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Exploring Globalization Opportunities and Challenges in Social Studies

Effective Instructional Approaches

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Edited By Lydiah Nganga, John Kambutu and William B. Russell III

This book on global issues, trends, and practices is intended to serve primarily as an instructional and learning resource in social studies methods courses for preservice teachers. In addition, it is an effective social studies and global education resource for college faculty, graduate students, inservice educators, and other professionals because it has divergent, practical, and relevant ideas. Teaching global education is challenging. It requires an understanding of globalization and how it affects policies, reforms, and education. Therefore, this book explores real global issues in the classroom and also offers different innovative instructional strategies that educators have employed while teaching social studies courses. The volume includes detailed reviews of literature and research findings which facilitate the design of quality pertinent units and lessons plans. Indeed, this book is a critical tool to help educators and students to gain a better understanding of globalization and global education.
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Chapter Thirteen: Hearing a Chorus of Voices: Globalizing the U.S. History Curriculum with Historical Empathy: Joseph O’Brien & Jason L. Endacott

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Joseph O’Brien Jason L. Endacott

As citizens of the global community, students also must develop a deep understanding of the need to take action and make decisions to help solve the world’s difficult problems. They need to participate in ways that will enhance democracy and promote equality and social justice in their cultural communities, nations, and regions, and in the world.

J. A. Banks, 2008, pp. 134–135

The changing face of American society compels us to diversify and globalize the U.S. history curriculum beginning with the meaningful inclusion of a wider range of historical figures and the promotion of historical inquiry that incorporates historical empathy as a means for students to capture these figures’ “voices.” The typical K–12 history curriculum in the United States emphasizes a common national heritage over pluralistic history, which runs the risk of promoting a “discourse of invisibility . . . true of every non-European group of people who constitute our nation” and portraying history as “an incoherent, disjointed picture of those who are not White” (Ladson-Billings, 2003, p. 4). State history standards typically view history of certain peoples, such as African Americans or immigrant groups, through the lens of the U.S. government or through their interaction with the government. In turn, history textbooks over time have placed differing levels of importance on the historical experiences of these groups depending upon the significance of their interactions with the federal government at any given point in time. For example, after analyzing U.S...

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