Developing Inclusive Middle School History Curriculum for Democratic Citizenship

• In Event: Critical Civics and Citizenship Education

Abstract

This curriculum and research project focuses on providing opportunities for underachieving students and students from historically marginalized groups in middle grades to experience a high quality history curriculum that works toward democratic citizenship. The curriculum integrates core concepts, instructional strategies, and recurrent themes to form a coherent and well-scaffolded experience over four units in US history courses. This paper focuses on the curriculum model we developed and from findings that emerged during the first year of implementation in schools in Alabama and Virginia. Findings show the success of teachers and students in participating in “best practices” strategies (e.g., seminar discussions, deliberations) and illustrates the challenges teacher-participants faced within the current educational context of accountability, common assessments, and test pressure.

Authors

• Jeremy D. Stoddard, The College of William & Mary

• Carol L. Tieso, College of William and Mary

• Janice I. Robbins, Virginia Polytechnic Institute and State University