This issue of Social Studies Research and Practice, once again, provides readers with a variety of research, practice, and action research articles. We also have a new feature focused on using NCSS Notable Trade Books to teach social studies. The Research section of the issue includes a study that looks at the development of critical literacy for three pre-service teacher participants, relevant support systems, and pedagogies written by Edric Johnson. Using digital timelines, Elizabeth Wilson, Vivian Wright, and Ann-Marie Peirano study the process and effects of integrating an innovative technology in one U.S. history teacher’s classroom. Azadeh Osanloo argues that civic education programming would be better served if more emphasis were placed on the philosophical foundations of the subject. Finally, S. G. Grant takes a look at what children know about history.
In the Action Research section of this issue, Beverly Bisland attempts to determine how elementary students think spatially, the prior knowledge that they bring to their thinking, and the conclusions they draw in critiquing a physical map.
In the Practice section, Veronica Burchard presents students and teachers with hands-on focus activities, student manipulatives and role-plays, and primary source document analyses that will lead students to appraise the cost of security and whether the Constitution can be preserved by being abridged. Steven Camicia connects multiple literatures in order to present an overarching picture of prejudice and its reduction in classrooms
Our new feature, edited by Judy Butler, includes lessons centered around one or more books from the NCSS Notable Trade Books list. Timothy Slekar presents a lesson plan that addresses the NCSS culture standard by using Old Turtle and the Broken Truth, as an introductory lesson to the study of different cultures by highlighting the cultural universal of love. Using another NCSS Notable Trade Book, Lynne Stover and Barbara Haynes present an interactive lesson that takes a situation from a book’s plot and applies it to economic principle “voluntary trade creates wealth.” Lois Christensen’s lesson is an introduction to the Harlem Renaissance through an award winning, thorough, resource text for youth. If you are interested in submitting an NCSS Notable Trade Books lesson, please contact Dr. Judy Butler at email@example.com.
The Interdisciplinary Studies Feature is written by Dennis Sunal, Cynthia Sunal, Glenda Olgetree, and Keith Woodbury and links social studies and science issues about energy production and consumption.
The Social Justice Feature is a reminiscent piece about how the origin of one educator’s work in the social studies and social justice was launched by a thoughtful and dedicated renaissance teacher. This feature is edited and written by Lois Christensen.
In the Technology Feature Kathleen Swan and Joan Mazur describe six students’ initial efforts at developing technological pedagogical content knowledge (TPCK).