Race Lessons

Using Inquiry to Teach About Race in Social Studies

Edited by:
Prentice T. Chandler, Austin Peay State University
Todd S. Hawley, Kent State University

A volume in the series: Teaching and Learning Social Studies. Editor(s): William B. Russell, University of Central Florida.

Published 2017

We hold that the mission of social studies is not attainable, without attention to the ways in which race and racism play out in society—past, present, and future.

In a follow up to the book, Doing Race in Social Studies (2015), this new volume addresses practical considerations of teaching about race within the context of history, geography, government, economics, and the behavioral sciences. Race Lessons: Using Inquiry to Teach About Race in Social Studies addresses the space between the theoretical and the practical and provides teachers and teacher educators with concrete lesson ideas for how to engage learners with social studies content and race. Oftentimes, social studies teachers do not teach about race because of several factors: teacher fear, personal notions of colorblindness, and attachment to multicultural narratives that stress assimilation. This volume will begin to help teachers and teacher educators start the conversation around realistic and practical race pedagogy.

The chapters included in this volume are written by prominent social studies scholars and classroom teachers. This work is unique in that it represents an attempt to use Critical Race Theory and inquiry pedagogy (Inquiry Design Model) to teach about race in the social science disciplines.

Using Racial Pedagogical Content Knowledge to Reimagine Social Studies Teaching and Learning, Prentice T. Chandler and Todd S. Hawley. SECTION I: FOUNDATIONS OF RACIAL PEDAGOGICAL CONTENT KNOWLEDGE. Race and Racism in the Social Studies: Foundations of Critical Race Theory, Andrea Hawkman. The Inquiry Design Model, Kathy Swan, SG Grant and John Lee. “Do You Feel Me?”Affectively and Effectively Engaging RPCK in Social Studies Classrooms, Christina Villarreal. SECTION II: INQUIRY BASED RACE LESSONS IN SOCIAL STUDIES. Teaching Racial Inequity Through the California Gold Rush (US history), Christopher C. Martell, Jennifer R. Bryson, and William C. Chapman‐Hale. Africans in New Amsterdam (US history), Jane Bolgaz, Tamar Brown and Emily Zweibel. Settler Schooling: A TribalCrit Approach to Teaching Boarding School Histories in Elementary Social Studies, Sara Shear. But “Ain’t I a Woman?” An Inquiry on the Intersectionality of Race and Gender During the 19th Century Abolitionist Movement (US history), Lauren Colley. Teaching the Montgomery Bus Boycott as Citizen Action for Racial and Economic Justice (economics), Todd S. Hawley, Andrew Hostetler and Prentice T. Chandler. Does Geography Have a Violence? (geography), Ken Carano. Do People Get to Choose Where They Live?: A Case Study of Racial Segregation in Austin, TX (geography), Tori Davis and Ryan Crowley. Stories, Counterstories, and Tales of Resistance: Family History Inquiry Projects in World History Classrooms (world history), Juan Gabriel Sánchez and Raquel Y. Sáenz. Toward a Latin@ Critical Race Theory: Examining Race, Racism, and Afro‐Latinidad in World History and Human Geography (world History), Chris Busey. Are U.S. Citizenship Test Racially Motivated?: Analyzing the Racial Implications of Citizenship “Tests,” Historically and Today (Government), William L. Smith. Countering Single Stories: Inquiring into the Confederate Battle Flag with Students (US history OR civics), Jessica F. Kobe and Ashley A. Goodrich. What is Race? A Compelling Question with a Complex Response (psychology/behavioral sciences), Samina Hadi‐Tabassum. On the Matter of Black Lives: Using CRT and C3 Inquiry to Examine Current Events (current events), John P. Broome and Jason Endacott. Has Social Media Provided Communities of Color a Platform for Sharing Counternarratives? Jennifer Killham. Examining the Power Structures That Impact Friendships, Jennifer Burke. SECTION III: VOICES FROM THE FIELD. Notes on Understanding and Valuing the Anger of Students Marginalized by the Social Studies Curriculum, Lisa Gilbert. Counter‐Narratives in U.S. History: Race Lessons in a Social Studies Methods Course, Emilie M. Camp. Teacher Professional Development and CRT: Teaching the Civil Rights Movement in Mississippi: Using Teacher Professional Learning Communities to Promote CRT/RPCK, Jenice L. View. Race Autobiographies in the Social Studies Classroom: Possibilities and Potential, Adam W. Jordan and Dacario Poole.


 Front matter in pdf format (3.1 MB)