Table of contents
Getting critical with disciplinary literacy: a read aloud strategy
Melissa Wrenn, Jennifer L. GallagherThe purpose of this article is to explain and demonstrate a critical disciplinary read aloud strategy that has both an equity goal and a social studies goal.
Using memoir in social studies and history classes: a VARK approach to address all learning styles
Robert Alan LiftigUsing primary sources, such as memoirs, letters and diaries, rather than relying solely on secondary sources (i.e. the textbook) is a more effective way for students to appreciate…
Integrating the C3 Framework in the social studies: an action research study
Meghan McGlinn Manfra, Jeffrey A. GreinerThe C3 Framework is a recent example in a long history within the field of social studies education of efforts to engage teachers and students in inquiry-oriented teaching and…
Trade books' contextualization of consequential women's historical significance
John H. Bickford, Toluwalase V. SolomonThis paper explores the representation of consequential women in history within children's and young adult biographies.
Experiencing historical empathy's humanizing lenses: adolescents' interpretative flights
Sherri ColbyDefined as perceiving the past via the lens of former peoples, historical empathy engenders rich cognitive and affective understandings. Drawing on Ricoeur's hermeneutics (1981…
The canned food drive: What do students learn?
Elizabeth S. WhiteNumerous studies have shown that community service during adolescence is associated with positive youth outcomes and future civic engagement (Reinders and Youniss, 2006; Yates and…
ISSN:
1933-5415Online date, start – end:
2006Copyright Holder:
Emerald Publishing LimitedOpen Access:
hybridEditor:
- Prof Cynthia Sunal