Race Lessons

Prentice T. Chandler, Austin Peay State University.Todd S. Hawley, Kent State University.

• Using Racial Pedagogical Content Knowledge to Reimagine Social Studies Teaching and Learning; Prentice T. Chandler and Todd S. Hawley.Section I. Foundations of Racial Pedagogical Content Knowledge.Chapter 1. Race and Racism in the Social Studies: Foundations of Critical Race Theory; Andrea Hawkman.Chapter 2. The Inquiry Design Model; Kathy Swan, SG Grant and John Lee.Chapter 3. "Do You Feel Me?": Affectively and Effectively Engaging Racial Pedagogical Content Knowledge in Social Studies Classrooms;Christina Villarreal.Section II. Inquiry Based Race Lessons in Social Studies.Chapter 4. Teaching Racial Inequity Through the California Gold Rush (US history); Christopher C. Martell, Jennifer R. Bryson, and William C. Chapman-Hale.Chapter 5. Africans in New Amsterdam (US history); Jane Bolgaz, Tamar Brown and Emily Zweibel.Chapter 6. Settler Schooling: A TribalCrit Approach to Teaching Boarding School Histories in Elementary Social Studies; Sara Shear.Chapter 7. But "Ain't I a Woman? ": An Inquiry on the Intersectionality of Race and Gender During the 19th Century Abolitionist Movement; Lauren Colley.Chapter 8. Teaching the Montgomery Bus Boycott as Citizen Action for Racial and Economic Justice (economics); Todd S. Hawley, Andrew Hostetler and Prentice T. Chandler.Chapter 9. Does Geography Have a Violence? Ken Carano.Chapter 10. Do People Get to Choose Where They Live?: A Case Study of Racial Segregation in Austin, Texas; Tori Davis and Ryan Crowley.Chapter 11. Stories, Counterstories, and Tales of Resistance: Family History Inquiry Projects in World History Classrooms; Juan Gabriel Sánchez and Raquel Y. Sáenz.Chapter 12. Toward a Latin@ Critical Race Theory: Examining Race, Racism, and Afro-Latinidad in World History and Human Geography; Chris Busey.Chapter 13. Are U.S. Citizenship Test Racially Motivated?: Analyzing the Racial Implications of Citizenship "Tests", Historically and Today; William L. Smith.Chapter 14. Countering Single Stories: Inquiring into the Confederate Battle Flag with Students; Jessica F. Kobe and Ashley A. Goodrich.Chapter 15. What is Race? A Compelling Question with a Complex Response; Samina Hadi-Tabassum.Chapter 16. On the Matter of Black Lives: Using CRT and C3 Inquiry to Examine Current Events; John P. Broome and Jason Endacott.Chapter 17. Has Social Media Provided Communities of Color a Platform for Sharing Counternarratives? Jennifer Killham.Chapter 18. Examining the Power Structures That Impact Friendships; Jennifer Burke.Section III. Voices from the Field.Chapter 19. Notes on Understanding and Valuing the Anger of Students Marginalized by the Social Studies Curriculum; Lisa Gilbert.Chapter 20. Counter-Narratives in U.S. History: Race Lessons in a Social Studies Methods Course; Emilie M. Camp.Chapter 21. Teacher Professional Development and CRT: Teaching the Civil Rights Movement in Mississippi: Using Teacher Professional Learning Communities to Promote CRT/RPCK; Jenice L. View.Chapter 22. Race Autobiographies in the Social Studies Classroom: Possibilities and Potential; Adam W. Jordan and Dacario Poole.