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Autor/inn/enMorrell, Ernest; Rogers, John
TitelBecoming Critical Public Historians: Students Study Diversity and Access in Post "Brown v. Board" Los Angeles
QuelleIn: Social Education, 70 (2006) 6, S.366-369 (4 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0037-7724
SchlagwörterSeminars; Historians; Court Litigation; Urban Schools; Social Studies; Teaching Methods; United States History; Academic Discourse; Skill Development; Reading Skills; Writing Skills; Desegregation Litigation; High School Students; California
AbstractAnniversaries of major historical events, such as the 50th anniversary of the landmark Supreme Court decision, "Brown v. Board of Education," provide social studies teachers with the opportunity to connect their classroom study to broader public conversations about the event and its significance. This article reports on one such effort--an intensive five-week summer seminar in which urban high school students produced original historical research on the legacy of "Brown" in greater Los Angeles. Here, the authors describe how the seminar engaged urban students in historical research as well as the work they produced. They also identify strategies for developing the skills of reading and writing associated with school success--termed as "academic literacies," and conclude by considering how positioning students as researchers and historians points to lessons for social studies education. (Contains 11 notes.) (ERIC).
AnmerkungenNational Council for the Social Studies. 8555 Sixteenth Street 500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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