Teaching Social Studies

A Methods Book for Methods Teachers

Edited by:
S. G. Grant, Binghamton University
John Lee, North Carolina State University
Kathy Swan, University of Kentucky

Published 2017

Teaching Social Studies: A Methods Book for Methods Teachers, features tasks designed to take preservice teachers deep into schools in general and into social studies education in particular. Organized around Joseph Schwab's commonplaces of education and recognizing the role of inquiry as a preferred pedagogy in social studies, the book offers a series of short chapters that highlight learners and learning, subject matter, teachers and teaching, and school context.

The 42 chapters describe tasks that the authors assign to their methods students as either in‐class or as outside‐of‐class assignments. The components of each chapter are:

> Summary of the task
> Description of the exercise (i.e., what students are to do, the necessary resources, the timeframe for completion, grading criteria)
> Description of how students respond to the activity
> Description of how the task fits into the overall course
> List of readings and references
> Appendix that supplements the task description

CONTENTS
Introduction: The Task of Teaching Social Studies Methods, S. G. Grant, John Lee, and Kathy Swan. PART I: LEARNERS AND LEARNING. Raising Your Voice: Engaging the Social Studies Through Spoken Word Poetry, Lauren Bagwell and Brooke Blevins. Using Current Social Problems to Confront Pre‐Service Teachers’ Deficit Orientations of Their Candidates, Emilie M. Camp and Prentice T. Chandler. Practicing Deliberative Discussion: A Supportive Protocol, Todd Dinkelman. It’s In the Bag: Alternative Assessment and the Brown Bag Exam, Jeremy Hilburn and Denise Ousley. Images of Africa: The Influence of Culture and Experience on Perceptions of Place, Hannah Kim. Becoming Critical Readers: Analyzing Authorship in Texts, Kimberly R. Logan, H. James Garrett, and Avner Segall. Starting Them Early: The Social Studies Needs Assessment Assignment, Starlynn Nance. Social Studies Through a Student’s Eyes: Collaborative Action Research for Teachers and Students, Tony L. Talbert and Brooke E. Blevins. Reconnecting With Your Teenage Self, Scott Wylie. PART II: TEACHERS AND TEACHING. Invitation to a Dinner Party: Learning About Social Studies Leaders, Chara Bohan. Lesson Plan Menu, Daniel T. Bordwell and Christopher H. Clark. Pedagogical Toolbox Analysis, Jonathan Ryan Davis and Maureen Connolly. Teacher Candidates Collaborate to Create an Interdisciplinary Assignment, Lorrei DiCamillo and Nancy M. Bailey. Using Video Stimulated Recall to Reflect on Teaching and Adapt to Candidate Needs, Jason L. Endacott. Feedback on Their Feedback, Brian Girard and Robert Bain. The Object of the Exercise: Increasing the Role of Museums in the Social Studies Classroom, Jill M. Gradwell and Kathryn H. Leacock. Cultivating Ambitious Practices: An Interdisciplinary Methods Model, Kevin W. Meuwissen and Jayne C. Lammers. Constructing Rationales to Teach Controversial Issues, Thomas Misco. Anticipating Social Studies Content, Kari Muente, Timothy Lintner, and Darren Minarik. PART III: SUBJECT MATTER. Learning to Crosswalk: Horizon Content Knowledge in Economics, Cheryl A. Ayers. Maps and Apps for Responsible Consumer Literacy, Jason Harshman. History as Lived and Local, Jennifer Hauver. Documenting Democracy: The Digital Short Project, Todd S. Hawley. What Is Significant? Grappling with Pre‐service Teacher Perceptions of Historical Significance and Subject Content Knowledge, Aaron Johnson, David Hicks, and Stephanie van Hover. Doing Local History: An Exercise Using the C3 Framework for Social Studies Methods Courses, Michael P. Marino and Margaret Smith Crocco. Posting Perspectives: Evaluating Sources on Controversial Issues, Paul B. McHenry. What Should I Teach? Conceptualizing Subject Matter, Rebecca Mueller, Lauren Colley, and Emma Thacker. Methods of Integrating Current Events Into Social Studies Lessons, Jeff Passe. Problematizing the Social Studies, Mark Pearcy. “Commitment to Social Justice Is Not Enough; Love Is Not Enough”: Helping New Social Studies Teachers Develop Content Knowledge for Teaching, Dave Powell. Connecting Content to the World, Mardi Schmeichel. Teachers as Decision Makers: Using a Document‐Based Activity Structure (DBAS) to Create Social Studies Curriculum, Corey R. Sell and Philip E. Bernhardt. Discussing Standards: A Dialogic Analysis of the NYS Social Studies Framework, Dennis Urban and Elina Lampert‐Shepel. PART IV: CONTEXT. An Hour in Our Town, Erin Adams. Experiencing a Different Field: Cultural Capital and the Classroom, Nick Bardo and Bárbara C. Cruz. Picturing Social Studies, Kristy A. Brugar. Community Mapping Video Podcast Project: Developing Teacher Candidates’ Sociocultural Consciousness, Erik Jon Byker, Amy Good, and Nakeshia Williams. Troubling the Familiar: The Institutionalized Racism Inquiry Project, Alexander Cuenca. A “Lived‐In” Secondary Social Studies Methods Course, Brad M. Maguth. Mentoring, Public Outreach, and Social Justice Issues: Ingredients for a Powerful Professional Partnership, Joe O’Brien and Tina M. Ellsworth. Tracking in Schools: Candidates Map Their Placement Context, Alexander Pope. Academic Profiles: Connecting Kids, Data, and Practice, Kent Willmann. Biographies.