Historical Context to Civic Action: Trade Books and Disciplinary Literacy Instruction

Autor/inn/en	Clabough, Jeremiah; Sheffield, Caroline
Titel	Historical Context to Civic Action: Trade Books and Disciplinary Literacy Instruction
Quelle	In: Social Studies, 114 (2023) 4, S.183-204 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2022.2163221
Schlagwörter	Reading Materials; Books; Civics; Literacy Education; Primary Sources; Middle School Students; Thinking Skills; Metacognition; Prompting; Social Studies; History Instruction; African American History; Civil Rights; Advance Organizers + Suchen Sie Ihr Suchwort? Book; Buch; Monographie; Monografie; Staatsbürgerkunde; Primärquelle; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Denkfähigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Benutzerführung; Gemeinschaftskunde; History lessons; Geschichtsunterricht; Bürgerrechte; Grundrechte; Zivilrecht; Lernmaterial
Abstract	This six-day research project examined the potential for how trade books and primary sources can be used in concert with each other to develop middle school students' disciplinary thinking skills in the manners advocated for in the C3 Framework. The project was focused on the trade book "Thurgood," a picture book biography about Supreme Court Justice Thurgood Marshall. Students drew images and used words to describe Thurgood Marshall's civic identity and answered metacognitive analysis prompts explaining their thinking and work. Students' work samples suggest that they employed a nuanced integration of both civic and historical thinking to articulate how Thurgood Marshall's lived experiences influenced his civic action and civic identity. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01