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Demoiny, Sara B.; Ferraras-Stone, Jessica – Social Studies, 2018
In this article the authors demonstrate how pairing master and counter narrative picture books, along with critical literacy practices, can be used to enhance the social studies curriculum outlined by state standards taught in today's elementary schools. These intentional book pairings allow students to grapple with what history truly means and to…
Descriptors: Critical Literacy, Social Studies, Picture Books, Elementary Schools
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Huck, Adam – Social Studies, 2019
While the primary focus of the Common Core Learning Standards is in improving literacy and math, elements of Social Studies topics and skills are emphasized. Primary source analysis and understanding multiple perspectives are just two examples. This article is grounded in a qualitative analysis of integrated instruction in two elementary…
Descriptors: Elementary Education, Social Studies, Common Core State Standards, Integrated Curriculum
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Moore, James R. – Social Studies, 2022
One of the most effective methods for teaching social studies events, concepts, and issues incorporates the fine arts into lesson plans. The fine arts, such as photography, architecture, paintings, tapestries, and sculptures reflect the core cultural values, political ideals, and religious beliefs of a civilization and offer excellent…
Descriptors: Teaching Methods, Social Studies, Fine Arts, Interdisciplinary Approach
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Callahan, Cory – Social Studies, 2015
As pictorial-based social media (e.g., Instagram, Pinterest, Snapchat, Tumblr) continue to encourage and sustain contemporary culture, the future success of America's democratic experiment may increasingly depend on its citizens' ability to critique visual information and take informed action. Promoting critical, historical analysis of…
Descriptors: Photography, Mass Media, Media Literacy, Social Studies
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Callahan, Cory; Saye, John; Brush, Thomas – Social Studies, 2016
This article advances a continuing line of inquiry into an innovative teacher-support program intended to help in-service history teachers develop professional teaching knowledge for inquiry-based history instruction. Two prior iterations informed our design and use of professional development materials; they also informed the implementation…
Descriptors: Inservice Teacher Education, History Instruction, Faculty Development, Pedagogical Content Knowledge