Educators and administrators from the inaugural cohort of 1619 Project Education Network will share their processes for planning and implementing 1619 units in multiple grade levels and courses throughout the 2021-2022 school year. Their units engage 1619 Project resources and themes by aligning them with the existing standards and objectives for their social studies classes. Panelists will outline how they identified their unit topics and focus texts, strategies they engaged to support differentiation and critical thinking, and key takeaways from their experiences teaching their units. The…

Join us in celebrating the evolution of the C3 Framework. This session highlights curriculum inquiries and C3-related projects and programs from organizations which contributed chapters to NCSS’ popular bulletins, Teaching the C3 Framework (2014) and Teaching the C3 Framework Part Two (2018). This is part of a special NCSS webinar series is a celebration of the C3 Framework’s first decade! Each C3 Framework Inquiry Showcase webinar highlights different organizations and members active in the development and implementation of the C3 Framework. Share in examples of curriculum inquiries, books…

What do an exploding car, Taylor Swift’s assailant, and a “killer building material” all have in common? In these examples, wrongdoers were brought to justice with tort law and trial by jury! The American Museum of Tort Law, founded by noted consumer advocate Ralph Nader, has announced its 2018 Tort Law and Democracy Essay Contest. A prestigious panel of experts—many of them law professors—will judge the entries. Contest details, rules, and registration can be found at tortmuseum.org/contest. Who is eligible: All high school students, grades 9 through 12 in the United States, Puerto Rico,…

In the first article in this spring issue, “Reflective Discussion Circles: A Method for Promoting Civic Engagement,” Mary McGriff and Shalise Clemons describe an activity that “brings together best-practice research related to oral discourse in reading, assessment, and civic engagement to provide a process for analytic, self- reflective student dialogue.” Jesse A. Haight and Vanessa C. Boryenace met with preK and K girls to read and discuss books about woman who worked to improve society. In their article, “Inspriring Young Girls’ Civic Engagement with Biographies of Women,” they describe how…

The Journal of Social Studies and History Education is a peer-reviewed online academic journal sponsored by The Texas Council for the Social Studies and The University of Houston. Editor: Cameron White, Ph.D., Professor and Coordinator – Social Education / Cultural Studies / International Education, University of Houston, cswhite@uh.edu Purpose: The Journal of Social Studies and History Education seeks to transform teaching and learning of social studies and history through the dissemination of critical and scholarly educational research. The journal will contain relevant articles, academic…

If you’re an enthusiastic elementary teacher or teacher educator with great ideas that you’ve implemented in the classroom, we invite you to share your work in Social Studies and the Young Learner, which is a peer-reviewed journal. Here are some upcoming themes. We also welcome pieces that do not fit these particular themes, as well as reviews of children literature and books for teachers. Theme: “Cultivating Civic Life through Studying Current Events” How do we help elementary students explore current events (local, national, and global) in ways that support their civic…

Many elementary and middle school students are confronted by media messages constantly. They receive messages not only from family and friends, but from television and social media outlets.1 The media messages about current events are often politically biased, polarized in nature, and potentially inaccurate, especially on social media platforms. Teachers can model how to evaluate media for potential biases, showing students that just because something is political does not mean it should be off limits for discussion. This article draws upon experiences from both a sixth grade social studies…

By Dr. Toni Fuss Kirkwood-Tucker  The Distinguished Global Scholar Award is bestowed upon a leading scholar in global international education who has dedicated his/her life-long career to the field. The selection is based on evidence of extensive scholarship in global international education and active engagement of educational stakeholders (such as students, teachers, administrators, teacher educators, civic leaders in schools and communities, institutions of higher education, and professional organizations) in promoting global and international education in the United States and or in…

*/ Social studies educators lost a dear colleague and leader on November 20, 2016. Sally Michalko, a longtime board member and former executive director Wisconsin Council for the Social Studies, died peacefully after a short illness. She taught for many years in the School District of Waukesha. Sally was a leader within that district and was a strong advocate for social studies, especially at the elementary level. In addition, she was recognized locally, statewide, and nationally for her leadership in social studies and in education. Sally had a global perspective as, early in her career…

“If they find out that the attackers were Arab, will they put us in internment camps like the Japanese in World War II?” An Arab American boy posed this question to his parents in the wake of the terrorist attacks on September 11, 2001. His fears were not laid to rest in the week after the tragedy, when hundreds of hate crimes were perpetrated against Arab Americans, both Muslim and Christian. These included verbal and physical attacks, shootings, bomb and death threats, and vandalism against homes, businesses, and places of worship. A general mood of hostility toward Arabs and Muslims was…