Social Studies & the Young Learner September/October 2023
Social Studies & the Young Learner September/October 2023
Volume:36
Num:01
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Meeting Individual Needs: Teaching First Graders about Resource Allocation and Equity-versus-Equality in an ICT Classroom
The authors highlight two first-grade teachers who teach in New York City. Using a read-aloud, they explore differences between equity and equality and then engage children in a real-world scenario that engages concepts of fairness when allocating resources to disparate groups of people.
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Pedagogical Possibilities with Culturally Conscious Picturebooks Centering South Asian American Youth
This article focuses on 13 picturebooks by South Asian authors which the author categorizes as culturally conscious picturebooks. These books show the beauty of the lived experiences of South Asian American families. The author argues that in response to the sociopolitical realities, social studies educators can expand their curricula to weave in voices from South Asian communities.
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Teaching Young Learners with the C3 Framework
Using the Inquiry Design Model to Reveal Pauli Murray’s Story: A Fierce Advocate and Activist Hidden in the Elementary Curriculum
Pauli Murray was an activist, legal scholar, author, and she was also queer. Her impact on the civil rights and women’s rights movements cannot be overstated. The authors present the reader with the potential for elementary teachers to disrupt and “unmute” curricular silencing by shifting focus to Pauli Murray’s story and work in the civil rights movement. In this C3 inquiry, students explore ways Pauli “pushed for the promise” of America, revealing a more diverse citizenry within the social studies curriculum.
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Interdisciplinary Learning Partnerships Between TK-2 Students and Scientists for Environmental Civic Learning
In this article, Kimi Waite and Jennifer Burgin describe a three-step interdisciplinary framework for learning partnerships between TK–2 students and scientists that covers the NCSS themes SCIENCE, TECHNOLOGY, SOCIETY and PEOPLE, PLACES, AND ENVIRONMENTS. The authors showcase standards-aligned learning activities and resources to help practicing educators bring the Explorer Imprint vision into their classrooms.
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Curriculum Integration Using Picturebooks: Combining Language Arts and Social Studies Standards to Address Controversial Issues
The authors argue that with the continued marginalization of social stud- ies in the elementary classroom, integration has become a popular and effective method for the inclusion of social studies content in the daily curriculum. Using controversial issues, they highlight a model for this integration with a focus on children’s literature.
