A Guided Inquiry into America's White Hegemony, Yesterday's Terror and Today's Horror

Autor/inn/en	Bickford, John H.; Bickford, Molly Sigler
Titel	A Guided Inquiry into America's White Hegemony, Yesterday's Terror and Today's Horror
Quelle	In: Social Studies, 113 (2022) 2, S.81-93 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2021.1978376
Schlagwörter	Inquiry; Active Learning; Interdisciplinary Approach; Units of Study; History Instruction; English Instruction; Primary Sources; Books; Racial Discrimination; Content Area Reading; Content Area Writing; Performance Based Assessment; Middle School Students; Grade 7; United States History; African American History; Social Studies + Suchen Sie Ihr Suchwort? Aktives Lernen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lerneinheit; History lessons; Geschichtsunterricht; English langauage lessons; Englischunterricht; Primärquelle; Book; Buch; Monographie; Monografie; Racial bias; Rassismus; Sinnerfassendes Lesen; Schriftliche Übung; Leistungsermittlung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Gemeinschaftskunde
Abstract	Teachers value students' close reading of and text-based writing about diverse texts while eliciting their awareness of the world, privilege, and power. Carefully selected literature coupled with primary sources can bridge the classroom and society. To engage modern students in America's racialized past and present, this article guides teachers to intertwine villains and heroes, real and imagined, past and present. During an intradisciplinary unit linking social studies/history and English/language arts, a twin-text approach enabled students to scrutinize two trade books and supplementary primary sources. Close reading and text-based writing strategies were coupled with an authentic assessment to spark students' creative expressions, critical thinking, and informed civic dialogue. Teaching America's horrid history with racism is provocative yet necessary as oft-overlooked voices reshape public memory and the COVID-19 pandemic redefines collective concerns. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11