Critical Inquiry into Moments of Historical Change: Fostering Broader Understandings of Citizenship

Autor/in	Kenyon, Elizabeth
Titel	Critical Inquiry into Moments of Historical Change: Fostering Broader Understandings of Citizenship
Quelle	In: Social Studies, 111 (2020) 5, S.219-225 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2020.1740968
Schlagwörter	History; Social Change; Citizenship Education; Grade 2; Elementary School Students; Primary Sources; Inquiry; Fiction; Nonfiction; Childrens Literature; Trust (Psychology); Racial Bias; Discussion (Teaching Technique); Units of Study; Civil Rights; Interdisciplinary Approach; Slavery; Citizen Participation; English; Language Arts; Teacher Student Relationship; History Instruction; Teacher Attitudes; Student Attitudes + Suchen Sie Ihr Suchwort? Geschichte; Geschichtsdarstellung; Sozialer Wandel; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; School year 02; 2. Schuljahr; Schuljahr 02; Primärquelle; Fiktion; Non-fiction; Nichtfiktionaler Text; 'Children''s literature'; Kinderliteratur; Racial discrimination; Rassismus; Lerneinheit; Bürgerrechte; Grundrechte; Zivilrecht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Sklaverei; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; English language; Englisch; Sprachkultur; Teacher student relationships; Lehrer-Schüler-Beziehung; History lessons; Geschichtsunterricht; Lehrerverhalten; Schülerverhalten
Abstract	This manuscript explores the power of using inquiry in a second-grade classroom to make students' understanding of citizenship more complex. It describes an inquiry unit in which students studied primary sources, engaged with fiction and nonfiction children's literature, and participated in interdisciplinary learning to further understand the Civil Rights Movement and the Underground Railroad. Through their understanding of these powerful historic events they came to new conceptions of what it means to be a good citizen. The paper not only describes the unit and how it played out in the classroom it also explores the tensions between teacher directed and student directed inquiry, the ways in which teachers can, and often must integrate English Language Arts into their inquiry in order to find time for it, and the necessity of trusting both students and teachers in their ability to guide their own learning in community. In addition, it describes ways of discussing racism with young learners in both a historical and contemporary context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01