A Second Grade Teacher's Experiences Designing and Implementing a Critical Social Studies Inquiry

• In Event: Fairmont Roundtable Session One
  In Roundtable Session: Pursuing Historical Truths Through Critical Social Studies Teaching (Table 16)

Abstract

This paper explores the use of the Inquiry Design Model (IDM) as a way to create responsive, engaging social studies curriculum in a low-income, majority-minority elementary school. In the context of virtual learning and professional development in the 2020-2021 school year, the second-grade teacher participant was able to use the IDM to push social studies curriculum to be more accurate and inclusive. Results of this single-case study indicate that the teacher participant found the inquiry process to be rewarding and effective despite its challenges. Results point to ways that teacher educators and others need to support classroom teachers to design and implement curriculum for social change.

Author

• Emma Sowards Thacker, James Madison University
  Presenting Author