bluuebunny/crossref_metadata_2025 huggingface dataset:
Talking It Out: Online Discussion Forums in the Social Studies Classroom
Authors: Blankenship Whitney G.
Published: February 2022

As most teachers realize, classroom discussions have limitations including time restraints, reserved participants, or domineering discussants. With the advent of Web 2.0, the opportunities for class discussion have expanded to include synchronous and asynchronous discussion boards, blogs, and wikis. Discussion forums, as an extension of classroom discussions and activities, allow teachers to target multiple social studies skills while giving students opportunities to expand their own historical understandings via peer interaction. Whether the goal is to address specific historical thinking skills or push students to think about what it means to be an active citizen in a diverse society, discussion forums can play an integral role in the development of students’ understanding of society. I describe the reasons for expanding discussion into these new mediums and provide examples of students’ online discussions. Recommendations are offered for teachers who would like to begin using discussion forums in their own classrooms.
Complicating Students’ Historical Thinking through Primary Source Reinvention
Authors: Bickford J. H.
Published: February 2022

To best challenge students’ thinking, researchers and educators must locate or create innovative ways to spark enthusiasm and facilitate criticality. This paper investigates how middle school students analyzed various primary and secondary historical documents to construct original political cartoons. Students articulated newly generated understandings about the complex historical event within these original political cartoons. Students then examined and discussed peers’ original political cartoons. This approach was novel because the research literature indicated students rarely are asked to construct original political cartoons to express opinions and understandings. Political cartoons mostly are used as tools for interpretation and usually only with gifted and older students. This approach was successful because of the positive impact that original political cartooning had on students’ engagement, interpretational skills, criticality, expressivity, and the class’s discussions. The original political cartoons served as engaging teaching and learning tools that enabled students to see history’s complex and unsettled nature.
The Persona Doll Project: Promoting Diversity Awareness Among Preservice Teachers Through Storytelling
Authors: Logue Mary Ellin , Kim SooJoung
Published: February 2022

The Persona Doll Project describes an experiential intervention with undergraduate preservice teachers designed to increase awareness about diversity and apply this awareness to curriculum planning and advocacy for children. Sixty-three undergraduate students in a social studies methods class were each assigned a persona doll for the semester whose background differed from their own. Each was charged with becoming the advocate for the child, represented by the doll, by telling informed stories that would help other students better understand a level of diversity beyond what they knew from their own lives. Students heightened awareness of their own assumptions through narrative, inquiry and reflection and used that knowledge to critically analyze teaching practices that promote inclusion or exclusion. Students reported increased confidence for working in diverse communities. One goal of teacher education programs is to prepare teachers to work with students from racial/cultural/linguistic backgrounds other than their own. This article provides one example of how to address this important goal.
Picture Book Biographies: Fostering Active Student Involvement in Women’s History Month
Authors: Chick Kay A.
Published: February 2022

This article features the achievements of women through four picture book biographies, all of which are National Council for the Social Studies Notable Trade Books for 2011. These notable trade book selections underscore the contributions of four distinct ethnicities, symbolizing the cultural diversity of our nation and its citizens. They draw attention to women who accomplished great things, yet remain unknown and invisible in the historical record. The contributions of these women are highlighted, and developmentally appropriate extension activities are shared to help teachers encourage children to learn more about the lives of women who changed our nation not only during Women’s History Month, but throughout the year. Finally, this article discusses tips for engaging both girls and boys in the study of women’s history.
Mary Sheldon Barnes: An Educator’s Life in Historical Context
Authors: Bohan Chara Haeussler , Chisholm James A.
Published: February 2022

The challenge of writing a historical biography is interesting from several perspectives. The writer primarily seeks to provide a clear picture of the subject without imposing personal biases. Maintaining an objective perspective becomes more difficult when deciding which material to include or exclude. This challenge became very evident when we began to write about Mary Sheldon Barnes. She was a leading educator at the end of the nineteenth century in the United States. It is easy to overlook her writing in educational history, but her impact on teaching methodology is present today in most classrooms. She was a pioneer because she included “sources” or pieces of original documents and pictures in her first textbook entitled Studies in General History. Her educational contributions have been blurred for several reasons which are explored in this research.
Leveraging the Affordances of Educational Blogs to Teach Low-Achieving Students United States History
Authors: Manfra Meghan McGlinn , Lee John K.
Published: February 2022

In this qualitative case study we explored the experiences of low- achieving students responding to an educational blog. Our intention was to leverage the unique affordances of blogs to teach United States history concepts primarily by providing access to digital primary sources and facilitating on-line participation. Overall, our findings point to the positive potential of blogs to enhance instruction with low-achieving students. We found the integration of the educational blog provided an effective instructional format to differentiate content instruction and deliver “equity pedagogy.” In this study student participation increased, students engaged in historical work (although tentative), and the resources activated their prior knowledge. Rather than withholding Web 2.0 technologies from low-achieving students we encourage teachers to use them to meet the unique learning needs of all of their students. With thoughtful scaffolding, it appears teachers might be able to leverage the unique features of blog-based activities to improve student experiences.
Monkey Business: Teaching the Scopes Evolution Trial
Authors: Groce Eric , Heafner Tina L. , O’Connor Katherine A.
Published: February 2022

The Scopes Monkey Trial is a landmark court case in American history and has often been referred to as “The Trial of the Century.” It provides a curricular platform for understanding changes in American society, populace tensions with shifting social and moral views, gaps in economic prosperity, and the outcomes of urbanization. Studying this pivotal and historical trial – along with the context surrounding it – offers readers a dynamic lens to view powerful social and cultural insights at the beginning of the twentieth century. Additionally, academic freedom issues, which have a history in our nation's courts, (Patterson & Chandler, 2008) as well as current dialogue among educators (see the November/December issue of Social Education), and are at the very center of the Scopes Trial, require critical examination. Most importantly, it exemplifies the type of interdisciplinary content social studies educators should be promoting, a goal of 21st Century Teaching and Learning and Common Core Standards. In this article, we provide a brief historical context setting the stage for the Scopes Monkey Trial, a daily synopsis of significant points in the trial, a rationale for teaching the Scopes Trial, and instructional teaching resources with particular emphasis on books, DVD/media, and web-based materials.
Notable Trade Book Lesson Plan Through Time London: From Roman Capital To Olympic City Written by Richard Platt
Authors: Lucas Ashley G.
Published: February 2022

Through Time London: From Roman Capital to Olympic City is essentially a picture book that explores how the city of London has changed over time. This lesson plan provides an example of how students can utilize the book to engage in a writing assignment while becoming experts in a specific time period of London’s history.
Teacher Candidate Attitude Changes After Experiencing an Arts-Integrated Unit on Africa
Authors: Rule Audrey C. , Montgomery Sarah E. , Tallakson Denise A. , Stichter Mary K. , Barness Allison , Decker Katie M.
Published: February 2022

This study of 65 elementary school teacher candidates enrolled in social studies methods classes examined attitudes toward currently contentious curriculum issues before and after participation in a practicum experience teaching an arts-integrated unit on Africa. These curriculum issues included arts-integrated project-based learning versus narrower skill-based lessons; the importance of creativity, leadership, organizational, and affective skills; and student-centered versus teacher-centered instruction. Attitudes were measured by teacher candidates placing themselves on each of ten continuums between endpoints representing opposing curriculum approaches and responding to open-ended questions. Statistically significant pre-post differences with medium effect sizes occurred on three of the continuums indicating that teacher candidates now placed greater value on arts-integrated curricula to teach social studies content; recognized that choice motivates students; and expressed more enjoyment of planning complex, long-term, student-centered projects. They recognized deep conceptual learning and engagement of elementary school students during the student-centered arts-integrated lessons but noted that the time and effort of complex project work were barriers to implementation. Social studies methods teachers need to involve teacher candidates in field experiences that offer authentic arts- integrated student-centered project work to allow them to adopt curriculum stances not experienced as elementary school students.
Thinking Beyond Field Trips: An Analysis of Museums and Social Studies Learners
Authors: Brugar Kristy A.
Published: February 2022

This study describes and explains the ways in which three urban cultural institutions/museums provide opportunities to students for learning in the social studies. Through interviews, observations, and a content analysis of museum-produced materials, I examine the opportunities for various audiences (elementary, middle, and high school students) to engage with, and utilize, museum resources to facilitate meaningful social studies learning. This article includes a discussion of state standards, field trips, and use of technology to engage social studies learners. This study has implications for both classroom and museum-based educators.
Ways of Being a Social Studies Teacher: What are Prospective Teachers Thinking?
Authors: Crowe Alicia R. , Hawley Todd S. , Brooks Elizabeth W.
Published: February 2022

In this study we explored prospective social studies teachers’ memories of their middle and high school social studies teachers. Our goal was to determine what lessons, if any, their apprenticeships of observation taught them about teaching. Analysis of interviews with these prospective teachers indicated they talked about five ways of being a social studies teacher: an information giver, a content knowledge expert, a “character”, a caring, committed teacher, and “powerful.” After discussing these five ways of being a social studies teacher we present implications for teacher educators interested in building upon prospective teachers' initial conceptions of powerful social studies teaching and learning.
Using Contemporary Music to Teach Critical Perspectives of War
Authors: Soden Gregory J. , Castro Antonio J.
Published: February 2022

Although music can be used in social studies classrooms to give students a picture of society from different time periods, modern music of all genres can help students understand more recent historical events. This practitioner paper seeks to assist and encourage teachers to utilize modern music for present-day analysis of society. We will address the current events of the Iraq and Afghanistan Wars and help teacher’s stimulate critical responses in students by using a variety of musical genres to analyze multiple perspectives of the wars. Teaching strategies and assessing students through authentic engagement with content and artists are discussed and we conclude by offering a sample lesson plan using a model of analysis.
Teaching the Federal Budget, Debt, and Deficit Through Civics Courses
Authors: Marri Anand R. , Wylie Scott , Shand Robert , Grolnick Maureen , Huth Timothy J. , Kuklis Louise
Published: February 2022

This project presents an opportunity for high school social studies teachers to infuse content on the federal budget, national debt, and budget deficit into civics-courses. The federal budget influences countries’ decisions about domestic and foreign policy, making the study of the topic a necessity for understanding economic interdependence, as well as active and engaged citizenship. The national debt plays an important role in efforts to balance competing interests concerning taxes, entitlement programs, and government spending. Social studies teachers have the opportunity to create connections between economic and public policies about the federal budget, national debt, budget deficit, and the content commonly taught in high school civics classes across the United States. Our two-day lesson, Examining the role of citizens in the U.S. budgetary process: A case study, can be infused into the civics curriculum to help high school students begin to understand the federal budget, national debt, and budget deficit. We model an inquiry-oriented approach for citizen participation about these topics in high school civics classes.
I Am Different!: Can You Find Me?
Authors: Swain Holly Hilboldt , Sunal Cynthia Szymanski , Sunal Dennis W.
Published: February 2022

Using I Am Different!: Can You Find Me? allows students to explore multiple languages and cultures as they peruse the text to find similarities and differences in the illustrations and languages presented. This lesson introduces various cultural concepts while concentrating on linguistic differences, allowing students to think critically as they examine their own language, as well as others. Students create a class video after they explore the content of the trade book and related resources and teach their classmates about different languages. Students will expand their learning and apply critical thinking as they note similarities and differences in many ways, including the differences in the languages discussed within the text.
A Teacher’s Perceptions of Teaching With Expeditions in a Tested History Course
Authors: DiCamillo Lorrei
Published: February 2022

This qualitative case study investigated an interdisciplinary expedition in an urban high school (based on the Expeditionary Learning Outward Bound model). The author wanted to understand what happened during an expedition and how the Global History teacher perceived teaching a tested course in an Expeditionary Learning School. Findings indicated the teacher thought the expeditions students engaged in each semester assisted them in developing a sense of global awareness and in making interdisciplinary connections. The teacher also discussed challenges encountered when teaching the Expeditionary Learning curriculum to students who struggled academically. Though 35% of students failed the state Global History and Geography test at the end of the semester, the teacher remained committed to teaching with expeditions. This research highlights the teacher’s perceptions of the benefits and challenges of implementing expeditions in a state-tested course in an urban high school, as well as the need for additional supports for implementing this type of curriculum and preparing students for high-stakes exams.
Notable Trade Book Lesson Jake’s Best Thumb Written by Ilene Cooper
Authors: Rolison Dana , Daniel Mae
Published: February 2022

Jake’s Best Thumb portrays a child who goes to Kindergarten still sucking his thumb. He is subsequently bullied for the habit. This lesson plan embraces building empathy among students in an effort to squelch bullying behaviors in the classroom. This lesson uses visual imagery, promoting positive conversation, and encouraging students to produce favorable comments about each their peers. The process of building a classroom community of acceptance is the end goal of this lesson plan.
Confronting Gender Imbalance in High School History Textbooks Through the C3 Framework
Authors: Chick Kay A. , Corle Stacey
Published: February 2022

This study analyzed gender balance in the texts and illustrations of three recently published, high school US history textbooks and one alternate volume of American history. In all of the American history texts analyzed there were significantly more males than females in text content and illustrations. These textbooks focused on the contributions of those famous Americans who have been a part of the historical record. The record is skewed with regard to gender, leaving teachers and students with the arduous task of acknowledging the absence of women while attempting to fill in the gaps through their own research and resources. Standards committees and textbook publishers should change their focus and teachers and students should confront gender imbalance by integrating high quality women’s history resources into the classroom with web-based resources, family and community history projects, young adult literature, history textbook analysis, and the vision of the C3 Framework.
NCSS Notable Trade Book Lesson Plan The Giant and How He Humbugged America Written by Jim Murphy
Authors: Hartman Sarah
Published: February 2022

In this lesson students investigate hoaxes in history, propaganda resulting from them, and how technology and media helped grow them. Reading The Giant and How He Humbugged America by Jim Murphy involves students in examining how hoaxes and propaganda throughout history have affected American life and have changed some people’s thinking.
NCSS Notable Trade Book Lesson Plan The Blessing Cup Written by Patricia Polacco
Authors: Hartman Sarah
Published: February 2022

The Blessing Cup, by Patricia Polacco, may be used to provide insight into the lives of the Jewish as they were embattled and forced to evacuate Russia. This lesson seeks to probe students’ thinking for their understanding of the difference in primary and secondary sources and how they are useful for teaching and learning about historical events, people, their cultures, and their family traditions. Students work in small groups to research Jewish culture, traditions, and religious rites as noted in the book, as well as examine how the tea set serves to teach primary sources within a text. Students identify primary sources to describe their own history.
A Gender Analysis of NCSS Notable Picture Book Winners: 2006-2008
Authors: Chick Kay A. , Slekar Timothy D. , Charles Eric P.
Published: February 2022

This study provides a gender analysis of National Council for the Social Studies Notable Trade picture book selections suitable for the primary grades from the years 2006-2008. The study examines the number of male and female characters and the presence, or absence of, gender stereotypes relative to characters’ personali-ties, occupations, and behaviors. Results indicate a significant difference in the number of male and female characters, with many more male characters represented. Both males and females frequently performed stereotypical jobs or roles, with no books depicting males in lower status jobs than females. In books with only female main characters, some women were able to cross traditional gender lines and demonstrate strong personalities. Of the 17 predetermined behaviors in which characters engaged throughout these books, seven of them showed significant differences between males and females. Males were more likely to participate in sports, fight in battles or demonstrate aggressive behaviors, pursue worthy causes such as heroism, use television/computer/radio, and earn a living. Females were more likely to perform domestic chores and demonstrate affection or emotion.
Election Participation: An Integral Service-based Component for Social Studies Methods
Authors: Waterson Robert A. , Haas Mary E.
Published: February 2022

Most educators recognize that social studies methods courses emphasize connecting knowledge to life, through experiential learning and actions based on individual and civic values. The authors developed a required participation lesson for secondary methods students to assure that future teachers had personally experienced and evaluated a civic service learning activity. A goal was to motivate these pre-service teachers to include such experiences in their future teaching with middle or high school students. The pre-service teachers established their own way of being actively involved in the election process in a manner that complimented their interests and complex schedules. This paper describes the assignment and its related discussions. Evidence of personal experiences and reactions from students’ reflection papers is presented describing newly gained perspectives about how exhaustive and significant the election process is. Pre-service teachers’ written reflections indicated they considered this experience critical for future social studies teachers.
Notable Trade Book Lesson Plan Thanksgiving: The True Story Written and Illustrated by Penny Coleman
Authors: Busby Ruth
Published: February 2022

Using Thanksgiving: The True Story by Penny Coleman, this interdisciplinary inquiry-based lesson focuses on critical thinking. Students are introduced to the true story of the first Thanksgiving by examining primary sources. Working in cooperative learning groups, students use primary sources to evaluate the accuracy of the Thanksgiving story currently told in many history textbooks. Historical empathy is fostered as students examine this holiday from the perspective of the Native Americans. In addition, cultural sensitivity is addressed by examining how different ethnic groups celebrate Thanksgiving. This lesson teaches students the importance of using primary sources to construct accurate understandings of historical events by incorporating auditory, visual, and kinesthetic learning styles. Extensions in this lesson also integrate science and technology.
Social Activist Women: Choosing to Live by their own Moral Code
Authors: Christensen Lois McFadyen
Published: February 2022

Historical women played a key role as social advocates for people and most especially, children of immigrant families. Educators for social justice bring lives and actions of women into the social studies curriculum and instruction to inspire students to become critically questioning citizens who stand up for all citizens in society. Following the societal code of authority is not always the moral and ethical course of action. Social action takes conscientious courage and a strong sense of morality to stand up for the least among us.
Multiple Paths to Testable Content? Differentiation in a High-stakes Testing Context
Authors: van Hover Stephanie , Hicks David , Washington Elizabeth
Published: February 2022

This qualitative case study explores how one secondary world history teacher, teaching in a high-stakes testing context in a district pushing teachers to utilize differentiated instruction, makes sense of this pedagogical approach. We examine teacher sense-making within a conceptual framework of policy realization and ambitious teaching and learning. The teacher made no claims to being an expert on differentiation; yet, the findings indicated that she did possess an understanding of differentiation congruent with the literature and, whether she recognized it or not, used many strategies suggested by Tomlinson and other experts on differentiation. Her thinking about differentiation also appeared to be shaped by relational and contextual issues. Stated differently, the Virginia Standards of Learning exams and the pressure from administration for high pass rates appeared to shape how the teacher thought about her students, her content, her instruction and, ultimately, her approach to differentiation.
Authentic Intellectual Work: Using the Internet to Learn about the Supreme Court
Authors: Scheuerell Scott
Published: February 2022

As more social studies classrooms gain access to the Internet each year, teachers are frequently exploring ways to maximize the use of this technology in their respective learning environments. This paper discusses the need to generate – and the subsequent benefits of facilitating – discussion when using the Internet in social studies settings, especially as it relates to learning about the Supreme Court. The author provides examples of how the Supreme Court webpage can be used in the high school Civics classroom; using the authentic intellectual work framework to provide the necessary structure for the lesson and background information on specific Supreme Court cases to help teachers implement the lesson with their students.
Supersizing Social Studies Through the Use of Web 2.0 Technologies
Authors: Holcomb Lori , Beal Candy , Lee John K.
Published: February 2022

This article seeks to demonstrate how social studies has come to be an all-inclusive subject: it has become supersized. When supported by Web 2.0 technology, social studies enables students to address multifaceted problems that require the deep understanding necessary to arrive at both wise and timely solutions. We discuss how curriculum integration and emerging technology applications can support the supersizing of social studies. Two instructional projects and two instructional tools are presented as examples of how social studies can be supersized through the use of Web 2.0 technologies.
Celebrating Another Decade of Primary Grade Notable Social Studies Trade Books
Authors: Bauml Michelle , Field Sherry L.
Published: February 2022

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.
Monuments All Over the World: Using Historical Monuments to Teach Cultural Geography
Authors: Waters Stewart , Russell III William B.
Published: February 2022

Cultural geography is a unique, diverse, contested, and at times, confusing branch of study in the geography curriculum. Much like many other sub-branches of the social sciences, there has been significant controversy and struggle over the place of cultural geography in the curriculum. This article encourages social studies teachers to consider new approaches to teaching cultural geography concepts, while also utilizing a variety of instructional methods to engage students in a meaningful and enriching exploration of cultures all over the world. A rationale is discussed for incorporating the use of monuments and memorials as an instructional tool to teach cultural geography. In addition, this article provides teachers with a classroom tested activity on how monuments and memorials can be used as instruments to study cultural geography and how this topic can be implemented into a secondary geography or history classroom.
Pedagogy of the Oppressed: The Publication Process of Paulo Freire’s Seminal Work
Authors: Kirylo James D.
Published: February 2022

Because Pedagogy of the Oppressed has received worldwide acclaim, influenced many, and has uniquely defined Paulo Freire, it is noteworthy to highlight the book’s evolution from concept to publication. What were the contextual factors that prompted Freire to write the book? What was his approach for converting his thoughts to prose? How long did it take him to write the book? To that end, this article examines those and other questions that brought the world Paulo Freire’s seminal text.
NCSS Notable Trade Book Lesson Plan The Hunger Games written by Suzanne Collins
Authors: Stover Lynne Farrell
Published: February 2022

Suzanne Collins’ The Hunger Games is a post-apocalyptic tale that takes place in a barely recognizable North America. Told in the voice of 16-year-old Katniss Everdeen, a citizen of the desperately poor District 12, the reader learns of the government’s method of keeping the deprived population under control. Every year the Capitol demands that each of the 12 districts select, through the means of an unfair lottery system, a boy and a girl to become tributes in the nationally televised “Hunger Games.” Here, with much fanfare, the 24 young participants must fight to the death until only one remains. Full of social commentary, the content of this cautionary tale is an ideal tool for teaching economic content and initiating meaningful classroom discussion.
How I Learned Geography Written and Illustrated by Uri Shulevitz
Authors: Hubbard Janie
Published: February 2022

How I Learned Geography is an autobiographical story based on the author’s childhood memories of fleeing Poland during World War II. First, students demonstrate their prior knowledge of the relationship between maps and places by working with a partner to complete an Anticipation Guide. Next, the book’s illustrations introduce students to ten real locations in the world such as Egypt, Indonesia, and Venezuela. Finally, students explore relationships between illustrations, photographs from websites, names of places, and their locations on a world map. By engaging in the lessons’ varied activities, students begin to create mental maps of the world.
Preservice Elementary Teacher Views on the Relationship Between Diversity and Democracy
Authors: Ritter Jason K.
Published: February 2022

This qualitative inquiry reports the ways in which three graduate-level preservice elementary teachers conceived of the relationship between diversity and democracy, and explores how their understandings of this relationship informed their planning for democratic citizenship education with young learners. Findings indicate while the participants exhibited a certain measure of variance in their thinking about diversity and democracy, all of them planned their lessons at a lower level of multicultural support than their views suggested they would. This primarily highlights the ongoing lack of understanding regarding what it might mean to teach democratic citizenship through its practice as well as its study.
Another Missed Opportunity: Gender in the National Curriculum Standards for Social Studies
Authors: Engebretson Kathryn E.
Published: February 2022

As the Era of Accountability has given rise to the prevalence of curriculum standards and multiple educational stakeholders have engaged in the writing of these documents, the National Council for the Social Studies has revised its original standards document published nearly two decades ago. This study investigated what the revised document reveals in terms of gendered discourses. Through employing the tools of discourse analysis, the dominant discourses advanced in the document’s curricular recommendations were revealed. Two discourses prevailed in the analysis: gender imbalance with a narrow view of valued masculinity and gender-free with a hidden discourse of males dominating in those spaces. A discussion of the presence of trans and other gender identities in the document is included. As gender is sparsely mentioned in the curricular recommendations, and a binary view of gender is adhered to throughout, there is little guidance for curriculum writers and teachers to teach in transformative ways that challenge the status quo.
Critical Historical Inquiry: How Might Pre-Service Teachers Confront Master Historical Narratives?
Authors: Salinas Cinthia , Blevins Brooke
Published: February 2022

In this qualitative case study, we examine pre-service teachers’ understandings’ of history as narrative. This analysis specifically explores the kinds of new historical narratives pre-service teachers create as a result of purposeful secondary social studies methods instruction that juxtaposes traditional narratives (e.g. individual achievement and motivation) and alternative narratives (e.g. those attentive to empathy and race, class, and gender) in an effort to help future teachers understand the nature of critical historical inquiry. In examining the understandings and initial efforts of young secondary social studies teachers, the study concludes that while troubling the traditional narrative is viable and likely event, the challenges of developing critical historical inquiry are clear and persistent.
Teaching Historical Agency: Explicitly Connecting Past and Present with Graphic Novels
Authors: Clark J. Spencer
Published: February 2022

The use of six non-fiction graphic novels to teach historical agency in a social studies methods course was examined in a critical action research study. Pre-service social studies teachers were asked to read one graphic novel and to discuss it with classmates, first in literature circles, then as a whole class. Data revealed graphic novels engaged pre-service teachers in thinking about historical agency, and helped them make connections between historical agency and their own agency. There were three overlapping ways pre-service teachers connected to historical agency in all six graphic novels: upbringing and personal experience, unpredictability of historical situations, and injustice. The findings highlight the value of graphic novels for teaching about historical agency in social studies courses because of their focus on historical agents’ positionality.
More Than Slaves: Black Founders, Benjamin Banneker, and Critical Intellectual Agency
Authors: King LaGarrett J.
Published: February 2022

Using the philosophical lenses of revisionist ontology and the politics of personhood, this paper explores the notion of Black Founders of the United States. I introduce the concept critical intellectual agency to argue that Black Founders brought unique contributions to the American experience. Their efforts were twofold. First, Black Founders established separate Black institutions that would become staples in Black communities after emancipation. Second, Black Founders challenged the supposed egalitarian beliefs of White Founders through media outlets. To illustrate, I focus on one Black Founder, Benjamin Banneker and his letter to Thomas Jefferson to illustrate how Black Founders philosophically responded and challenged White Founders prejudicial beliefs about Blackness. This paper seeks to challenge social studies teachers’ curricular and pedagogical approaches to Black Americans during the colonial period by providing a heuristics and language to explore the voices of Black Americans in U.S. history.
Springsteen’s Born in the U.S.A.: Promoting Historical Inquiry through Music
Authors: Heafner Tina L. , Groce Eric , Finnell Alicia
Published: February 2022

Music elicits emotions and acts as a cultural definer of class values, political beliefs, and economic life. Students are intrinsically drawn to and possess an innate ability for interpreting music. Music, moreover, activates learning in ways other content sources cannot; yet, it is utilized infrequently in social studies classrooms as a historical inquiry tool. Harnessing its emotive and seductive power, music as a primary source naturally scaffolds understanding of the zeitgeist through sensory engagement and lyrical analyses. Focusing on Born in the U.S.A. (Springsteen, 1984), authors demonstrate how examining music can impart views often absent from mass media portrayal of historical events and eras. A music listening and analysis tool is employed as a heuristic for critically interpreting music to explore the past. The historical thinking processes presented offer an inquiry-oriented curricular model for integrating music and social studies.
NCSS Notable Trade Book Lesson Plan I Am Helen Keller Written by Grace Norwich
Authors: Hubbard Janie
Published: February 2022

I Am Helen Keller is a student-friendly reader; yet, it offers realistic insights into Helen’s life as a: student, writer, lecturer, vaudeville performer, and activist. The book relates to students’ real lives because Helen is portrayed as a genuine person rather than an object for herofication; an individual with economic challenges and personality flaws as well as successes. Young students are introduced to the concept of mentoring, as people who sponsored and helped Helen achieve her life goals are described. Helen Keller overcame personal adversity and is often presented to young people in character education. The heart of her story, however, is that she was one of the first civil rights leaders for people with disabilities. She was at the forefront of attitude changes around the world. In this lesson, students engage in analyzing key points of Helen Keller’s life through a read-aloud and Anticipation Guide, discussion, cooperative group work, research, and presentation skills using educational technology.
Teachers Collaborate Using Lesson Study: Implications for Early Childhood Social Studies Students
Authors: Hubbard Janie D.
Published: February 2022

Students often do not understand the relevance of social studies, are not interested in it, and some early childhood students confuse it with other disciplines. Various external and internal factors prevent teachers from providing meaningful social studies instruction; however, practical solutions can be approached more appropriately and interestingly through collaboration. A team of second grade teachers’ participation in lesson study, a 50 plus-year old Japanese collaborative model, and implications of their activities for 41 students are reported in this interpretative case study. Data concerning students’ perceptions of their social studies classroom environments and attitudes about social studies lessons were collected before and after the lesson study, using surveys and focus group interviews. There were slight changes, both positive and negative, in students’ perceptions of their social studies learning environments, though they were puzzled about the discipline of social studies. Early childhood stakeholders benefit from learning what young students articulate about social studies and social studies learning environments. The description of team collaboration, with early childhood social studies, could be helpful also to teachers engaging in job-embedded professional development.
Examining Second Graders’ Construction and Interpretation of Questions Used During Interviews
Authors: Kelley Lynn Allyson , Freeman Lee
Published: February 2022

Although there is a lack of research on instruction that aims at facilitating students’ use of questioning with peers, many early childhood social studies textbooks and resources, include activities and lessons recommending students conduct interviews with an explicit assumption that young students are capable of formulating and using questions in the context of an interview. In these instances, no suggestions or ideas are given to teachers regarding instruction that will encourage and facilitate students’ questioning. The purpose of this study was to determine if the levels of social studies interview questions second graders formulate and use can be increased with questioning instruction in terms of quality, which is defined as depth of response, and in terms of quantity. This study generated research hypotheses that could be investigated in future research on instruction aimed at increasing young children’s questioning abilities as demonstrated in social studies.
Notable Trade Book Lesson Plan Neo Leo: The Ageless Ideas of Leonardo da Vinci Now & Ben: The Modern Inventions of Benjamin Franklin Timeless Thomas: How Thomas Edison Changed Our Lives Written by Gene Barretta
Authors: Morgan Jenna , Poole Chafony , Kelley Lynn , Winship Jodie
Published: February 2022

Gene Barretta’s books Neo Leo: The ageless ideas of Leonardo da Vinci, Now & Ben: The modern inventions of Benjamin Franklin, and timeless Thomas: How Thomas Edison changed our lives give us a glimpse into the famous inventors’ lives and introduce us to their incredible inventions. Neo Leo immerses readers in Leonardo da Vinci’s world as an artist, inventor, engineer, and scientist. Leonardo da Vinci wrote and drew detailed pictures of innumerable inventions, but never had the chance to build many of them. Now & Ben chronicles the life of Benjamin Franklin who used his common sense and innovative thinking to design inventions that changed society and our culture. Timeless Thomas provides readers with the opportunity to examine Thomas Edison’s inventions and how they have changed over time. The following lessons were designed to introduce the young child to the world of inventors and challenge them to invent.
Keep’em Guessing: Using Student Predictions to Inform Historical Understanding and Empathy
Authors: Roberts Scott L.
Published: February 2022

Authors frequently discuss and provide examples of doing history in the social studies classroom. Few focus, however, on allowing students to predict the outcome of historical events before learning what actually happened. In this article, I describe an activity allowing students to make their own predictions informing their understanding of the historical events related to Articles of Confederation. I developed this strategy based on my evolving understanding of how to bring historical thinking into the classroom. I discuss adding the concept of prediction to a previously published lesson plan and how, during my subsequent year in the classroom, I enriched the lesson to elicit student empathy. Finally, the article offers suggestions for teachers developing their own lessons incorporating student predictions.
Combination forecasting using multiple attribute decision making in tourism demand
Authors: Hu Yi-Chung
Published: February 2022

Purpose

This study aims to address three important issues of combination forecasting in the tourism context: reducing the restrictions arising from requirements related to the statistical properties of the available data, assessing the weights of single models and considering nonlinear relationships among combinations of single-model forecasts.

Design Methodology Approach

A three-stage multiple-attribute decision-making (MADM)-based methodological framework was proposed. Single-model forecasts were generated by grey prediction models for the first stage. Vlsekriterijumska Optimizacija I Kompromisno Resenje was adopted to develop a weighting scheme in the second stage, and the Choquet integral was used to combine forecasts nonlinearly in the third stage.

Findings

The empirical results for inbound tourism in Taiwan showed that the proposed method can significantly improve accuracy to a greater extent than other combination methods. Along with scenario forecasting, a good forecasting practice can be further provided by estimating ex-ante forecasts post-COVID-19.

Practical Implications

The private and public sectors in economies with high tourism dependency can benefit from the proposed method by using the forecasts to help them formulate tourism strategies.

Originality Value

This study contributed to presenting a MADM-based framework that advances the development of a more accurate combination method for tourism forecasting.
Behavioural adjustments in the social associations of a precocial shorebird mediate the costs and benefits of grouping decisions
Authors: Wilde Luke R. , Swift Rose J. , Senner Nathan R.
Published: February 2022

Animals weigh multiple costs and benefits when making grouping decisions. The cost‐avoidance grouping framework proposes that group density, information quality and risk affect an individual’s preference for con or heterospecific groups. However, this assumes the cost–benefit balance of a particular grouping is constant spatiotemporally, which may not always be true. Investigating how spatiotemporal context influences grouping choices is therefore key to understanding how animals contend with changing conditions.

Changes in body size during development lead to variable conditions for individuals over short time‐scales that can influence their ecological interactions. Hudsonian godwits Limosa haemastica, for instance, form a protective nesting association with a major predator of young godwit chicks, colonial short‐billed gulls Larus brachyrhynchus. Godwit broods may avoid areas of higher gull densities when chicks are susceptible to gull predation but likely experience higher risk from alternative predators as a result. Associating with conspecifics could allow godwits to buffer these costs but requires enough other broods with whom to group.

To determine how age‐dependent predation risk and conspecific density influence godwit grouping behaviours, we first quantified the time‐dependent effects of con‐ and heterospecific interactions on the mortality risk for godwit chicks throughout development. We then determined how godwit density and chick age affected their associations with con‐ and heterospecific.

We found that younger godwit chicks' survival improved with closer association with conspecifics, earlier hatch dates and lower gull densities, whereas older chicks survived better with earlier hatch dates, though this effect was less clear. Concomitantly, godwit broods avoided gulls early in development and when godwit densities were high but maintained loose associations with conspecifics throughout development.

We identified how individuals can optimally shift with whom they group according to risks that vary spatially and temporally. Investigating the effects of a species' ecological interactions across spatiotemporal contexts in this way can shed light on how animals adjust their associations according to the costs and benefits of each association.