In his article “Black History Is Not American History,” which focuses on teaching Black history from a Black historical consciousness approach, Dr.
Category: Blog
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Planning Through the Lens of the Black Historical Consciousness Principles: Power and Oppression
The study of Black history (and ethnic studies more broadly) is rooted in a critical consciousness.
Introducing Primary and Secondary Sources in the Elementary Classroom
You are never too young to hold onto a piece of history and discover its connection to your life.
The Roaring 1920s: Was Every Woman a Flapper?
Flappers from the 1920s are described as young women who wore short skirts, bobbed their hair, and danced, smoked, drank illegal alcohol, and partied throughout the Roaring Twenties.
Student-Based Inquiry: Questions Are the New Answers
How can you focus on ways to assess your students based on the questions that they ask as opposed to the answers that they give you?
Visual Literacy 101: What’s in a Picture?
As a geography teacher, I often started the year with a lesson about how to lie with maps.
Bring Elementary Social Studies into the Spotlight with the C3 Framework
“No one puts Baby in the corner!” That line that melts hearts everywhere as Patrick Swayze’s character, Johnny, brings Baby front and center and into the spotlight in Dirty Dancing.
Use the Little Red Hen to Teach Service Learning in Elementary Social Studies
The Little Red Hen folktale has generally been read to exhort children to work hard, accept responsibility, and share with others.
Taking Informed Action with the C3 Framework
The C3 Framework is a framework for social studies education laid out by the National Council for the Social Studies (NCSS) that is inquiry based and aims to prepares students for college, careers, and civic life.
Iconography and Culture: Using Monuments and Memorials to Teach Elementary Social Studies
In most communities, memorials, plaques, historical markers, and monuments are erected to record significant events or honor heroes and heroines.