodTucker
Publisher: IAP
ISBN: 1641130687
Format: PDF, ePub, Mobi
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The pages of this book paint a portrait of thirteen scholars and their lifelong professional accomplishments in and contributions to teaching, service, and research in global international education around the world. Their extraordinary work contributed extensively to the development, direction and growth of the global education movement in the United States initiated by James M. Becker as Director of School Services for the Foreign Policy Association, New York City, in the 1960s. These scholars were honored with the Distinguished Global Scholar Award presented by the International Assembly of the National Council for the Social Studies, the largest professional organization for social studies educators in the United States. Their narratives comprise an intriguing mosaic of backgrounds, scholarship, and contexts from which their extraordinary work blossomed in building bridges—not walls—among peoples and nations. The publication is intended to honor the professional achievements in global international education of these scholars who have devoted their professional lives to creating a better world through their work. More importantly, this book exposes globallyminded individuals, educators, scholars, administrators, and policymakers around the world to empowering role models from Africa, Europe, and the United States and opportunity to learn about the multitude of professional activities, teachings, partnerships, exchange programs and research in which they might engage to promote a deeper understanding about the cultural, geographic, economic, social, and technological interconnectedness of the world and its peoplethe very purpose of global education.

Hitler s Ideology

Author: Richard A. Koenigsberg
Publisher: IAP
ISBN: 1607528789
Format: PDF, ePub, Docs
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(Originally published as: Hitler's Ideology: A Study in Psychoanalytic Sociology) Why did Hitler initiate the Final Solution and take Germany to war? Based on analysis of Hitler’s rhetoric—the words, images and metaphors contained within his writing and speeches—Koenigsberg’s study reveals the “hidden narratives” that were the source of Hitler’s ideology and the Holocaust. Koenigsberg’s book was the first to study political rhetoric from the perspective of embodied metaphor. Conceiving of the Jew as a “force of disintegration,” parasite, and as a bacteria within the German body politic, the Final Solution represented a struggle to destroy the source of Germany’s disease—and thereby to save the nation. Hitler often is thought of as an anomaly. Koenigsberg’s classic study demonstrates that Hitler acted based on the conventional ideology of nationalism: devotion to one’s nation and a desire to destroy its enemies; willingness to die and kill—to sacrifice lives—in the name of a sacred object. Hitler’s actions—the history he created—followed as a logical consequence of the ideology that he promoted. Hitler imagined that by destroying the Jewish disease—source of death—Germany might live forever. The Final Solution grew out of a fantasy about an immortal body (politic). Richard Koenigsberg received his Ph.D. in Social Psychology from the Graduate Faculty of the New School for Social Research. He has been writing and lecturing on Hitler, Nazism and the Holocaust for nearly forty years. Formerly a Professor of Behavioral Science, he presently is Director of the Center for the Study of War, Genocide and Terrorism. His online writings have generated excitement throughout the world.