Historical narratives of Black women often focus solely on racial discrimination without acknowledging the structural and systemic gender-based discrimination they faced. Crenshaw's concept of intersectionality draws upon decades of Black feminist scholarship delineating how Black women experience systemic oppression on account of both their race…

Given the current marginalization of the social studies within elementary classrooms it is vital that elementary educators seek integrative techniques that promote the social studies. This article explores one such example of integration taught by the authors within an elementary classroom. The three-day lesson taught to fifth-grade students aimed…

Teachers often respond to the perils of teaching about religion by simply avoiding the subject. An investigation of secondary lesson plans on three prominent Martin Luther King, Jr. websites reveals little attention to the ideology of the civil rights movement, especially those touching on religious ideas. Ignoring King's religious views risks…

Delving into the life and legacy of Henry VIII is both complex and captivating. People seem compelled to learn more abut his critical contributions and controversial conduct that range from the significant to the scandalous. Reflecting on the history of the world would be incomplete without investigating the events and escapades associated with…

When teachers in elementary and middle school classrooms portray history as an immutable sequence of certain facts, dates, and events, young learners tend to view the past, and by extension the future, as something fixed and inevitable. Learning about the past through investigating biographies can help counter this tendency by teaching students to…

Examines the use of biographies in teaching elementary students about contemporary women. Discusses sources of appropriate works and provides teaching suggestions for use with elementary school children. (GEA)

Suggestions to help social studies teachers use historical fiction and biography to teach critical reading to intermediate grade students are made. For example, teachers should help students to check various sources for the author's qualifications, purpose, and bias and assist students in analyzing language and writing style. (RM)

Eleanor Roosevelt taught history, current events, literature, and drama at the K-12 Todhunter School. Her views concerning social studies are discussed. She believed that the primary purpose of education in a democracy was the development of informed, productive citizens in an atmosphere in which individuals could reach their full potential. (RM)

Recommends using time bonding (finding a role model and researching the process and story behind that individual's accomplishments) as a means to interest students in history. Outlines the instructions covering the objectives of the writing assignments. Students researched a variety of biographies including Jackie Robinson and Lyndon Johnson. (MJP)

Provides ways teachers can make U.S. history more meaningful for students. Suggests using family photographs; making family trees; planning activities that focus on commemorative celebrations; creating a time line; reading biographies; and collecting stamps. (GG)

Presents resources for teaching about Dr. Martin Luther King, Jr. Outlines criteria for selecting biographies for children and young adults. Identifies problems in certain biographies of King, and recommends high quality biographies of King. Discusses exercises for integrating themes from King's life into the classroom. (RW)