Series Editor's Introduction Lee Anne Bell Preface Acknowledgments Chapter 1: Whose History? ... more Series Editor's Introduction Lee Anne Bell Preface Acknowledgments Chapter 1: Whose History? The Role of Identity, Pedagogy, and Power in Teaching and Learning U.S. History Chapter 2: Mixed Messages and Missed Opportunities: Teachers' Perspectives and Pedagogies on Race and Rights in U.S. History Chapter 3: The Racial Divide: Differences in White and Black Students' Interpretations of U.S. History Chapter 4: Beyond the Classroom Door: Differences in Adolescents' and Adults' Interpretations of History and Society in Home and Community Settings Chapter 5: Re-envisioning the Racial Divide: Teaching and Learning History Across Differences Appendix A: Fifth Grade Picture Cards Appendix B: Picture Cards for Eighth and Eleventh Graders Appendix C: Research Methods References Index
Multiculturalism and the ... Malcolm's eloquent voice carried a message of hate. ... The sto... more Multiculturalism and the ... Malcolm's eloquent voice carried a message of hate. ... The story line or plot continues in its "downward sweep,” detailing how African-American passions run rampant over reason and in their wake, the debris of negative consequences descend, taking ...
Charles Achilles, Eastern Michigan University and Seton Hall University Peter Afflerbach, Univers... more Charles Achilles, Eastern Michigan University and Seton Hall University Peter Afflerbach, University of Maryland Patricia Alexander, University of Maryland Richard Allington, University of Tennessee Donna Alvermann, University of ...
... Using Process Drama to Teach Gender, Race, and Reform in the Progressive Era, by Michael Stol... more ... Using Process Drama to Teach Gender, Race, and Reform in the Progressive Era, by Michael Stoll, Joan Malczewski, and David Montgomery, with John Palella and Sarah Reiley Chapter Resources Chapter 5: The New Deal Framing the Questions: An Interview with Robert ...
... At the end of the year, however, White and Black children in both classes explained Martin Lu... more ... At the end of the year, however, White and Black children in both classes explained Martin Luther King, Jr., and Rosa Parks as ... and political perspectives point to creating civics and social studies content and courses that aim at counter-socialization (Engle & Ochoa, 1988) or the ...
nual meeting of the Organization of Ameri can Historians, a secondary school history teacher rose... more nual meeting of the Organization of Ameri can Historians, a secondary school history teacher rose from the audience to voice his views. "The problem with history teaching," he contended, "is in the train ing. History-teachers-to-be are not well trained in history," he maintained. "In stead, they are required to take too many education courses, courses composed of nothing but garbage." As an assistant professor of edu cation, I obviously felt uncomfort: able over the teacher's contempt for my chosen profession. Yet this teacher was not the first to express doubts about the credibility or utility of the educational researcher's role
... In the first chapter of the Stearns, Seixas, and Wineburg book, Peter Seixas lucidly outlined... more ... In the first chapter of the Stearns, Seixas, and Wineburg book, Peter Seixas lucidly outlined three broad purposes for teaching history and they are useful ... Others fill social studies positions with faculty members who are trained as historians, rather than as educational researchers ...
Scholars interested in reforming the K-12 history curriculum have presented competing perspective... more Scholars interested in reforming the K-12 history curriculum have presented competing perspectives on incorporating the historical experiences of racial groups into traditional narratives of U.S. history. None of the perspectives, however, have been informed by research on young people's interpretations of race relations in national history. Framed by three academic perspectives on teaching U.S. history in public schools, I analyzed the historical narratives of 10 adolescents who completed the same 11th-grade history class. The analysis demonstrated that the adolescents' racialized identities significantly influenced their concepts of the historical experiences of racial groups, the role of government in shaping these experiences, and the existence or lack of a common national history or identity. Some of the adolescents also had difficulties explaining how themes associated with expanding democracy and racial inequality simultaneously structured their narratives of the nati...
State and national social studies standards have laid out what young people need to know about hi... more State and national social studies standards have laid out what young people need to know about history, government, and other social studies subjects, but they do not provide information on what young people actually know and believe about a subject. The perspectives or ...
Racism is endemic, yet racism is often thought to be a topic for debate. It is not. In this paper... more Racism is endemic, yet racism is often thought to be a topic for debate. It is not. In this paper, I have assembled a range of several interesting or provocative ideas related to understanding the historical legacy of racism and inequality, as well as some potential solutions or actions to mitigate the effects of racism in today's society. These ideas are not exhaustive, but they provide a starting point for teachers making an effort to turn the moments we've seen in Ferguson, Baltimore, and Minneapolis into a movement.
Series Editor's Introduction Lee Anne Bell Preface Acknowledgments Chapter 1: Whose History? ... more Series Editor's Introduction Lee Anne Bell Preface Acknowledgments Chapter 1: Whose History? The Role of Identity, Pedagogy, and Power in Teaching and Learning U.S. History Chapter 2: Mixed Messages and Missed Opportunities: Teachers' Perspectives and Pedagogies on Race and Rights in U.S. History Chapter 3: The Racial Divide: Differences in White and Black Students' Interpretations of U.S. History Chapter 4: Beyond the Classroom Door: Differences in Adolescents' and Adults' Interpretations of History and Society in Home and Community Settings Chapter 5: Re-envisioning the Racial Divide: Teaching and Learning History Across Differences Appendix A: Fifth Grade Picture Cards Appendix B: Picture Cards for Eighth and Eleventh Graders Appendix C: Research Methods References Index
Multiculturalism and the ... Malcolm's eloquent voice carried a message of hate. ... The sto... more Multiculturalism and the ... Malcolm's eloquent voice carried a message of hate. ... The story line or plot continues in its "downward sweep,” detailing how African-American passions run rampant over reason and in their wake, the debris of negative consequences descend, taking ...
Charles Achilles, Eastern Michigan University and Seton Hall University Peter Afflerbach, Univers... more Charles Achilles, Eastern Michigan University and Seton Hall University Peter Afflerbach, University of Maryland Patricia Alexander, University of Maryland Richard Allington, University of Tennessee Donna Alvermann, University of ...
... Using Process Drama to Teach Gender, Race, and Reform in the Progressive Era, by Michael Stol... more ... Using Process Drama to Teach Gender, Race, and Reform in the Progressive Era, by Michael Stoll, Joan Malczewski, and David Montgomery, with John Palella and Sarah Reiley Chapter Resources Chapter 5: The New Deal Framing the Questions: An Interview with Robert ...
... At the end of the year, however, White and Black children in both classes explained Martin Lu... more ... At the end of the year, however, White and Black children in both classes explained Martin Luther King, Jr., and Rosa Parks as ... and political perspectives point to creating civics and social studies content and courses that aim at counter-socialization (Engle & Ochoa, 1988) or the ...
nual meeting of the Organization of Ameri can Historians, a secondary school history teacher rose... more nual meeting of the Organization of Ameri can Historians, a secondary school history teacher rose from the audience to voice his views. "The problem with history teaching," he contended, "is in the train ing. History-teachers-to-be are not well trained in history," he maintained. "In stead, they are required to take too many education courses, courses composed of nothing but garbage." As an assistant professor of edu cation, I obviously felt uncomfort: able over the teacher's contempt for my chosen profession. Yet this teacher was not the first to express doubts about the credibility or utility of the educational researcher's role
... In the first chapter of the Stearns, Seixas, and Wineburg book, Peter Seixas lucidly outlined... more ... In the first chapter of the Stearns, Seixas, and Wineburg book, Peter Seixas lucidly outlined three broad purposes for teaching history and they are useful ... Others fill social studies positions with faculty members who are trained as historians, rather than as educational researchers ...
Scholars interested in reforming the K-12 history curriculum have presented competing perspective... more Scholars interested in reforming the K-12 history curriculum have presented competing perspectives on incorporating the historical experiences of racial groups into traditional narratives of U.S. history. None of the perspectives, however, have been informed by research on young people's interpretations of race relations in national history. Framed by three academic perspectives on teaching U.S. history in public schools, I analyzed the historical narratives of 10 adolescents who completed the same 11th-grade history class. The analysis demonstrated that the adolescents' racialized identities significantly influenced their concepts of the historical experiences of racial groups, the role of government in shaping these experiences, and the existence or lack of a common national history or identity. Some of the adolescents also had difficulties explaining how themes associated with expanding democracy and racial inequality simultaneously structured their narratives of the nati...
State and national social studies standards have laid out what young people need to know about hi... more State and national social studies standards have laid out what young people need to know about history, government, and other social studies subjects, but they do not provide information on what young people actually know and believe about a subject. The perspectives or ...
Racism is endemic, yet racism is often thought to be a topic for debate. It is not. In this paper... more Racism is endemic, yet racism is often thought to be a topic for debate. It is not. In this paper, I have assembled a range of several interesting or provocative ideas related to understanding the historical legacy of racism and inequality, as well as some potential solutions or actions to mitigate the effects of racism in today's society. These ideas are not exhaustive, but they provide a starting point for teachers making an effort to turn the moments we've seen in Ferguson, Baltimore, and Minneapolis into a movement.
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