1. Lies My Teacher Told Me
Revolutionizing SS instruction by embracing diversity and multiple perspectives

2. Loewen’s book “Lies..” stating…
“High School students hate history. When they list their favorite subjects, history inevitably comes in last. Students consider history the ‘most irrelevant’ of twenty-one subjects commonly taught in high school.”
Did our research find this to be true? Why or why not?

3. Teaching Methods

4. Studies find that in SSE
“Textbooks dominate history more than they do any other subject.”
“The stories that history textbooks tell are predictable; every problem has already been solved or is about to be solved. Textbooks exclude conflict or real suspense.”
“They leave out things that might reflect badly upon our national character.”

5. Studies find that in SSE cont.
According to our research, SS was the class most likely to assign textbook reading for hw as well as to use the textbook in class.
Why do you think that is? How can we become less textbook dependent?

6. What is Gardner’s Theory of Multiple Intelligences
What is Gardner’s Theory of Multiple Intelligences? What kind of learner is favored by textbook-oriented instruction?

7. Regarding multiple intelligences…
Compared with other subjects, SS
Was the least likely to use hands-on activities in class (bodily- kinesthetic)
Was the second most likely to lecture (verbal/linguistic)
Was the least likely to use groupwork (interpersonal)
Was the second least likely to use movement (bodily- kinesthetic)
Was the second least likely to use music in class (musical- rhythmic)
Was tied for the most likely to use pictures in class (visual/spatial)
Was the least likely to let you make decisions/solve problems in class (logical-mathematical)
Was the second least likely to differentiate instruction
Does it seem that some students are doomed to fail?

8. What do the students want?
EVERY child wants:
To be accepted and valued
To be successful
To see role models who look like them who they can aspire to be like.
And 90% of behavior problems in class stem from children not feeling valued or successful in school.

9. Heroification
Traditional history has been criticized for what is seen as history teachers and textbooks “heroifying” historical figures… omitting inconvenient facts about them and making them super-humans we should all look up to.
Do you believe this is true? Why is it done? Should it be done? Why or why not?
Did you learn anything from reading this book about a famous historical “hero” you didn’t know about them?

10. Racism/Sexism in SS Education

11. Loewen and other research studies found that:
“African American, Native American, and Latino students view history with a special dislike. They also learn history especially poorly.”
Who interviewed an African-American, Native American, or Latino student? What did they tell you about their experience in history class?

12. Culturally Responsive Teaching
Why is there a need for culturally responsive teaching?
We live in a pluralistic society
Many cultural groups have a history of prejudice and discrimination against outsiders
There is a natural tendency for humans to distrust others who are different from them
The more someone knows about a particular culture, the more positive he or she usually feels about it
Women, ethnic groups, racial groups, and numerous cultures have been largely ignored or misrepresented in curriculum materials in the past

13. Do you believe that the way social studies is taught alienates certain groups of students?
Can you give an example to support this argument?
If so, how can we work toward mitigating this?

14. Our research indicated that:
SS was the most likely subject to include the contributions of women and racial/ethnic minorities.
SS tied with ELA in presenting different points of view on the same issue.

15. How do social justice issues affect education?
Children from lower-income families consistently score lower on nearly all measures of educational attainment.
Significant racial disparities still exist on nearly all measures of educational attainment.

16. How can we integrate culturally responsive teaching into our classrooms?
Encourage multiple perspectives
Choose course materials to reflect various heritages
Include heroes who look like your students
Encourage students to share their culture & embrace differences
Invite family members & community members to your classroom
Be sensitive to cultural norms
Attempt to work around students’ holidays or religious observances as much as possible
Model acceptance
Learn from your students

17. What about gender?
However, do you feel this is a significant issue as that you need to be aware of as a teacher? Why or why not?

18. Are there gender inequities in education?
Boys:
Are more likely to start kindergarten later
Are more likely to repeat kindergarten
Are more likely to be “left back” a grade
Tend to score higher on standardized tests
Tend to be more successful in mathematics
Are more likely to have learning disabilities
Are more likely to display disruptive behavior
Are more likely to be involved in school sports
Tend to have higher visual-spatial abilities
More likely to be bodily-kinesthetic learners
Girls:
Tend to be younger than boys in the same grade
Tend to earn higher grades than boys
Tend to be more successful in reading
Tend to sit quietly more easily & have a longer attention span
Are more involved in extracurricular activities [excluding athletics]
Tend to have a better memory
More likely to be verbal or interpersonal learners
(Buchman, DiPrete, & McDaniel, 2008)

19. What about children who are differently-gendered?
Coy’s story

20. So what?

21. Would you argue that diversity effects current trends in social studies teaching in the USA? Why or Why Not?

22. Loewen’s quote from “Lies My Teacher Told Me,” p. 362
“Citizens who are their own historians, willing to identify lies and distortions and able to use sources to determine what really went on in the past, become a formidable force for democracy.”