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Editor's Notes

Editor's Notes:Local History Global Perspective

By Scott M. Waring

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Member Spotlight

Member Spotlight: Dawnavyn James

Dawnavyn James, doctoral student, graduate assistant, and graduate fellow at the Center for K–12 Black History and Racial Literacy Education at the University of Buffalo, spent seven years in the elementary classroom as a teacher, three of those in kindergarten.Her research focuses on early childhood/elementary Black history instruction and curriculum development, using picture books to learn about and teach Black histories, and what we can learn from Black women educators of the past. 

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Teaching Multiple Perspectives through International Children’s Picture Books

By Karen W. Caldwell

International children’s picture books provide windows and mirrors for children and allow them to consider issues of fairness, justice, equity, diversity, and the common good as they build their nascent citizenship skills.

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"We Are All Birmingham": Fourth Graders' Inquiry into an Oft-Racialized City and Its Suburbs

By Jeremiah Clabough, John Bickford, Emily Blackstock

The authors present a seven-day project within the Birmingham metropolitan area where fourth graders researched the creation of suburban school systems in their city. The fourth graders analyzed primary and secondary sources to research the role that issues of race played in this process.

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Pullout

Pullout: "We Are All Birmingham": Fourth Graders' Inquiry into an Oft-Racialized City and Its Suburbs

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All Labor Has Dignity: An Inquiry into the Memphis Sanitation Strike

By Erin Green

The author contends that teachers can challenge the oversimplified narrative of Martin Luther King Jr. typically taught in elementary schools through an inquiry into the Memphis Sanitation Strike. Designed for students in grades 3–5, this inquiry includes children’s literature and a four-part primary source investigation following the C3 inquiry arc.

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Teaching Young Learners with the C3 Framework

Local History as a Pathway for Powerful Social Studies

By Rebecca G. W. Mueller

Author Rebecca G. W. Mueller posits that local history is an effective approach to powerful social studies when it builds from children’s prior knowledge in personal and tangible ways. In this article, Mueller describes an inquiry approach that uses experiences of children who lived in Beaumont Mill Village to answer the question, “Did children in the past live like me?”