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Johnson, Aaron; Hicks, David; Ogle, Todd; Bowman, Doug; Cline, David; Ragan, Eric – Social Education, 2017
In 2014, Virginia's Montgomery County school division adopted a place-based social studies curriculum titled "My Place in Time and Space" for fifth grade students. The curriculum promotes an awareness of the impact of place on local knowledge and disciplinary understandings in southwest Virginia, while also connecting local history to…
Descriptors: Place Based Education, Elementary Education, Grade 5, Computer Simulation
Crawford, B. Scott; Hicks, David; Doherty, Nicole – Social Education, 2009
If the mission of the social studies is to educate global citizens for the twenty-first century, then students must learn how to engage in the type of systematic and sophisticated literacy work that recognizes the power of images as well as texts. In an era of high stakes testing, it is not easy for teachers to find time to locate appropriate art,…
Descriptors: Artists, Cooperation, Museums, Art
Peer reviewed
Hicks, David – Social Education, 2000
Presents an interview with James Loewen who wrote "Lies My Teacher Told Me: Everything Your High School History Textbook Got Wrong" and "Lies Across America: What our Historic Sites and Monuments Get Wrong." Focuses on topics such as what led him to write these two books and why they are popular. (CMK)
Descriptors: Active Learning, Books, Elementary Secondary Education, Higher Education
Peer reviewed
Hicks, David; Doolittle, Peter E.; Ewing, E. Thomas – Social Education, 2004
Understanding history is a challenge. In order to provide teachers with a tool that can help students acquire the knowledge and skills necessary to interpret primary sources and reconcile various historical accounts, the authors developed the SCIM-C strategy. Grounded in research on teaching and learning history and building upon Riley's layers of…
Descriptors: Historians, History Instruction, Primary Sources, Teaching Methods
Peer reviewed
Stephens, Robert P.; Lehr, Jane L.; Thorp, Daniel B.; Ewing, E. Thomas; Hicks, David – Social Education, 2005
Today's students are generally accustomed to seeing timelines of events, lists of names, and bulleted items, yet they lack an understanding of the complexity of historical analysis. Learning to read historical information from charts, for example, teaches students to evaluate the significance of change. Comparing related primary sources can…
Descriptors: Historians, Educational Technology, Slavery, Historical Interpretation