Capturing the Unseen: Unveiling the Role of Women Activists in the Greensboro Sit-Ins through Historical Inquiry
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| Title: | Capturing the Unseen: Unveiling the Role of Women Activists in the Greensboro Sit-Ins through Historical Inquiry |
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| Language: | English |
| Authors: | Ryan E. Hughes, Kathelene McCarty Smith, Patrick Dollar, Lauryn Peten |
| Source: | Social Studies and the Young Learner. 2025 38(2):14-20. |
| 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: | 7 |
| Publication Date: | 2025 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education Grade 4 Intermediate Grades |
| Descriptors: | Grade 4, Activism, United States History, Inquiry, Civil Rights, Social Justice, Elementary Education, Local History, Females, African Americans, Racism |
| Geographic Terms: | North Carolina (Greensboro) |
| ISSN: | 1056-0300 |
| Abstract: | This article presents a historical inquiry designed to teach fourth-grade students how to develop counternarratives that challenge prevailing, and often-simplified, accounts of the 1960 Greensboro Sit-Ins, a pivotal civil rights event. Inspired by college-level classes, an elementary social studies teacher educator and two university archivists tailored the inquiry for elementary teachers who want to explore this historical event and consider alternative perspectives. To this end, the authors developed a five-phase inquiry to investigate "Who planned and carried out the Greensboro Sit-Ins of 1960?" While this inquiry focuses on the Greensboro Sit-Ins, the framework is flexible for other civil rights topics or social movements. Educators can guide students in local histories, incorporating Learning for Justice principles--helping students reveal untold stories and challenge dominant narratives. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Access URL: | https://www.socialstudies.org/social-studies-and-young-learner/38/2 |
| Accession Number: | EJ1489849 |
| Database: | ERIC |
| Abstract: | This article presents a historical inquiry designed to teach fourth-grade students how to develop counternarratives that challenge prevailing, and often-simplified, accounts of the 1960 Greensboro Sit-Ins, a pivotal civil rights event. Inspired by college-level classes, an elementary social studies teacher educator and two university archivists tailored the inquiry for elementary teachers who want to explore this historical event and consider alternative perspectives. To this end, the authors developed a five-phase inquiry to investigate "Who planned and carried out the Greensboro Sit-Ins of 1960?" While this inquiry focuses on the Greensboro Sit-Ins, the framework is flexible for other civil rights topics or social movements. Educators can guide students in local histories, incorporating Learning for Justice principles--helping students reveal untold stories and challenge dominant narratives. |
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| ISSN: | 1056-0300 |
