Full Description
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.
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
