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Developing a Culturally Responsive Social Studies Classroom with Trade Books

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Title: Developing a Culturally Responsive Social Studies Classroom with Trade Books
Language: English
Authors: Jeremiah Clabough, Timothy Lintner, Caroline Sheffield, Alyssa Whitford
Source: Research Issues in Contemporary Education. 2024 9(1):114-138.
Availability: Louisiana Educational Research Association. e-mail: rice@leraweb.net; Web site: http://leraweb.net/ojs/index.php/rice
Peer Reviewed: Y
Page Count: 25
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 6
Intermediate Grades
Middle Schools
Junior High Schools
Secondary Education
Descriptors: Grade 6, History Instruction, United States History, African Americans, Slavery, African American History, Racism, Evidence Based Practice, Citizen Participation, Student Developed Materials, Social Studies, Culturally Relevant Education, Books, Student Research, Student Projects, Student Participation, Racial Discrimination, War, Charter Schools, Middle School Students, Thinking Skills, Activism
ISSN: 2690-9251
Abstract: In this article, the authors focus on a one-week research project examining Frederick Douglass's civic actions to challenge racial discrimination African Americans faced before and after the U.S. Civil War. Our one-week research project was implemented at a free public charter school in amid-sized Southern city. Our project connects to the disciplinary literacy skills argued for in the indicators of the C3 Framework. The following research questions drove our study: (a) in what ways, if any, do students articulate the challenges African Americans faced in the slavery system?; (b) In what ways, if any, do students articulate the civic actions taken by Frederick Douglass to challenge racial discrimination in U.S. society? First, we define the concept of public issues and describe their importance in an abbreviated literature review. Next, our focus shifts to examining how disciplinary literacy skills advocated for in the C3 Framework helped to shape our project. Then, we briefly focus on the demographic information for the students that participated in our study along with giving the demographic information about the teacher that implemented this project. Next, methods utilized in our project will be given. Then, a description of the student data and analysis procedures is provided. Next, we talk about the findings from our study and give a discussion section to unpack our findings. Finally, we close the article with limitations from our study and recommendations for future research studies to build upon our project.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1426401
Database: ERIC
FullText Text:
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  Data: Developing a Culturally Responsive Social Studies Classroom with Trade Books
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  Data: <searchLink fieldCode="AR" term="%22Jeremiah+Clabough%22">Jeremiah Clabough</searchLink><br /><searchLink fieldCode="AR" term="%22Timothy+Lintner%22">Timothy Lintner</searchLink><br /><searchLink fieldCode="AR" term="%22Caroline+Sheffield%22">Caroline Sheffield</searchLink><br /><searchLink fieldCode="AR" term="%22Alyssa+Whitford%22">Alyssa Whitford</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Research+Issues+in+Contemporary+Education%22"><i>Research Issues in Contemporary Education</i></searchLink>. 2024 9(1):114-138.
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  Data: Louisiana Educational Research Association. e-mail: rice@leraweb.net; Web site: http://leraweb.net/ojs/index.php/rice
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  Data: 25
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  Data: In this article, the authors focus on a one-week research project examining Frederick Douglass's civic actions to challenge racial discrimination African Americans faced before and after the U.S. Civil War. Our one-week research project was implemented at a free public charter school in amid-sized Southern city. Our project connects to the disciplinary literacy skills argued for in the indicators of the C3 Framework. The following research questions drove our study: (a) in what ways, if any, do students articulate the challenges African Americans faced in the slavery system?; (b) In what ways, if any, do students articulate the civic actions taken by Frederick Douglass to challenge racial discrimination in U.S. society? First, we define the concept of public issues and describe their importance in an abbreviated literature review. Next, our focus shifts to examining how disciplinary literacy skills advocated for in the C3 Framework helped to shape our project. Then, we briefly focus on the demographic information for the students that participated in our study along with giving the demographic information about the teacher that implemented this project. Next, methods utilized in our project will be given. Then, a description of the student data and analysis procedures is provided. Next, we talk about the findings from our study and give a discussion section to unpack our findings. Finally, we close the article with limitations from our study and recommendations for future research studies to build upon our project.
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  Data: EJ1426401
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
        StartPage: 114
    Subjects:
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: History Instruction
        Type: general
      – SubjectFull: United States History
        Type: general
      – SubjectFull: African Americans
        Type: general
      – SubjectFull: Slavery
        Type: general
      – SubjectFull: African American History
        Type: general
      – SubjectFull: Racism
        Type: general
      – SubjectFull: Evidence Based Practice
        Type: general
      – SubjectFull: Citizen Participation
        Type: general
      – SubjectFull: Student Developed Materials
        Type: general
      – SubjectFull: Social Studies
        Type: general
      – SubjectFull: Culturally Relevant Education
        Type: general
      – SubjectFull: Books
        Type: general
      – SubjectFull: Student Research
        Type: general
      – SubjectFull: Student Projects
        Type: general
      – SubjectFull: Student Participation
        Type: general
      – SubjectFull: Racial Discrimination
        Type: general
      – SubjectFull: War
        Type: general
      – SubjectFull: Charter Schools
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Activism
        Type: general
    Titles:
      – TitleFull: Developing a Culturally Responsive Social Studies Classroom with Trade Books
        Type: main
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            NameFull: Jeremiah Clabough
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            NameFull: Timothy Lintner
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            NameFull: Caroline Sheffield
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            NameFull: Alyssa Whitford
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            – D: 01
              M: 01
              Type: published
              Y: 2024
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            – TitleFull: Research Issues in Contemporary Education
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