Inquiry-based global learning in the K-12 social studies classroom

Author(s)

    • Maguth, Brad M.,
    • Wu, Gloria

Bibliographic Information

Inquiry-based global learning in the K-12 social studies classroom

edited by Brad M. Maguth and Gloria Wu

Routledge, 2020

  • : pbk

Available at  / 1 libraries

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Note

Includes bibliographical references and index

Description and Table of Contents

Description

-Empowers educators, teacher educators, curricular specialists, and professional development supervisors to better prepare informed, active, and responsible citizens. -Promotes an inquiry model whereby students are encouraged to explore, research, and be agents of change in their communities and world. -Instructional activities in each chapter align to the new C3 Framework.

Table of Contents

  • 1: Global Learning in the Social Studies Classroom
  • 2: Inquiry-Based Global Learning and the C3 Framework
  • Section 1: Investigating global and cross-cultural perspectives
  • 3: What is the difference between the Chinese dragon and its depiction in the West?
  • 4: How can we learn about faraway places? Life and learning in Tanzania
  • 5: How did the Silk Road influence the development of China, the Middle East, and Europe?
  • 6: What were the psychological motivations of the Nanjing Safety Zone Committee?
  • 7: How did European views on race lead to the African Slave trade?
  • Section 2: Understanding global issues and geographies
  • 8: What can Iraqi foods tell us about its society and cultures?
  • 9: How should the world best respond to refugees?
  • 10: In what ways do Cold War perspectives compare across the globe?
  • 11: What is the lasting impact of the use of nuclear weapons during WWII in Japan?
  • 12: To what extent can human rights and a free market coexist in a global economy?
  • Section 3: Making local to global connections
  • 13: How is my community's immigration story part of the story of the world?
  • 14: What can local store products tell me about the world and its people?
  • 15: In what way is the U.S. Constitution a global document?
  • Section 4: Appling global learning to take informed action
  • 16: Can we right an environmental wrong?
  • 17: What individual and collective actions are most effective to protect bees and other pollinators?
  • 18: Where does the world stand on gay rights?
  • 19: Why is anti-black racism in Latin America a human rights issue?

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