Overview

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.

Full Product Details

Author:   Wayne Journell ,  Joel Westheimer ,  Tyrone C. Howard
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Dimensions:   Width: 15.20cm , Height: 1.80cm , Length: 22.90cm
Weight:   0.530kg
ISBN:  

9780807766262

ISBN 10:   0807766267
Pages:   288
Publication Date:   24 December 2021
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

"Contents Foreword ix Joel Westheimer Preface xiii Introduction 1 Wayne Journell PART I: TEACHING ABOUT THE COVID-19 PANDEMIC 11 1.  Putting COVID-19 Into Historical Context 13 Catherine Mas 2.  Situating COVID-19 Within the Context of Death and Grief 28 Rebecca C. Christ, Bretton A. Varga, Mark E. Helmsing, and Cathryn van Kessel 3.  How Should We Remember COVID-19? Designing Inquiry for Social–Emotional Learning 41 Carly Muetterties and Holly Wright 4.  Examining COVID-19 with Young Learners: An Interdisciplinary Inquiry Design Model Approach 60 Lisa Brown Buchanan, Cara Ward, Tracy Hargrove, Amy Taylor, Maggie Guggenheimer, and Lynn Sikma 5.  Ideology, Information, and Political Action Surrounding COVID-19 81 Christopher H. Clark 6.  The Spatiality of a Pandemic: Deconstructing Social Inequality Through Social Inquiry 94 Sandra J. Schmidt PART II: COVID-19 AND A CRITICAL EXAMINATION OF SOCIAL STUDIES TEACHING AND LEARNING 109 7.  A Hill Made of Sand: COVID-19 and the Myth of American Exceptionalism 111 Wayne Journell 8.  COVID-19 as a Symptom of Another Disease 125 Cathryn van Kessel 9.  The Inclusion of Economic Inequality in the Social Studies Curriculum: Toward an Education for Participatory Readiness 137 Leonel Pérez Expósito and Varenka Servín Arcos 10.  ""Get Your Knee Off Our Neck!"" Historicizing Protests in the Wake of COVID-19 151 Kristen E. Duncan and Amber M. Neal 11.  Anti-Asian Violence Amid the COVID-19 Pandemic and Implications for Social Studies Education 163 Sohyun An and Noreen Naseem Rodríguez 12.  Breathing Life Back Into Social Studies: Lessons from COVID-19 175 Jennifer Hauver 13.  Taking Seriously the Social in Elementary Social Studies 187 Katherina A. Payne and Anna Falkner 14.  Rethinking the American Value of Freedom in the Post–COVID-19 Social Studies Curriculum: An Altruism Perspective 200 Yun-Wen Chan and Ya-Fang Cheng 15.  Global Learning for Global Citizenship Education: The Case of COVID-19 210 Sarah A. Mathews 16.  Teaching Federalism: Investigating Federal vs. State Power in the Wake of a Pandemic 222 Karon LeCompte, Brooke Blevins, and Kevin R. Magill 17.  What Do We Leave Behind? Assessment of Student Learning in Social Studies Post–COVID-19 236 Stephanie van Hover, Michael Gurlea, Tyler Woodward, David Hicks, and David Gerwin Afterword 251 Tyrone C. Howard About the Editor and Contributors 255 Index 258"

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Author Information

Wayne Journell is professor and coordinator of the Secondary Teacher Education Program and Secondary Social Studies Program at the University of North Carolina at Greensboro. He also is editor of Theory & Research in Social Education and has received two Exemplary Research in Social Studies Awards from the National Council for the Social Studies (NCSS). His books include Unpacking Fake News: An Educator's Guide to Navigating the Media with Students.

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