Handbook on Teaching Social Issues

2nd edition

Edited by:
Ronald W. Evans, San Diego State University

Published 2021

The Handbook on Teaching Social Issues, 2nd edition, provides teachers and teacher educators with a comprehensive guide to teaching social issues in the classroom. This second edition re-frames the teaching of social issues with a dedicated emphasis on issues of social justice. It raises the potential for a new and stronger focus on social issues instruction in schools. Contributors include many of the leading experts in the field of social studies education.

Issues-centered social studies is an approach to teaching history, government, geography, economics and other subject related courses through a focus on persistent social issues. The emphasis is on problematic questions that need to be addressed and investigated in-depth to increase social understanding, active participation, and social progress. Questions or issues may address problems of the past, present, or future, and involve disagreement over facts, definitions, values, and beliefs arising in the study of any of the social studies disciplines, or other aspects of human affairs. The authors and editor believe that this approach should be at the heart of social studies instruction in schools.

An Introduction to Teaching Social Issues, Ronald W. Evans. Acknowledgments. PART I: RE-FRAMING THE TEACHING OF SOCIAL ISSUES. The Struggle for Democratic Schooling: A Brief History of Issues-Centered Education, Ronald W. Evans. “How Could We Solve That Problem?” Cultivating a Healthy Democracy Through Democratic Classrooms, Quentin Wheeler-Bell and Katy Swalwell. The Subjectivity of Openness: Framing Social Issues in K–12 Education, Wayne Journell. Academic Freedom and Issues-Based Social Education, Jack L. Nelson. PART II: CRITICAL SOCIAL ISSUES IN THE CURRICULUM. Critical Peace Theory and the Deconstruction of Systemic Economic Inequality, Matt Dingler and Jason L. Endacott. Black Gendered Lives Matter Everywhere: An Intersectional and Global Approach to Understanding Anti-Black Racism, Racial Violence, and Black Resistance, Christopher Busey and Carolyn Silva. Teaching About the Controversy of Confederate Monuments in the South, Jeremiah Clabough, Jim Nunez, and Rebecca Macon Bidwell. Teaching Social Issues Through Ethnic Studies: Centering Race and Social Activism, Miguel Zavala and Jose Paolo Magcalas. Teaching Women’s History, Gender Equity, and Cultural Norms in the #MeToo Era, Chara Haeussler Bohan and Sonya Kay Miller. The Consequences of Whistleblowing and the Pedagogy of Citizenship, Matthew S. Hollstein and Alan Chu. Bespoke Colonialism: Teaching About the U.S. Territories, Thomas Misco. PART III: IN A DISCIPLINARY VEIN: SOCIAL ISSUES IN THE SUBJECT AREAS. Using Ephemera, Monuments, and Museums to Teach Controversial Social Issues, Sarah J. Kaka and Katherine Glenn-Applegate. “We Are Still Here”: Avoiding Erasure and Misrepresentation of Native People in K–12 Classroom Instruction, Lindsay Stallones Marshall and Kelsey Dayle John. Engaging White Privilege, Racial Injustice, and Systemic Oppression in the Canon and Young Adult Literature, Ashley S. Boyd. Socio-Scientific Issues-Based Instruction: The Case of Fracking as a Controversial Environmental Issue, Matthew S. Hollstein and Frans H. Doppen. PART IV: YOU DO ISSUES AND INQUIRY WITH KIDS? SOCIAL ISSUES AND INQUIRY LEARNING IN ELEMENTARY SCHOOLS. Curricular, Interactional, and Pedagogical Spaces for Social Inquiry With Young Children, Katherina Payne and Katy Swalwell. Searching for Sarah Rector: Teacher Candidates Exploring Gender, Race, and Local History for Elementary Classrooms, Kristy Brugar. LGBTQ+-Themed Literature, Close Reading, and Text-Based Writing in the Primary Grades, John H. Bickford III and Devanne Lawson. PART V: THE HEAVY TOPICS: HUMAN RIGHTS, GENOCIDE, SUSTAINABILITY. Human Rights Education and Issues-Centered Social Studies, Gloria T. Alter and William R. Fernekes. The Violation of Human Rights During Wartime: Teaching About the “Comfort Women” of World War II and Their Search for Justice, Sunghee Shin, Beverly Milner (Lee) Bisland, and Jimin Kim. Genocide Education, Samuel Totten. Teaching the Social Issues of (Un)Sustainable Living, Jay M. Shuttleworth. Who Builds the Desert? Exploring “Just” Sustainability in the Arabian Gulf Through Issues-Based Inquiry, Karen S. Barton. PART VI: ON WHY AND HOW: METHODS FOR TEACHING SOCIAL ISSUES. Teaching Social Issues With Civic Action Research: Democracy as a Verb in Elementary, Middle, and High School, Beth C. Rubin. Discussion Methods for Teaching Social Issues, Steven Camicia. Essential Elements of Unit Design When Exploring Public Issues With Students, Joe Onosko, Michael Kopish, and Lee Swenson. Authentic Assessment of Social Issues Instruction: The Supreme Court as Exemplar for Pedagogy and Performance, Geoffrey Scheurman and David Gerwin. Teaching Social Issues With English Learners, Bárbara C. Cruz and Stephen J. Thornton. A Justice-Oriented Approach to Addressing Disability in Social Studies, Darren Minarik, Rebekah Grooten, and Timothy Lintner. Toward a Pedagogy of Dialogue for Online Teaching About Social Issues, Travis Logan Seay and Elizabeth Yeager Washington. PART VII: THE LATEST AND THE BEST RESOURCES AND MATERIALS. Resources and Materials for Teaching Social Issues, Elizabeth Osborne, Natasha C. Murray-Everett, and Tiffany Mitchell Patterson. About the Contributors.