Why Are There Two Different Stories about the Building of the White House?
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| Title: | Why Are There Two Different Stories about the Building of the White House? |
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| Language: | English |
| Authors: | Timothy Patterson, Jay M. Shuttleworth |
| Source: | Social Studies and the Young Learner. 2025 38(2):9-13. |
| Availability: | National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education |
| Descriptors: | Social Studies, Teaching Methods, Childrens Literature, Slavery, Elementary School Students, United States History, African American History, History Instruction, Lesson Plans, Elementary School Teachers, Reading Materials, Reading Aloud to Others, Buildings, Construction (Process), Presidents |
| ISSN: | 1056-0300 |
| Abstract: | This article offers an approach to supporting elementary students' reading of two children's books about the construction of the White House through read-aloud prompts aligned with the C3 Framework. The authors present two approaches promoted by prominent educational institutions and offer a brief review of their research on children's literature about enslavement. Their lesson on teaching about the involvement of enslaved people in building the White House is presented. The goal of this lesson is to help young readers identify the narratives shaping contemporary discourses about the legacy of enslavement in American history. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Access URL: | https://www.socialstudies.org/social-studies-and-young-learner/38/2 |
| Accession Number: | EJ1489838 |
| Database: | ERIC |
| Abstract: | This article offers an approach to supporting elementary students' reading of two children's books about the construction of the White House through read-aloud prompts aligned with the C3 Framework. The authors present two approaches promoted by prominent educational institutions and offer a brief review of their research on children's literature about enslavement. Their lesson on teaching about the involvement of enslaved people in building the White House is presented. The goal of this lesson is to help young readers identify the narratives shaping contemporary discourses about the legacy of enslavement in American history. |
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| ISSN: | 1056-0300 |
