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The Social Studies Curriculum: Purposes, Problems and Possibilities (5th Ed.)

The Social Studies Curriculum (5th Ed.), 2024

The Social Studies Curriculum (5th Ed.) will be published in 2024 by State University of New York Press. The Social Studies Curriculum, Fifth Edition updates the definitive overview of the issues teachers face when creating learning experiences for students in social studies. The book connects diverse elements of the social studies curriculum – social issues, history, cultural studies – offering a unique and critical perspective that separates it from other texts. The social studies curriculum is contested terrain both epistemologically and politically and this completely updated book includes new chapters on politics of social studies curriculum, historical perspective, critical historical inquiry, Black education and critical race theory, whiteness and anti-racism, decolonial literacy and decolonizing the curriculum, gender and sexuality, Islamophobia, critical media literacy, evil in social studies, economics education, anarchism, children’s rights and Earth democracy, and citizenship education. Readers are encouraged to reconsider their assumptions and understandings of purposes, nature, and possibilities of the social studies curriculum.

Scott, D. & Abbott, L. (2012). Trying to make the mission statements of social studies curriculum inhabit my social studies pedagogy and vice versa. One World in Dialogue Journal, 2(1), 8-18

Despite widespread agreement in the field that the purpose of social studies should be to develop stu‐ dents’ democratic dispositions and encourage useful citizenship, pedagogy on the ground is not always congruent or consistent with these aims and objectives. In this article we work through the pedagogic and curricular challenges faced by one of the coauthors of this article who has been exploring ways to align his personal pedagogical practice with the Alberta social studies program’s call to help students become aware of their capacity to effect change in their communities and world. Specifically, this article reports on a pilot study in which two classes of Grade 8 social studies students responded to a powerful inquiry question asking them to compare and explore whether analogous conditions that led to the Italian Renaissance are present in the city where the students reside. We assess the extent to which a sustained engagement with a powerful inquiry question made the topic in...

The Social Studies Curriculum: Purposes, Problems, and Possibilities (Revised Edition)

2001

"Revised edition, published in 2001. The purpose of this book is to present a substantive overview of the issues in curriculum development and implementation faced by social studies educators. This Revised Edition of The Social Studies Curriculum: Purposes, Problems, and Possibilities is thoroughly updated and expanded from its initial publication in 1997. The focus is on presenting contemporary perspectives on some of the most enduring problems facing social studies educators, with a strong emphasis on concerns for diversity of purposes and forms of knowledge within the social studies curriculum. This collection of essays provides a systematic investigation of a broad range of issues affecting the curriculum, including a series of topics not addressed in the earlier edition, such as citizenship education as a force for oppression/anti-oppression; influence of and resistance to curriculum standards and high-stakes testing in social studies; inclusion and community building; and children’s literature. Enabling teachers and other curriculum workers to better understand and act on the nature, scope, and context of social studies curriculum concerns in today's schools is a primary goal of the book."

Contemporary Issues in Social Studies Education: Secondary

In EDCP 333 (Topics in Social Studies: Secondary), students engage in a critical exploration of aims and content of secondary social studies curriculum. A key consideration of the course concerns teachers' roles in creating curriculum as opposed to merely delivering curriculum as conceived by the state or textbook companies. Toward that end the course focuses the ways in which social studies teachers can move beyond the limits of textbooks and ministry guidelines to engaged their students in creating critical/personally meaningful understandings on key curricular topics, including some or all of the following: (1) Democracy and Democratic Citizenship; (2) Race, Racism, and Anti-Racism; (3) First Nations/Indigenous Peoples; (4) Social Class; (5) Gender, Sexuality and the Body; (6) Globalization; (7) Environment, Sustainability, and Community; and (8) Critical Media Literacy.

Social Studies for the Twenty-first Century: Methods and Materials for Teaching in Middle and Secondary Schools

Lawrence Erlbaum Associates, 2007 -Education -432 pages 0 Reviews Social Studies for the Twenty-First Century, Third Edition weaves theory, curriculum, methods, and assessment into a comprehensive model to guide middle and secondary teachers in setting objectives; planning lessons, units, and courses; choosing classroom strategies; and constructing tests for some of the field's most popular and enduring programs. It offers practical, interesting, exciting ways to teach social studies and a multitude of instructional and professional resources for teachers. The text includes separate chapters on teaching each of the major areas of the social studies curriculum. Its reflective and integrative framework emphasizes building imagination, insight, and critical thinking into everyday classrooms; encourages problem-solving attitudes and behavior; and provokes analysis, reflection, and debate.