A CCSD Teaching American History Grant Module Facilitator: Sharon L. Carter Content Scholars: Michael S. Green, Ph.D. and DeAnna Beachley, Ph.D. Content

A CCSD Teaching American History Grant ModuleFacilitator: Sharon L. Carter • Content Scholars: Michael S. Green, Ph.D. and DeAnna Beachley, Ph.D. • Content Pedagogy Scholar: Christy G. Keeler, Ph.D.


Slavery and The Social StudiesSession I




Slavery and The Social StudiesAgenda

Slavery and The Social StudiesAgenda

• Sign-In/UNLV Credit•Welcome• Expectations• Pedagogy• The Social Studies• Vital Themes• Google Lit Trips• Collecting Artifacts

• Break (get assignment)•Content Presentation•Requirements



Slavery and The Social StudiesPedagogy Presentation

Slavery and The Social StudiesPedagogy Presentation


Origins of The Social Studies• The Committee of Ten (1892)

• Established history as a legitimate discipline for secondary education• Formal study of history to begin by ages 9 - 11• Grade 7: American history; Elements of civil government• Grade 8: Greek and Roman history

• 1916 Report of the Committee on the Social Studies– Established primary subject areas– Importance of cultivating “good citizens”– Marked the beginning of social studies as a school subject

• 1921—Establishment of NCSS• History alone was not adequate for citizenship education


Definition of The Social Studies (1916)

“…those whose subject matter relates directly to the organization and

development of human society, and to man as a member of social groups.”

—U.S. Bureau of Education


Definition of The Social Studies (1994)

“…the integrated study of the social sciences and humanities to promote

civic competence.”

—National Council for the Social Studies


What Are The Social Studies?

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What Are The Social Studies?

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Sources of Subject MatterMass MediaFuture StudiesPopular CultureThe LawThe ArtsRole of Place

Consumer AffairsThe HumanitiesThe SciencesContemporary Issues and

EventsHuman-Environment

Interaction


History’s Vital Themes and Habits of the Mind• Standards• Themes

– Civilization, cultural diffusion, and innovation– Comparative history of major developments– Patterns of social and political interaction– Human interaction with the environment– Conflict and cooperation– Values, beliefs, political ideas, and institutions


Habits of the Mind

…understand the significance of the past to their own lives, both private and public, and to their society.

Significance of the Past


Habits of the Mind

…distinguish between the important and the inconsequential, to develop the “discriminating memory” needed for discerning judgment in public and personal life.

What’s Important, and What’s Not


Habits of the Mind

…perceive past events and issues as they were experienced by the people at the time, to develop historical empathy as opposed to present-mindedness.

Historical Empathy


Habits of the Mind

…acquire at one and the same time a comprehension of diverse cultures and shared community.

Shared Humanity


Habits of the Mind

…understand how things happen and how things change, how human intentions matter, but also how their consequences are shaped by the means of carrying them out in a tangle between purpose and process.

Change and Consequences


Habits of the Mind

…comprehend the interplay of change and continuity, and avoid assuming that either is somehow more natural, or more to be expected, than the other.

Change and Continuity


Habits of the Mind

…prepare to live with uncertainties and exasperating—even perilous—unfinished business, realizing that not all “problems” have solutions.

History is Unfinished Business


Habits of the Mind

…appreciate the often tentative nature of judgments about the past, and thereby avoid the temptation to seize upon particular “lessons” of history as cures for present ills.

History’s Tentative Nature


Habits of the Mind

…recognize the importance of individuals who have made a difference in history, and the significance of personal character for both good and ill.

People Who Made a Difference


Habits of the Mind

…appreciate the force of the nonrational, the irrational, and the accidental in history and human affairs.

The Unintended and Unexpected


Habits of the Mind

…understand the relationship between geography and history as a matrix of time and place and as a context for events.

Time and Place are Inseparable


Habits of the Mind

…read widely and critically in order to recognize the difference between fact and conjecture, between evidence and assertion—in order to frame useful questions.

Evaluating Evidence


Habits of the Mind

…grasp the complexity of historical causation, respect particularity, and avoid excessively abstract generalizations.

Campaign Against Monocausality


Google Lit Trips

• What are they?• Why use them?• How do I find them? (Look HERE)• Let’s see one!

• Becoming an expert

Slave Dancer


Collecting Artifacts

• Finding of Primary Sources Artifacts– Digital libraries– Social media (e.g., Flickr)– Check out Delicious

• Citing Your Sources– Creative Commons

• Storing Artifacts



Slavery and The Social StudiesBreak

[Get Experts Assignments]

Slavery and The Social StudiesBreak

[Get Experts Assignments]





Documents

A CCSD Teaching American History Grant Module Facilitator: Sharon L. Carter Content Scholars: Michael S. Green, Ph.D. and DeAnna Beachley, Ph.D. Content