Teaching “Hard History” through Children’ Literature about Enslavement
dc.creator | Shuttleworth, Jay M. | |
dc.creator | Patterson, Timothy | |
dc.date.accessioned | 2021-11-19T18:46:35Z | |
dc.date.available | 2021-11-19T18:46:35Z | |
dc.date.issued | 2020 | |
dc.identifier.citation | Patterson, T. J., & Shuttleworth, J. M. (2020). Teaching Hard History through Children's Literature about Enslavement. Social Studies and the Young Learner, 32(3), 14–19. | |
dc.identifier.citation | Available at: https://www.socialstudies.org/user/login?destination=/node/26909 | |
dc.identifier.issn | 1056-0300 | |
dc.identifier.uri | http://hdl.handle.net/20.500.12613/7132 | |
dc.identifier.uri | http://dx.doi.org/10.34944/dspace/7111 | |
dc.description.abstract | Because of a long tradition of children's literature depicting enslavement, elementary teachers have an expansive assortment of books from which to choose. These books, however, can be filled with inaccuracies, troubling illustrations, and dubious interpretations of the "peculiar institution." The recent controversy over "A Birthday Cake for George Washington," a book written for first-through-third graders, filled with illustrations of enslaved persons smiling while they work in bondage, demonstrates just how problematic these books have the potential to be. In this article, the authors offer lessons from their study of recently published children's books that depict enslavement. Their analytical framework aims to assist teachers as they decode the interpretive stances embedded in the narratives and illustrations of books that depict enslavement. They then offer recommendations for an instructional strategy aligned with the "College, Career, and Civic Life (C3) Framework for Social Studies State Standards" that will support students' learning about enslavement from any of the books in their study, or other books that may be available in a particular school library | |
dc.format.extent | 6 pages | |
dc.language | English | |
dc.language.iso | eng | |
dc.relation.ispartof | Faculty/ Researcher Works | |
dc.relation.haspart | Social Studies and the Young Learner, Vol. 32, No. 3 | |
dc.relation.isreferencedby | National Council for the Social Studies | |
dc.rights | All Rights Reserved | |
dc.subject | History Instruction | |
dc.subject | Controversial Issues | |
dc.subject | Childrens Literature | |
dc.subject | Primary Education | |
dc.subject | United States History | |
dc.subject | Racial Discrimination | |
dc.subject | Slavery | |
dc.subject | Teaching Methods | |
dc.subject | Social Studies | |
dc.subject | Cultural Awareness | |
dc.subject | Elementary School Teachers | |
dc.title | Teaching “Hard History” through Children’ Literature about Enslavement | |
dc.type | Text | |
dc.type.genre | Journal article | |
dc.description.department | Teaching and Learning | |
dc.ada.note | For Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu | |
dc.description.schoolcollege | Temple University. College of Education and Human Development | |
dc.creator.orcid | Patterson|0000-0001-8139-9348 | |
dc.temple.creator | Patterson, Timothy J. | |
refterms.dateFOA | 2021-11-19T18:46:35Z |