Extending the Ground of Public Confidence
Teaching Civil Liberties in K-16 Social Studies Education
Janie Hubbard, The University of Alabama
A volume in the series: Teaching and Learning Social Studies. Editor(s): William B. Russell, University of Central Florida.
In Press 2019
In these times and for future generations, students must learn how to analyze constantly changing issues, decipher media as truth or fake news, and contest highly competitive, biased informational sources. Students must develop knowledge, skills, and attitudes necessary for leveraging their capacity as active citizens charged with holding institutions accountable for truthfully addressing and protecting civil liberties. Extending the Ground of Public Confidence: Teaching Civil Liberties in K-16 Social Studies Education is a book grounded in current scholarship and seeks to address the need for a practical, user-friendly resource for teaching civil liberties in K-12 social studies and teacher education. This book brings together chapter-length discussions about various issues, introduced first from historic perspectives and then compared and described in modern terms. Such topics include, though are not limited to, disputes surrounding freedom of speech and religion, power issues, defending property rights, debates on security of persons and privacy, free exercise of assembly and expression, and the endless debate about who can and cannot vote in U.S. elections.
Each chapter contains teaching-ready, inquiry-based learning activities framed by the National Council for the Social Studies (NCSS) College, Career, and Civic Life (C3) Inquiry Arc (2013). Students (1) develop questions and plan investigations; (2) apply disciplinary concepts and tools; (3) gather, evaluate and use evidence; and (4) work collaboratively to communicate conclusions and take informed action. Lesson ideas engage learners across age groups and grade levels in learning that fosters informed, sustainable actions aimed at upholding and protecting civil liberties.
Introduction, Janie Hubbard. SECTION I: ELEMENTARY–MIDDLE LEVELS. Civil Liberties, the Bill of Rights, and SOURCES: Engaging Students in the Past in Order to Prepare Citizens of the Future, Carol LaVallee, Tammara Purdin, and Scott M. Waring. Between Parent and Teacher: The Tug of Majority Culture and Family Religion, Ronald V. Morris. Are U.S. Civil Liberties Guaranteed? Elementary Inquiry Into Voting, Lois McFadyen Christensen and Janie Hubbard. Unpacking Civil Liberties in Wartime and Its Intersect With Race: An Inquiry Lesson on Japanese American Incarceration, Sohyun An. Teaching Property Rights to Elementary Bilingual Immigrant Students, Choi Kwan Lam and Ting Man Tsao. “Remember the Ladies”: An Inquiry-Based Approach for Examining the Important Women in Your State’s History, Scott L. Roberts and Meghan K. Block. SECTION II: MIDDLE LEVELS. Integrating Civil Liberties into Middle Grades World History: Colin Kaepernick and Ancient Mesopotamia, Timothy Monreal and S. Gavin Weiser. The Establishment Clause and the Supreme Court, Tami Augustine. The Dream(ers): Civil Liberties for the Undocumented, Kenneth T. Carano and Robert W. Bailey. Imprisoned Civil Liberties: A Middle Grades Inquiry Into Prisons, Racism, and Profit, John H. Bickford and Jeremiah Clabough. Confronting Mr. Smith: Providing Students Opportunity to Resist Authority, Benjamin R. Wellenreiter and Thomas Lucey. “It Isn’t a Moment, It’s a Commitment”: Teaching About Protest and Civic Engagement, Mark Pearcy. Uncovering Unequal Realities: Civil Liberties, Social Class, and Youth Engagement in the United States, Natalie Keefer. SECTION III: SECONDARY LEVEL AND PRE-SERVICE TEACHERS. How Can Victims of Sex Trafficking Find Justice? A Comparison of World War II Comfort Women and Sex Trafficking Today, Sunghee Shin, Beverly Milner (Lee) Bisland, and Jimin Kim. Civil Liberties and the Queer Community, Daniel P. Redman. School Speech Versus Freedom of Speech: Exploring the Murky Waters of Students’ Rights on School Premises, Rory P. Tannebaum. Are We Giving Up Too Much Privacy? A Civics Inquiry Into Data Mining and Privacy, Thomas C. Clouse and Carly C. Muetterties. Travel Bans Versus Academic Freedom: An Analysis of Governmental and Academic Stances, Behzad Mansouri and Ufuk Keles. How Do Questions Lead to Action? Alexander Pope and Konstantine Kyriacopoulos. About the Contributors.
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