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Teaching Villainification in Social Studies
In this collection, scholars from the United States, Canada, and Australia examine the concepts of villainification and anti-villainification in social studies curriculum, popular culture, as well as within sociocultural contexts and their implications. Villainification is the process of identifying an individual or a small group of individuals as the sole source of a larger evil. Anti-villainification considers the messy space in between individual and group culpability in order to help students develop a sense of responsibility to each other as humans in communities on this planet. Chapter authors examine topics related to U.S. politics, financial education, Holocaust education, difficult ...
Teaching Data Literacy in Social Studies
We are surrounded by data and data visualizations in our everyday lives. To help ensure that students can critically evaluate data—and use it to promote social justice—this book outlines principles and practices for teaching data literacy as part of social studies education. The author shows how social studies content and skills can enhance data literacy, and its importance in supporting students’ historical thinking and civic engagement. Shreiner also provides a rationale for including data literacy in the social studies curriculum and highlights the special knowledge and skills social studies teachers offer in promoting a critical, humanistic form of data literacy. Recognizing that m...
The Theory-Story Reader for Social Studies
Theory holds the capacity to help educators see the world differently, challenge problematic assumptions and practices that cultivate harm, and illuminate pathways towards access, equity, justice, joy, and love. While it is easy to underestimate the role of theory in such pursuits throughout social studies education, this book shows that theory is always-already present in all productions of teaching and learning. In this collection, well-established scholars highlight a broad range of theories that are currently being used to alter the landscape of social studies instruction. Important to these efforts is the position that theory does not exist in a vacuum but rather is the reflection of a ...
Teaching Culturally and Linguistically Relevant Social Studies for Emergent Bilingual and Multilingual Youth
Through research, storytelling, curriculum development, and pedagogy, this book will help educators engage emergent bilingual and multilingual (EBML) students with social studies and citizenship education. Chapters are written by well-known and new scholars who are enacting teaching and research that center the needs, interests, and experiences of EBML youth. Drawing from multiple, intersecting, and interdisciplinary frameworks that focus on culture and language, chapters highlight social studies in varying disciplinary and nondisciplinary spaces (e.g., community, geography, family, civics, history) both inside and outside the classroom. Examples of frameworks include culturally relevant and...
Gardner/Ballard and Allied Families
Family of Oscar Wright Gardner (1901-1979), son of William Thomas Gardner and Katherine Cauthen. He was born in Spalding Co., Ga., and died in Fayetteville, Ga. He was married to Mary Katherine Ballard (b. 1910) in 1926 in Orchard Hill, Ga. She was the daughter of William Kimsey Ballard and Flora Daniel. She was born in Atlanta, Ga. They were parents of nine children. The Gardner ancestry has been traced to abt. 1675 in Virginia and from there to North Carolina, South Carolina, Texas, Monroe Co., Georgia and elsewhere. The Ballard family has been traced to ca. 1606 in Warwick, England and from there to Virginia, North Carolina and on to Georgia. Family members live in Georgia, Arkansas, North Carolina, South Carolina, Alabama, Mississippi and elsewhere.
Index to Jewish Periodicals
An author and subject index to selected and American Anglo-Jewish journals of general and scholarly interests.
