Inquiry-Based Global Learning in the K–12 Social Studies Classroom
This book, edited by experienced scholars in the field, brings together a diverse array of educators to showcase lessons, activities, and instructional strategies that advance inquiry-oriented global learning. Directly aligned to the College, Career, and Civic Life (C3) Framework for Social Studies State Standard, this work highlights ways in which global learning can seamlessly be interwoven into the disciplines of history, economics, geography, civics, psychology, sociology, and anthropology. Recently adopted by the National Council for the Social Studies, the nation’s largest professional organization of history and social studies teachers, the C3 Framework prioritizes inquiry-oriented learning experiences across the social studies disciplines in order to advance critical thinking, problem solving, and participatory skills for engaged citizenship.
TABLE OF CONTENTS
Foreword by John Lee, S. G. Grant, and Kathy Swan
Part I: Inquiry-Based Global Learning
Chapter 1: Global Learning in the Social Studies Classroom
Chapter 2: Inquiry-Based Global Learning and the C3 Framework
Part II: Showcasing Global Learning
Section 1: Investigating global and cross-cultural perspectives
- Chapter 3: What is the difference between the Chinese dragon and its depiction in the West?
- Brad M. Maguth
- Gloria Wu
- Chapter 4: How can we learn about faraway places? Life and learning in Tanzania
- Valery Struthers Walker
- Chapter 5: How did the Silk Road influence the development of China, the Middle East, and Europe?
- Mackenzie J. Pfeil
- Danielle Shirey
- Chapter 6: What were the psychological motivations of the Nanjing Safety Zone Committee?
- Jing Williams
- Mary Johnson
- Chapter 7: How did European views on race lead to the African Slave trade?
- R. Zackary Seitz
- Prentice Chandler
Section 2: Understanding global issues and geographies
- Chapter 8: What can Iraqi foods tell us about its society and cultures?
- Emma Harver
- Chapter 9: How should the world best respond to refugees?
- Erica Pilon
- Monica Blatchley
- Jaime Miller
- Chapter 10: In what ways do Cold War perspectives compare across the globe?
- Kenneth Carano
- Mike Thissell
- Joel Everett
- Chapter 11: What is the lasting impact of the use of nuclear weapons during WWII in Japan?
- Jongsung Kim
- Kazuhiro Kusahara
- Chapter 12: To what extent can human rights and a free market coexist in a global economy?
- Jason Harshman
Section 3: Making local to global connections
- Chapter 13: How is my community’s immigration story part of the story of the world?
- Sunghee Shin
- Beverly Milner (Lee) Bisland
- Chapter 14: What can local store products tell me about the world and its people?
- Stephen Day
- Stephanie Scarpinato
- Susan Sennewald
- Chapter 15: In what way is the U.S. Constitution a global document?
- Daniel Safko
- Brad M. Maguth
Section 4: Appling global learning to take informed action
- Chapter 16: Can we right an environmental wrong?
- Carly Muetterties
- Chapter 17: What individual and collective actions are most effective to protect bees and other pollinators?
- Elizabeth O. Crawford
- Rachel Crawley
- Stephanie Dean
- Matthew Pope
- Andrea Ray
- Chapter 18: Where does the world stand on gay rights?
- Zachariah Lowe
- Chapter 19: Why is anti-black racism in Latin America a human rights issue?
- Christopher L. Busey
Maguth and Wu have re-energized the literature on global education by giving us a well-grounded set of materials around key concepts and rationales for inquiry-based lessons. By including exemplars from across grade levels and around the globe, they have pushed us, as educators and citizens, to develop the skills and habits of mind to prepare youth to take action on critical issues facing the planet.
-John M. Fischer, Professor, School of Teaching and Learning, Bowling Green State University, and 14 years in the Middle Grades Classroom
This is a vital guide full of important information and inquiry ideas for social studies educators who seek to engage students in global learning. Maguth and Wu note the new global age brings amazing possibilities for interaction among citizenries across cultures and borders, but also many challenges for balancing complex and competing interests of a pluralistic, universal society. Modeling social studies inquiry through dynamic lessons, this book offers strategies for facilitating students’ understanding of how to engage in diverse and interdependent communities and how to take informed action for a more peaceful, prosperous, and sustainable world.
- Tina L. Heafner, President, National Council for the Social Studies, and social studies author and methods instructor