Thinking Like an Activist in the History Classroom

Autor/inn/en	Martell, Christopher C.; Stevens, Kaylene M.
Titel	Thinking Like an Activist in the History Classroom
Quelle	In: Social Education, 86 (2022) 5, S.333-339 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7724
Schlagwörter	Activism; History Instruction; Social Studies; Elementary Secondary Education; Preschool Education; Theory Practice Relationship; Local History; Asian History; Criticism + Suchen Sie Ihr Suchwort? Aktivismus; Politischer Protest; History lessons; Geschichtsunterricht; Gemeinschaftskunde; Pre-school education; Vorschulerziehung; Theorie-Praxis-Beziehung; Ortsgeschichte; Kritik
Abstract	NCSS's framework for social studies education, "The College, Career, and Civic Life (C3) Framework for Social Studies State Standards," is centered on the concept of inquiry. As social studies teachers have worked to incorporate historical inquiry, many have understandably emphasized the teaching of historical thinking and democratic citizenship skills. While these approaches have fostered important shifts in instruction, the authors argue that students must also develop activist thinking, which involves learning how movements are formed and sustained, leading to larger social change. The "C3 Framework" notes that historical inquiries should focus on helping students understand "interdisciplinary challenges in our social world." To do so, those inquiries must teach PreK-12 students how to take informed action collectively. The authors offer three vignettes that illustrate how students can develop activist thinking in their history classrooms. (ERIC).
Anmerkungen	National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01