Preparing to Teach Social Studies for Social Justice: Becoming a Renegade
by Ruchi Agarwal-Rangnath, Alison G. Dover and Nicholas Henning
This practical book shows how veteran, justice-oriented 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-to-classroom 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.
Offers advice from experienced educators who have learned to successfully navigate the constraints of high-stakes testing and standards-based mandates.
Shares and analyzes curricular and pedagogical approaches to teaching the Common Core, including lesson plans teachers can use in their own classrooms.
Examines a range of philosophical and political stances that teachers might take as they navigate the unique demands of teaching for social justice in their own context.
Social Studies, Literacy, and Social Justice in the Common Core Classroom: A Guide for Teachers
Inspired by the author's research and work with preservice and beginning teachers, this book presents a unique framework to help educators (grades 3- 8) embed their efforts to teach social studies for social justice within the context of literacy. It is a resource for using primary and other sources that will offer students new ways of thinking about history while meeting Language Arts Common Core Standards demands for information text and critical thinking. Grounded in the daily realities of today's public schools, the framework offers a way of planning that takes into account teaching factors that include pressures for content coverage, preparation of students for high-stakes tests, and the low importance placed by many districts on including social studies in the curriculum. Each chapter explains how teachers can restructure, reshape, and work with mandated curriculum materials to teach from a critical perspective. The book also discusses how to meet Common Core Standards by teaching language arts and social studies as complementary subjects.