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Edited by Caroline R. Pryor, Whitney G. Blankenship, Erik Alexander, Charlotte Johnson and James Mitchell

In the United States, the Common Core Standards, the C3 Frame-work for Social Studies Standards (NCSS), and the 10 themes of the National Curriculum Standards (NCS/NCSS) each pose challenges for teachers preparing to teach skills, content, and critical issues of American history. The problem for many middle and secondary teachers is that textbooks do not contain sufficient primary source documents and varied secondary literature linked to these stand-ards. The volumes in the Teaching Critical Themes in American His-tory fill this need by providing teachers with history content, peda-gogical strategies, and teaching resources. The series is organized around key problems/issues in American history so that teachers can select which critical topics upon which they might want to con-centrate.

Middle and Secondary pre-and in-service educators will find the books in this series essential for developing and implementing American history and social studies curriculum in diverse and com-plex classrooms. Teachers will find the books in this series valuable as they search for methodologies and material that will help them address the Common Core Standards in the social sciences and his-tory. Community College history instructors can also find the books in this series helpful as supplementary texts in their U.S. history survey courses. The practical—not to mention exciting—implementation of perspectives offered in each title is a key fea-ture of this series.

This series will address topics such as the formation of the Ameri-can Republic, the problem of slavery in America, causes of the Civil War, emancipation and reconstruction, America’s response to in-dustrialization, the New Deal, the fight for Civil Rights, and more. The Series Editors invite proposals for edited volumes in American history and social studies, along with articles and lesson plans for both the topics above, and other topics of the series.

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Edited by Whitney Blankenship

Teaching the Struggle for Civil Rights, 1948–1976 will provide readers with critical content knowledge of lesser known figures and events in the 20th century Civil Rights Movement. As the initial volume in the Teaching Critical Themes in American History series, the book will also fulfill the aim of the series, which is to provide teachers with history content, pedagogical strategies, and teaching resources organized around key themes in American history and critical topics on which they might want to concentrate.

In Teaching the Struggle for Civil Rights, 1948–1976, traditional civil rights narratives are expanded through the use of an intersectional lens within historical analysis essays that provide additional context to the larger civil rights movements of the period. The pedagogical issues essays focus on common concerns and disputes that often surround the teaching of civil rights. Lesson plans and related resources addressing the topics highlighted by chapter authors are also included in the book. Social studies and history methods professors and curriculum coordinators will find the book helpful for introducing the teaching of civil rights movements. Pre-service and in-service educators can use the lesson plans and resources as models for their own units of study.

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Teaching the Struggle for Civil Rights, 1948–1976 About the book Teaching the Struggle for Civil Rights, 1948–1976 will provide readers with critical content knowledge of lesser known figures and events in the 20th century Civil Rights Movement. As the initial volume in the Teaching Critical Themes in American History series, the book will also fulfill the aim of the series, which is to provide teachers with history content, pedagogical strategies, and teaching resources organized around key themes in American history and critical topics on which they might

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Teaching the Struggle for Civil Rights, 1948–1976 Caroline R. Pryor, Jason Stacey, Erik Alexander, Charlotte Johnson, and James Mitchell General Editors In the United States, the Common Core Standards, the C3 Framework for Social Studies Standards (NCSS), and the 10 themes of the National Curriculum Standards (NCS/NCSS) each pose challenges for teachers preparing to teach skills, content, and critical issues of American history. The problem for many middle and secondary teachers is that textbooks do not contain sufficient primary source documents and varied

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Teaching the Struggle for Civil Rights, 1948–1976 | ix → Preface to the Book Series Teaching Critical Themes in American History The purpose of this book series is to provide teachers an examination of critical issues in American history and provide resources to teach these issues. The resources found in this series are: (a) historical content for exploring critical issues, (b) historical context for addressing the themes of civil rights and liberties, (c) examples of how to use national standards to augment lessons, and (d) primary and secondary source

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Teaching the Struggle for Civil Rights, 1948–1976 Table of Contents Tables Preface to the Book Series: Teaching Critical Themes in American History C AROLINE R. P RYOR Acknowledgments Introduction W HITNEY G. B LANKENSHIP Section 1: Historical Analysis 1. An American Dilemma: Contextualizing the Modern Civil Rights Movement, 1948–1976 R OBERT C VORNYEK AND W HITNEY G. B LANKENSHIP 2. Portraitures of Living in the Era of Legal Segregation: Baltimore, Maryland G ARY A. H OMANA 3. Education for Emancipation: The Mississippi Freedom Schools K RISTEN E

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Teaching the Struggle for Civil Rights, 1948–1976 | 197 → Contributors Jayne R. Beilke received her doctorate in History of American Education from Indiana University—Bloomington. She is a professor of social foundations and multicultural education at Ball State University. Her research interests are African American educational history and critical multicultural education. She is currently researching the reaction and resistance to the 1869 Indiana School Law, which established segregated schooling throughout the state. Ellen Bigler entered public school

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c:Iireword W hat is the main purpose for writing a volume on the central theme of American political thought? Raymond and Constance Polin resolved this important question by providing a comprehensive reader that clar- ifies our understanding of the attitudes, concepts, and issues that undergird the evo- lution of American political thought. In a careful integration of teaching and research, the authors have provided a detailed and original compilation of the writ- ings of select American thinkers. In light of the startling structural changes that are taking

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intellectual formation and ideological orientation. Mark Millington has published a number of articles on cultural dif ference in Latin America and on the ethical and political issues at stake in reading cross-culturally. He has a specific interest in the Notes on Contributors 233 theoretical issue of transculturation and, as well as publishing articles on the subject, he has co-edited a book on transcultural architecture in Latin America. Gustavo San Román (BA, Nottingham; PhD, Cambridge), came to the University of St Andrews as a lecturer in 1989. His main teaching

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Ladson-Billings 22. Wrong Answer to the Wrong Question: Why We Need Critical Teacher Education, Not Standardization Barbara Madeloni and Julie A. Gorlewski Reflection Questions SECTION V “SHIFT HAPPENS”: CONTEMPORARY ISSUES OF EQUITY AND DIVERSITY Introduction Yolanda Medina 23. Community Angela Anselmo and Alma Rubal-Lopez 24. “What I know about Spanish is that I don’t talk it much”: Bilingual Fifth-Grade Students’ Perceptions of Bilingualism Sandra A. Butvilofsky 25. A Distinctly Un-American Idea: An Education Appropriate to Their Station Patrick J. Finn 26