Social Studies, Literacy, and Social Justice in the Elementary Classroom
A Guide for Teachers
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Learn how to use primary and other sources to help students think about history while meeting language arts standards in grades 3-8. Elementary-aged children are often positioned as not developmentally ready to learn about race, racism, and injustice. Yet, the classroom materials used in most schools misrepresent history, withhold knowledge about racial injustice, or fail to uplift stories of resilience and resistance. For almost a decade, this groundbreaking resource has been one of the most highly used textbooks in justice-oriented social studies methods courses for grades 3-8. The author ha...
Learn how to use primary and other sources to help students think about history while meeting language arts standards in grades 3-8. Elementary-aged children are often positioned as not developmentally ready to learn about race, racism, and injustice. Yet, the classroom materials used in most schools misrepresent history, withhold knowledge about racial injustice, or fail to uplift stories of resilience and resistance. For almost a decade, this groundbreaking resource has been one of the most highly used textbooks in justice-oriented social studies methods courses for grades 3-8. The author has thoroughly revised her bestseller to provide additional lessons that are more deeply situated within the current context of converging pandemics--COVID-19, racism, and impending environmental catastrophe. Grounded in the daily realities of public schools, Agarwal-Rangnath shows teachers how to use primary and other sources that will offer students new ways of thinking about history while meeting language arts standards for informational text proficiency and critical thinking. Educators will also learn how to teach language arts and social studies as complementary subjects. New for the Second Edition: * More concrete connections between theory and practice. * Additional lesson examples that are centered in today's context of converging pandemics. * Reflection questions that challenge readers to think about ways to navigate curricular constraints and standardization in the classroom.
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