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Social Studies and the Young Learner

A Pocketful of History

--Sherry L. Field and Linda D. Labbo
Read a biography. Then examine "pocket contents." In Lincoln's vest pocket? A draft for a speech, theater tickets, and a photograph of his family, among other items. "Artifacts" are suggested for the pockets of Benito Juarez (president of Mexico), Grandma Moses (artist), Mary McLeod Bethune (black educator), and others.

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Affirming Indigenous Sovereignty: A Civics Inquiry

Indigenous sovereignty is an essential component of civics education. Historical and contemporary examples of infringements on the sovereign rights of Native nations exist, in part, due to the disregard of tribal sovereignty, nationhood, and citizenship. Given the aims of inquiry leading to informed action, we see a strong fit for using the College, Career, and Civic Life (C3) Framework as an entry to instructional planning about Indigenous sovereignty for upper elementary social studies.

Social Studies and the Young Learner September/October 2018

This fall issue of Social Studies and the Young Learner includes an amazing variety of high-quality articles for elementary educators.

Special Section:


Pullout: Indigenous Sovereignty in the News
 


Student Handouts for reasearching current issues dealing with indigenous sovereigenty. PreK-Elementary     World History

Teach like Socrates: Encouraging Critical Thinking in Elementary Social Studies
 

Amy Allen
Who decides when children are ready to talk about hard issues? At what point are our students willing and able to become critical consumers of society? To develop as critical thinkers and instrumental players in the transformation of our future society, young citizens need to participate in authentic activities that will foster critical thinking skills early in their academic careers. In my combined second-and-third grade classroom, I have been systematically implementing various strategies to create what I call a Socratic classroom. PreK-Elementary    

Affirming Indigenous Sovereignty: A Civics Inquiry
 

Sarah B. Shear, Leilani Sabzalian, Lisa Brown Buchanan
Indigenous sovereignty is an essential component of civics education. Historical and contemporary examples of infringements on the sovereign rights of Native nations exist, in part, due to the disregard of tribal sovereignty, nationhood, and citizenship. Given the aims of inquiry leading to informed action, we see a strong fit for using the College, Career, and Civic Life (C3) Framework as an entry to instructional planning about Indigenous sovereignty for upper elementary social studies. In this article, the authors outline a four-part unit that incorporates academic keywords, provides a foundation for understanding Indigenous sovereignty, and deliberates current events related to sovereignty. PreK-Elementary    

Pink Teas, Pickets, and President Wilson: Organizing for the Passage of the 19th Amendment
 

Bárbara C. Cruz
At the turn of the 20th century, Pink Teas (alternately known as “suffrage teas”) were held by women who championed women’s right to vote. In this article, the author provides historical background on Pink Teas and ideas of how to teach about them in the elementary classroom. PreK-Elementary    

The Measurement and Meaning of Landmarks: Integrating Social Studies and Math in Fifth Grade Lessons
 

Valerie Widdall, Muteb Alqahtani, Thomas Kraly
In many elementary classrooms nationwide, less and less time is spent on social studies. Lack of attention to social studies is evident in states like New York where teacher evaluations are contingent on students’ performance on two subjects: English Language Arts (ELA) and mathematics. In this article, the authors describe their experience integrating social studies and mathematics in a fifth grade classroom. The authors strove to provide elementary educators with a lesson integration model that uses historical investigation as a vehicle for learning other subjects such as mathematics. PreK-Elementary     Geography

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