Civic Action, Historical Agency, and Grassroots Advocacy: Historical Inquiry into Freedom Summer

Autor/inn/en	Bickford, John H.; Clabough, Jeremiah
Titel	Civic Action, Historical Agency, and Grassroots Advocacy: Historical Inquiry into Freedom Summer
Quelle	In: Social Studies, 111 (2020) 1, S.39-49 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2019.1653252
Schlagwörter	Advocacy; Citizen Participation; Middle School Students; Primary Sources; Racial Segregation; Racial Bias; History Instruction; Social Differences; Cultural Differences; Change Agents; Social Change; Web Sites; Universities; Teaching Methods; United States History; Social Studies; Civil Rights; Curriculum Development; Inquiry; Visual Aids; Photography; Ohio; Mississippi + Suchen Sie Ihr Suchwort? Sozialanwaltschaft; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Primärquelle; Rassentrennung; Racial discrimination; Rassismus; History lessons; Geschichtsunterricht; Sozialer Unterschied; Kultureller Unterschied; Sozialer Wandel; Web-Design; University; Universität; Teaching method; Lehrmethode; Unterrichtsmethode; Gemeinschaftskunde; Bürgerrechte; Grundrechte; Zivilrecht; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Anschauungsmaterial; Fotografie
Abstract	In this article, the authors discuss how to explore the agency of ordinary citizens using local institutions to combat Jim Crow segregation laws during Freedom Summer. Primary sources from Miami (OH) University website about Freedom Summer and Susan Goldman Rubin's trade book ground the inquiry. Through the series of activities discussed, middle school students utilize the steps of the Inquiry Arc in the C3 Framework to analyze primary and secondary sources about Freedom Summer to determine how ordinary citizens took civic action to address the economic, social, cultural, and political inequalities of Jim Crow segregation laws. These experiences equip students with the knowledge and skills to be change agents in their own communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01