We, the Students and Teachers

Irene S. Laroche, Robert W. Maloy

Description

We, the Students and Teachers shows history and social studies educators how to make school classrooms into democratic spaces for teaching and learning. The book offers practical strategies and lesson ideas for transforming democratic theory into instructional practice. It stresses the importance of students and teachers working together to create community and change. The book serves as an essential text for history and social studies teaching methods courses as well as professional development and inservice programs for history and social studies teachers at all grade levels.
List of Tables
Acknowledgments
Preface: The 7 Cs of Democratic Teaching
Introduction: Defining Democracy and Democratic Teaching

1. Contrasting: Curriculum Coverage and Uncoverage

2. Conducting: Student Engagement Flipped Classrooms

3. Collaborating: Decision Making and Power Sharing

4. Conversing: Conversations, Discussions, and Student Voice

5. Conferring: Student Feedback to Guide Teaching Practice

6. Co-Constructing: Digital Technologies and Student Inquiry

7. Connecting: Civic Learning and Community Engagement

Conclusion: Building Democratic Spaces for Teaching and Learning

References
Index

Sujets

• Social studies

Informations

• Publié par: State University of New York Press
• Date de parution: 03 janvier 2015
• Nombre de lectures: 0
• EAN13: 9781438455600
• Langue: English

Extrait

We, the Students and Teachers
We, the Students and Teachers
Teaching Democratically in the History and Social Studies Classroom
Robert W. Maloy and Irene S. LaRoche
Published by State University of New York Press, Albany
© 2015 State University of New York
All rights reserved
Printed in the United States of America
No part of this book may be used or reproduced in any manner whatsoever without written permission. No part of this book may be stored in a retrieval system or transmitted in any form or by any means including electronic, electrostatic, magnetic tape, mechanical, photocopying, recording, or otherwise without the prior permission in writing of the publisher.
For information, contact State University of New York Press, Albany, NY
www.sunypress.edu
Production, Jenn Bennett
Marketing, Michael Campochiaro
Library of Congress Cataloging-in-Publication Data
Maloy, Robert W.
We, the students and teachers : teaching democratically in the history and social studies classroom / Robert W. Maloy and Irene S. LaRoche.
pages cm
Includes bibliographical references and index.
ISBN 978-1-4384-5558-7 (pbk. : alk. paper)
ISBN 978-1-4384-5559-4 (hardcover : alk. paper)
ISBN 978-1-4384-5560-0 (ebook)
1. Social sciences—Study and teaching (Elementary) 2. Social sciences—Study and teaching (Secondary) 3. History—Study and teaching (Elementary) 4. History—Study and teaching (Secondary) 5. Teacher-student relationships. 6. Democracy and education. I. LaRoche, Irene S., 1984– II. Title. LB1584.M28 2015 372.83—dc23 2014015525
10 9 8 7 6 5 4 3 2 1
Contents
List of Tables
Acknowledgments
Preface: The 7 Cs of Democratic Teaching
Introduction: Defining Democracy and Democratic Teaching
Chapter 1. Contrasting: Curriculum Coverage and Uncoverage
Chapter 2. Conducting: Student Engagement and Flipped Classrooms
Chapter 3. Collaborating: Decision Making and Power Sharing
Chapter 4. Conversing: Conversations, Discussions, and Student Voice
Chapter 5. Conferring: Student Feedback to Guide Teaching Practice
Chapter 6. Co-Constructing: Digital Technologies and Student Inquiry
Chapter 7. Connecting: Civic Learning and Community Engagement
Conclusion: Building Democratic Spaces for Teaching and Learning
References
Index
Tables Table 1.1 Hidden Histories and Untold Stories by Learning Standards Table 1.2 NCSS Themes and King Philip’s War Table 2.1 Ideas, Issues, and Insights for Group Work and Cooperative Learning Table 2.2 Ideas, Issues, and Insights for Primary Sources Table 2.3 Ideas, Issues, and Insights for Picture Books and Historical Fiction Table 3.1 Student-Written Class Constitution Table 5.1 Student Feedback Survey Questions Table 5.2 Comparison of Student Comments Table 5.3 Survey Questions from Two Seventh-Grade Classes Table 5.4 Ideas, Issues, and Insights Feedback Questions Table 5.5 Students’ Comments on Multicultural Literature Table 6.1 Cover, Uncover, and Discover Resources for an American Revolution Unit Table 6.2 Social Bookmarking, Tag Bundle, and Playlist for Bessie Coleman Table 7.1 Student and Class Learning Network
Acknowledgments
This book would not be possible without the ideas and perspectives provided by the students and teachers with whom we have worked at the University of Massachusetts Amherst and the Amherst (Massachusetts) public schools. We want to thank college students who collaborated and learned with us in Education 514, Education 592S, Education 510, Education 613, Education 743, and Education 497I (TEAMS Tutoring) at the University of Massachusetts Amherst. We are equally grateful to the students and teachers at Amherst Middle School in Amherst. All of you have shaped our thinking and inspired our teaching.
We particularly want to acknowledge Sharon A. Edwards for her questions, contributions, modeling of democratic teaching, and hours of reading and responding to the manuscript for the book; it could not have been finished without her steadfast support. Thank you to Marge LaRoche, David Hale, Teagan Hale, and Gavin Hale for their patience, understanding, and support for time spent on this work. We thank former students Julia Saari-Franks, Erica Winter, Kim Kench, Lou Proietti, and Gina Gacona for starting us down the path to this book in 2009.
For embracing democratic practices in schools, thank you to Heather Batchelor, Jessica Brehaut, Jessica Charnley, Kate Curtin, John Denmead, Joe Emery, Allison Evans, Allyson Furcick, Jeremy Greene, Jessica Johnson, Samantha Mandeville, Matt Mare, Kelly Marsh, Brenna Morrison, Lauren Morton, Nikki Pullen, Helen van Riel, Hilary K. Smith, and Samantha Whitman.
Over the years, we have been inspired and guided by the broad visions for better schools set forth by Byrd L. Jones, Irving Seidman, Richard J. Clark Jr., Atron Gentry, David Schimmel, Howard Peelle, Portia Elliott, John Fischetti, Jodi Bornstein, Dwight Allen, Joye Bowman, and Ruth-Ellen Verock.
We acknowledge the staff at the W.E.B. Du Bois Library, the Nahman-Waston Library, the Mason Library, and the New Castle Public Library. They provided wonderful writing spaces and answered our every question. Thank you to the wait staff of Bertucci’s Restaurant in Amherst as well as the Bridgeside Grille in Sunderland for providing nourishment and a warm environment for countless dinner sessions processing and pondering the ideas for the book.
We also want to express our thanks to Beth Bouloukos, our editor at the State University of New York Press, who was always available with guidance and support. She believed in this project and that has helped make this book a reality.
Ideas do not take shape in a vacuum and to think so would be undemocratic. The countless interactions and experiences that influenced our thinking about democratic practices would be impossible to capture. In naming people who contributed to this work, we undoubtedly will leave out some to whom we are indebted. We apologize and express our gratitude to them.
To our readers, thank you for being interested in the ideas put forth in the book. We hope for and anticipate a future partnership with you through hearing the many ways you bring democratic teaching practices to life in schools.
Preface
The 7 Cs of Democratic Teaching
The schoolroom is the first opportunity most citizens have to experience the power of government. Through it passes every citizen and public official, from schoolteachers to policemen and prison guards. The values they learn there, they take with them in life.
—Supreme Court Justice John Paul Stevens
(New Jersey v. T.L.O, 1985)
“What does it mean to teach democratically?”
We pose this question every year to college students entering history and political science teacher license programs at the University of Massachusetts Amherst. They, in turn, ask elementary, middle, and high school students taking history and social studies classes in local schools. These inquiries encourage everyone to consider the multifaceted roles of history and social studies in preparing students for civic roles and responsibilities as members of American democracy. It is an expected goal of K–12 education that students learn about democracy in school in order to act democratically in society.
What does it mean to teach democratically introduces powerful dynamics that emerge each year in the behaviors of teacher candidates and K–12 students when new democratic practices are introduced in school classes. Graphic artist M.C. Escher (2000) once noted that he sought to “awaken astonishment” in those who viewed his art. Similarly, by asking the meaning of democratic teaching, we seek to awaken the power and importance of democratic experiences in schools. Repeatedly, history/social studies teacher candidates describe their amazement at the culture, tone, and substance of transformed classes when democratic practices are introduced and sustained. Many explain they will never think about teaching or history/ social studies in the same way again; their pedagogy will firmly be grounded in democratic principles and practices.
Introducing the 7 Cs
We, the Students and Teachers explores how to teach democratically in history and social studies classrooms, with an emphasis on middle and high schools. We argue that history/social studies classes at all grade levels can play a unique and essential role in how students learn about democracy and their roles as engaged members of a democratic society.
The book envisions classrooms as laboratories for democratic learning, places where students and teachers together build frameworks for future citizenship through their lessons and actions. It proposes practical and concrete solutions to the fundamental contradiction of students learning about democracy in undemocratic ways. It offers ideas for involving students directly and purposefully in their own learning, a way to re-energize a commitment to education among many youths today who find school in general, and history/social studies in particular, uninspiring and disengaging.
Seven chapters, each beginning with the letter “C,” present different dimensions of teaching democratically in the history/social studies classroom:
1. Contrasting: Curriculum Coverage and Uncoverage
2. Conducting: Student Engagement and Flipped Classrooms
3. Collaborating: Decision Making and Power Sharing
4. Conversing: Conversations, Discussions, and Student Voice
5. Conferring: Student Feedback about Teaching Practices
6. Co-construction: Digital Technologies and Student Inquiry
7. Connecting: Civic Learning and Community Engagement
We use the “7 Cs of democratic teaching