Overview

This practical book shows how veteran, justiceoriented social studies teachers are responding to the Common Core State Standards, focusing on how they build curriculum, support students’ literacy skills, and prepare students to think and act critically within and beyond the classroom. In order to provide direct classroom-toclassroom insights, the authors draw on letters written by veteran teachers addressed to new teachers entering the field. The first section of the book introduces the three approaches teachers can take for teaching for social justice within the constraints of the Common Core State Standards (embracing, reframing, or resisting the standards). The second section analyzes specific approaches to teaching the Common Core, using teacher narratives to illustrate key processes. The final section demonstrates how teachers develop, support, and sustain their identities as justice-oriented educators in standards-driven classrooms. Each chapter includes exemplary lesson plans drawn from diverse grades and classrooms, and offers concrete recommendations to guide practice.

Full Product Details

9780807757666

Table of Contents

Reviews

This inspiring book invites us into conversations that cannot help but to make our teaching more collective, impactful, and profound. -Kevin Kumashiro, University of San Francisco This is a must-read book for practicing and aspiring educators interested in learning how to teach justice-oriented, critical social studies. -Brian D. Schultz, Northeastern Illinois University

This inspiring book invites us into conversations that cannot help but to make our teaching more collective, impactful, and profound. -Kevin Kumashiro, University of San Francisco This is a must-read book for practicing and aspiring educators interested in learning how to teach justice-oriented, critical social studies. -Brian D. Schultz, Northeastern Illinois University

Author Information

Ruchi Agarwal-Rangnath, adjunct professor at California State University, USA–San Francisco and vice president of the National Association of Multicultural Education, California Chapter. Alison G. Dover, assistant professor, Department of Educational Inquiry and Curriculum Studies, Northeastern Illinois University, USA. Nick Henning, associate professor in the Department of Secondary Education at California State University–Fullerton, USA.

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