Post-pandemic social studies : how COVID-19 has changed the world and how we teach
- Responsibility
- edited by Wayne Journell ; foreword by Joel Westheimer ; afterword by Tyrone C. Howard
- Publication
- New York, NY : Teachers College Press, [2022]
- Copyright notice
- ©2022
- Physical description
- xiv, 272 pages ; 23 cm
- Series
- Research and practice in social studies series
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| Call number | Note | Status |
|---|---|---|
| LB1584 .P665 2022 |
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Description
Creators/Contributors
- Contributor
- Journell, Wayne, editor.
Contents/Summary
- Bibliography
- Includes bibliographical references and index
- Contents
-
- Introduction / Wayne Journell
- PART 1. TEACHING ABOUT THE COVID-19 PANDEMIC. Putting COVID-19 Into Historical Context
- Situating COVID-19 Within the Context of Death and Grief
- How Should We Remember COVID-19? Designing Inquiry for Social Emotional Learning
- Examining COVID-19 with Young Learners: An Interdisciplinary Inquiry Design Model Approach
- Ideology, Information, and Political Action Surrounding COVID-19
- The Spatiality of a Pandemic: Deconstructing Social Inequality Through Social Inquiry
- PART 2. COVID-19 AND A CRITICAL EXAMINATION OF SOCIAL STUDIES TEACHING AND LEARNING. A Hill Made of Sand: COVID-19 and the Myth of American Exceptionalism
- COVID-19 as a Symptom of Another Disease
- The Inclusion of Economic Inequality in the Social Studies Curriculum: Toward an Education for Participatory Readiness
- "Get Your Knee Off Our Neck!" Historicizing Protests in the Wake of COVID-19
- Anti-Asian Violence Amid the COVID-19 Pandemic and Implications for Social Studies Education
- Breathing Life Back Into Social Studies: Lessons from COVID-19
- Taking Seriously the Social in Elementary Social Studies
- Rethinking the American Value of Freedom in the Post-COVID-19 Social Studies Curriculum: An Altruism Perspective
- Global Learning for Global Citizenship Education: The Case of COVID-19
- Teaching Federalism: Investigating Federal vs. State Power in the Wake of a Pandemic
- What Do We Leave Behind? Assessment of Student Learning in Social Studies Post-COVID-19
- Afterword
- Publisher's summary
-
COVID-19 offers a unique opportunity to transform the K-12 social studies curriculum, but history suggests that changes to the formal curriculum will not come easily or automatically. This book was conceived in the space between the dismantling of our old way of life and the anticipation of what comes next. The authors in this volume-leading voices in social studies education-make the case that COVID-19 has exposed deficiencies in much of the traditional narrative found in textbooks and state curriculum standards, and they offer guidance for how educators can use the pandemic to pursue a more justice-oriented, critical examination of contemporary society. Divided into two sections, this volume first focuses on how elementary and secondary educators might teach about the pandemic, both as a contentious public issue and as a recent historical event. The second section asks teachers to reconsider many long-standing aspects of social studies teaching and learning, from content and instructional approaches to testing.Book Features: Guidance on how to teach about the COVID-19 crisis as a recent, controversial historical event. Examples of teaching approaches and classroom projects that align with the C3 Framework. Lessons about COVID-19 for use in K-12 classrooms, as well as chapters on the history of pandemics and on how teachers can help students cope with death and grief. A critical examination of the idea of American exceptionalism, the role of race and class in U.S. society, and fundamental practices within social studies education.
(source: Nielsen Book Data)
Subjects
Bibliographic information
- Publication date
- 2022
- ISBN
- 9780807766255 paperback acid-free paper
- 0807766267 hardcover acid-free paper
- 0807766259 paperback acid-free paper
- 9780807766262 hardcover acid-free paper
- 9780807780688 electronic book
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