Social Studies and the Young Learner March/April 2023
Social Studies and the Young Learner March/April 2023
Volume:35
Num:4
Empowering Student Expression, Action, and Inquiry
MEMBERS ONLY
There Is No Kansas City without Black Kansas City
Tina M. Ellsworth and Toni Gates center their article around stories of Black joy, agency, and resistance of Black Kansas Citians. Ellsworth and Gates’ collaboration demonstrates how educators can effectively construct partnerships between schools and grassroots organizations. The authors of this piece will guide educators in ways to find local Black history in their cities, show how to draw on the IDM example, and provide lesson suggestions.
OPEN ACCESS
“This Is Your Moment—Seize It!” Barbara Johns, Black Agency, and the Empowerment of Youth
In their article, Beau Dickerson and Emma Thacker provide counternarratives to traditional Civil Rights Movement instruction. Their IDM and classroom examples highlight young people’s agency, resilience, and dreams for the future.
MEMBERS ONLY
Teaching beyond Curricular Certainty: Telling Bayard Rustin’s Story to Kindergarteners
In “Teaching beyond Curricular Certainty: Telling Bayard Rustin’s Story to Kindergarteners” and the associated pullout “Documents for Telling Bayard Rustin’s Story to Kindergarteners,” Corey R. Sell, Dorothy Shapland, Caroline Klein-Callea, and Melanie Ernst look beyond focusing primarily on Martin Luther King Jr. and other celebrated Black Americans.
MEMBERS ONLY
Standing Up to Sit Down: Exploring Civil Rights Transportation Protests with Picture Books and Young Adult Chapter Books and Student Poetry Writing
The authors show how elementary-school age students and teachers can use picture books, young adult literature, and poetry to uncover and explore the hidden histories and untold stories of Elizabeth Jennings, Ida B. Wells, Jackie Robinson, Sarah Keys Evans, and Claudette Colvin, among others, and their protests for African Americans’ right to ride in trains, streetcars, buses, and other forms of public transportation.
OPEN ACCESS
Teaching Young Learners with the C3 Framework
Teaching Young Learners with the C3 Framework
In this article, the authors share how a third-grade teacher supported students in crafting and researching their own inquiry questions using a process known as the Question Formulation Technique to scaffold students’ development of supporting questions. Hughes and Heckart provide the reader with suggestions and resources for supporting student-initiated inquiry.
