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This practical book shows how veteran, justice-oriented social studies teachers are responding to the Common Core State Standards, focusing on how they build curriculum, support students' literacy skills, and prepare students to think and act critically within and beyond the classroom. In order to provide direct classroom-to-classroom insights, the authors draw on letters written by veteran teachers addressed to new teachers entering the field. The first section of the book introduces the three approaches teachers can take for teaching for social justice within the constraints of the Common Core State Standards (embracing, reframing, or resisting the standards). The second section analyzes specific approaches to teaching the Common Core, using teacher narratives to illustrate key processes. The final section demonstrates how teachers develop, support, and sustain their identities as justice-oriented educators in standards-driven classrooms. Each chapter includes exemplary lesson plans drawn from diverse grades and classrooms, and offers concrete recommendations to guide practice. This book: offers advice from experienced educators who have learned to successfully navigate the constraints of high-stakes testing and standards-based mandates; shares and analyzes curricular and pedagogical approaches to teaching the Common Core; and examines a range of philosophical and political stances that teachers might take as they navigate the unique demands of teaching for social justice in their own context.
This practical book shows how veteran, justice-oriented social studies teachers are responding to the Common Core State Standards, focusing on how they build curriculum, support students' literacy skills, and prepare students to think and act critically within and beyond the classroom. In order to provide direct classroom-to-classroom insights, the authors draw on letters written by veteran teachers addressed to new teachers entering the field. The first section of the book introduces the three approaches teachers can take for teaching for social justice within the constraints of the Common Core State Standards (embracing, reframing, or resisting the standards). The second section analyzes specific approaches to teaching the Common Core, using teacher narratives to illustrate key processes. The final section demonstrates how teachers develop, support, and sustain their identities as justice-oriented educators in standards-driven classrooms. Each chapter includes exemplary lesson plans drawn from diverse grades and classrooms, and offers concrete recommendations to guide practice. -- Provided by publisher.
Inspired by the author’s research and work with preservice and beginning teachers, this book presents a unique framework to help educators (grades 3–8) embed their efforts to teach social studies for social justice within the context of literacy. It is a resource for using primary and other sources to offer students new ways of thinking about history while meeting Language Arts Common Core Standards demands for information text and critical thinking. Grounded in the daily realities of today’s public schools, the framework offers a way of planning that takes into account teaching factors that include pressures for content coverage, preparing students for high-stakes tests, and the low importance placed by many districts on including social studies in the curriculum. Each chapter explains how teachers can restructure, reshape, and work with mandated curriculum materials to teach from a critical perspective. The book also discusses how to meet Common Core Standards by teaching language arts and social studies as complementary subjects. Book Features: Sample lessons. Text boxes indicating connections to Common Core Standards. Reflection exercises that help further extend concepts and understandings into classroom practice. Ruchi Agarwal-Rangnathis an adjunct professor in Elementary Education at San Francisco State University, and vice president of the National Association of Multicultural Education, California Chapter (NAME-CA). As an educational consultant she works with schools to develop and enrich their mission of teaching toward equity and social justice. “If you are a teacher, or preparing to become a teacher, this is a book you will want to keep so that you can refer back to it again and again. If you are a teacher educator, this is a book that will help you connect demands on teachers today with a compelling vision of academically rich, student-centered, social justice teaching. In either case, you are in for a treat.” —From the Foreword byChristine Sleeter, professor emeritus, California State University Monterey Bay “This is an important contribution for pre-service teachers and those in districts who are willing to think deeply about how to build content knowledge in an integrated fashion by combining social studies and language arts. Much more attention to social studies from the perspective of social justice is needed!” —Donna Ogle, professor emeritus, National-Louis University
This Handbook outlines the current state of research in social studies education – a complex, dynamic, challenging field with competing perspectives about appropriate goals, and on-going conflict over the content of the curriculum. Equally important, it encourages new research in order to advance the field and foster civic competence; long maintained by advocates for the social studies as a fundamental goal. In considering how to organize the Handbook, the editors searched out definitions of social studies, statements of purpose, and themes that linked (or divided) theory, research, and practices and established criteria for topics to include. Each chapter meets one or more of these criteria: research activity since the last Handbook that warrants a new analysis, topics representing a major emphasis in the NCSS standards, and topics reflecting an emerging or reemerging field within the social studies. The volume is organized around seven themes: Change and Continuity in Social Studies Civic Competence in Pluralist Democracies Social Justice and the Social Studies Assessment and Accountability Teaching and Learning in the Disciplines Information Ecologies: Technology in the Social Studies Teacher Preparation and Development The Handbook of Research in Social Studies is a must-have resource for all beginning and experienced researchers in the field.
Examines just how the important goals of educating for democracy can be achieved from the perspective of those working in teacher education and in P-12 schools.
Over the past decade, the world has experienced a major economic collapse, the increasing racial inequity and highprofile police killings of unarmed Black and Brown people, the persistence of global terrorism, a largescale refugee crisis, and the negative impacts of global warming. In reaction to social instability, there are growing populist movements in the United States and across the world, which present major challenges for democracy. Concurrently, there has been a rise of grassroots political movements focused on increasing equity in relation to race, gender, class, sexual orientation, and religion. The role of social studies teachers in preparing the next generation of democratic citizens has never been more important, and the call for more social studies teacher educators to help teachers address these critical issues only gets louder. This volume examines how teacher educators are (or are not) supporting beginning and experienced social studies teachers in such turbulent times, and it offers suggestions for moving the field forward by better educating teachers to address growing local, national, and global concerns. In their chapters, authors in social studies education present research with implications for practice related to the following topics: race, gender, sexual orientation, immigration, religion, disciplinary literacy, global civics, and social justice. This book is guided by the following overarching questions: What can the research tell us about preparing and developing social studies teachers for an increasingly complex, interconnected, and rapidly changing world? How can we educate social studies teachers to “teach against the grain” (CochranSmith, 1991, 2001b), centering their work on social justice, social change, and social responsibility?
Over the last decade, significant changes have occurred in how schools are organized, how educators are prepared and certified, how accreditation policies have shifted both curriculum and content, as well as changes to the demographics of middle school classrooms. This volume, Preparing Middle Level Educators for 21st Century Schools: Enduring Beliefs, Changing Times, Evolving Practices provides a review of current research focused on middle level educator preparation at all levels. Our enduring beliefs about young adolescents have not changed (e.g., need for developmentally responsive instruction, caring adults who understand them and are prepared to teach them, opportunities to explore their interests) but the political and sociocultural climate of schools and schooling has. In light of changing times, this volume allows researchers and teacher educators to share research from their context and inform the evolving practices of educator preparation for the middle level. The research presented in this volume is organized into three sections, with an introduction provided for each. The authors grounded their work in the Association for Middle Level Education’s teacher preparation standards (2012) and tenets of This We Believe (NMSA, 2010). By doing so, they examine topics that hold potential for meeting the learning needs of teachers and students in middle level schools. The first section includes chapters from individuals working to ensure that the enduring beliefs of middle level education continue to guide the structures of their middle level teacher preparation programs. The second set of chapters closely examines how changing times are shaping the work of teacher educators. Finally, the last section spotlights evolving practices that continue to develop in response to the changes impacting our classrooms, schools, and communities. This text provides readers with researched-based practices and information to help them continue the tradition of middle level teacher education. The enduring beliefs of preparing teachers who understand, respect, and honor the many talents, gifts, and contributions of the young adolescent student will guide teacher educators as they respond to the changing times of education and the evolving practices of teachers, teacher educators, and schools.

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