The inspiring story of Pakistani activist Malala Yousafzai and her determination to get an education.
This article examined noted Italian voyager Christopher Columbus’s experiences prior to his noted 1492 “discovery” of America. It calls on students to consider Columbus’ earlier trips and to work spatially with maps and modern software, and to synthesize what made the 1492 trip a reality.
While many textbooks misrepresent historic events and disregard diverse experiences, text sets allow educators to explore history through a comprehensive sample of text genres, perspectives, marginalized voices, and authentic lived experiences. Building from a two-year content analysis that reviewed 41 texts, this article examines a text set of 10 resources for teaching lower (K-3) and upper (4-6) elementary learners about Japanese-American incarceration (sometimes referred to as Japanese-American internment). A brief synopsis of each text is accompanied by reading and writing response recommendations aimed at encouraging students to make critical and creative cross-curricular connections while applying historical content knowledge.
This paper examines the process of researching and building classroom resources on U.S. immigration history. Three dilemmas emerged for the author that would closely parallel the challenges elementary and secondary educators would face: 1) deconstructing politicized misperceptions on immigration, 2) navigating a highly politicized topic, and 3) grappling with a system in need of reform, where no clear answer is available. The paper concludes with an example of how teachers and teacher educators might handle immigration history in the classroom.
This article explores the divisions within the Democratic Party during the 1948 presidential election—an election that allows students to see how issues of race divided factions within the party. The article also provides a vision for the type of high school civics instruction advocated for in the C3 Framework. There are discussions of the importance of teaching public policies and of an activity for high school students to examine different factions within the Democratic Party. The steps and resources needed to implement this activity are also provided.
